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Course Criteria
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3.00 Credits
Explanation of movement technique sequences, and choreographic forms. Basic elements of notation. (Prerequisites: DANC 1550, 1555, 2010)
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1.00 Credits
Supervised production work and practical exercises in all aspects of dance relating to the mounting of a performance for presentation. Course may be repeated for credit.
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1.00 - 3.00 Credits
A course featuring in-depth study in the fi eld of dance. The course may be repeated for credit provided the theme is not repeated. Prior approval of instructor is required.
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6.00 Credits
This course is a combination of DSPM 0800 and DSPM 0850 and covers the competencies and skills listed above for each of these courses. It provides an opportunity for completion of the requirements for DSPM 0800 and DSPM 0850 in the same semester. (Prerequisite: Admission is only by the college assessment and placement procedures or successful completion of DSPM 0700 Basic Mathematics. Permission of the instructor is also required.) F, S These courses constitute the TBR required sequence based on placement.
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3.00 Credits
Using vocabulary and readings designed for students placing below tenth grade reading level, this course addresses these reading skills: to understand vocabulary in context, recognize main ideas, detect supporting details, identify the main idea or central point, use transitions and development patterns for reading comprehension, distinguish between facts and opinions, make logical inferences, recognize the author's purpose and tone, and understand the components of an argument. The course requires a substantial amount of reading to accomplish these objectives. This course adds 3 credit hours to the graduation requirements for students enrolled. (Prerequisite: Admission and exit is by college assessment procedure only) ( DSPR 0700 ESL is designed for students whose native language is not English. Listening and speaking will be stressed.) F, S, Su
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3.00 Credits
Using vocabulary and readings designed for students placing above tenth grade reading level but below college level, this course addresses these reading skills: to understand vocabulary in context, recognize main ideas, detect supporting details, identify the main idea or central point, use transitions and development patterns for reading comprehension, distinguish between facts and opinions, make logical inferences, recognize the author's purpose and tone, and understand the components of an argument. The course requires a substantial amount of writing to accomplish these objectives. This course adds 3 credit hours to the graduation requirements for students enrolled. (Prerequisite: Admission and exit is by the college assessment procedure or successful completion of DSPR
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3.00 Credits
This course addresses sentence-level problems in writing including complete sentences, sentence fragments, subject-verb agreement, verb tense, pronoun reference and agreement, and basic punctuation. Students write sentences, and later paragraphs, to correct these problems. This course adds 3 credit hours to the graduation requirements for students enrolled. (Prerequisite: Entry is by college placement procedures only.) ( DSPW 0700 ESL is designed for students whose native language is not English. Listening and speaking will be stressed.) F, S, Su
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2.00 Credits
An introduction to the early childhood education profession including an emphasis on professionalism and developmentally appropriate practice. Includes an overview of history of early education, theoretical program models, different types of early childhood programs, community resources, professional organizations, and contemporary trends and issues in programs for children ages birth to nine. Field experiences required. F
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3.00 Credits
A study of the basic principles and practices of safety, health and nutrition as they relate to the early childhood setting, home, and community for children ages birth to nine. Also included is a study of principles of creating appropriate learning environments for young children. Field experiences required. F, S
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3.00 Credits
A study of developmentally appropriate practices and the teacher's role in supporting development of young children ages birth to nine. An emphasis on curriculum planning including goals, environment, roles of teachers and parents, materials, and settings. Field experiences required. F, S
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