Blended Course Map: Dance 699 Disarming the Playground: Violence Prevention through Movement and Pro-Social Skills
This blended course map was created by a participant of the Blend@UW Course Design Series. It represents an example of how activities could be designed for one unit of a course to achieve the course and unit outcomes.
Example of a blended course map from Dance 699 Disarming the Playground: Violence Prevention through Movement and Pro-Social Skills
Name: Rena Kornblum
SCID: School of Education
Course Name: Dance 699 Disarming the Playground: Violence Prevention through Movement and Pro-Social Skills
Supported Program Outcomes:
- SPO1:Competency in Mind/ Body Connection & Personal Integration as well as Interpersonal Empathy from a global or multi-cultural perspective- Demonstrate skill in expressing one’s self through movement, making connections between movements expression & emotion and attuning with others.
- SPO2:KNOWLEDGE –Develop literacy about the field of DMT - Demonstrate knowledge about the scope & efficacy of the field, its premises & major concepts such as working with the whole person, starting where the client is & strength-based work
- SPO3:ASSESSMENT – Understand and Apply theories of movement Analysis in relation to assessment, treatment plans, and making connections to others
- SPO4:PRACTICAL APPLICATION: Community service – Practicum experience – Teaching classmates-Apply knowledge from research and personal movement exploration to actual therapeutic experiences
- CO1:Knowledge: Identify the major issues involved in the violence prevention curriculum, comparing & contrasting the major themes covered in at least 3 different research-based programs. 2. Demonstrate knowledge of the 7 units covered in the Disarming the Playground Curriculum & how these relate to the field of dance/movement therapy. They will investigate how the application of these would look different depending on the age, population, and culture.
- CO2:Spatial Awareness: Demonstrate an understanding of the role of spatial awareness in a multi-cultural world, identify their own spatial preferences & demonstrate 3 different ways of exploring space & its role in creating safety.
- CO3:Self-Regulation: Demonstrate knowledge of the physiology of the stress &relaxation response. 2. Practice and learn15 different self-regulation techniques for excitement, anxiety, frustration, and anger. 3. Identify which ones work the best for them in different situations & 4. Teach these techniques to others.
- CO4:Attention Span, Inner Focus, Self-Control or Resisting Temptation: Learn and Demonstrate the ability to focus attention, ignore distraction, and maintain a sense of their center of self-control.
- CO5:Empathy and Attunement: Understand & Demonstrate embodied empathy & attunement through movement explorations with others. Apply this knowledge by leading classmates and others during Community Service
- CO6:Early Warning Signs - Identify internal cues that warn of potential danger. Compare/Contract their body cues with others in the class. Demonstrate an ability to scan the environment & alternate between inward & outward focus.
- CO6:Pro-Active Intervention for Bullying and Teasing: Students will learn and experience 10 ways to handle and diffuse tense situations – what they sound like, look like and feel like. They will experiment with these and be able to choose three that work the best for them. They will gain competence in teaching these interventions to others.
- CO7:Positive Problem Solving (PPS), Positive Self-Talk (PST) - Inner Coach: Explore positive vs negative self-talk. Identify when they use each & Practice turning negative to positive. Develop a list of positive problem-solving techniques for themselves as well as additional ones for others. Link PPS & PST to feelings of empowerment.
- CO8:Handling Anger & Other Strong Feelings: Learn 3 anger & anxiety management techniques. Experiment using new techniques with others from the self-regulation unit. Identify triggers, Develop coping techniques for different situations
- CO9:Integration & Application: Gain competence in teaching activities from each unit of curriculum to classmates & a variety of other people. Students will develop new activities or adaptations of an existing activity for each unit.
- CU1: Spatial Awareness: Its Role in Creating Safety and Preventing Violence
- CU2: Self-Regulation, Attention Span, Self-Control: Identifying cues of dysregulation, distraction, and temptation, and learning and developing personalized techniques to calm ones-self, attend with calm alert energy, refocus
- CU3: Empathy and Attunement: Its role in making connections and acting as a stop-guard to violence
- CO4: Early Warning Signs and Pro-Active Interventions: Recognizing potential danger and learning techniques to diffuse tense or dangerous situations.
- C05: Handling Strong Feelings and Becoming a Positive Problem Solver
- CO6: Application of embodied social skills through teaching and developing
Unit Being Redesigned:
CU1: Spatial Awareness: Its Role in Creating Safety and Preventing Violence
- UO1:Demonstrate knowledge of different types of space used in social situations, multi-cultural uses of space, and the role of space in creating safety
- UO2:Detect & Identify body cues relating to personal spatial needs and Perceiveothers’ non-verbal cues relating to spatial needs as demonstrated in movement experiences and journaling.
- UO3:INTEGRATION - Develop an activity to explore space – either a new activity or an adaptation of what we explored in class.
|Pre-Class Activities||In-Class Activities||Post-Class Activities|
First Period on Space Unit
PERIOD TWO ON SPACE UNIT