SENIOR DANCE PROJECT
GUIDELINES &
FACULTY/STUDENT COMMITTEE MEMBER
INFORMATION
(updated 02/2010)
St. Olaf
College Dance Department Mission
Senior Dance Project
Faculty Committees
Senior Dance Project Committee Selection & Area of
Specialty Declaration Proposal
Dance Major Capstone Course: Senior Dance Seminar
(dance-399)
Senior Dance Project Options / Research Methods / Assessment
Criteria
Senior Dance Project Financial Responsibility
Senior Dance Project Faculty/Student Committee Roles &
Responsibilities
Senior Dance Project Faculty/Student Committee Meetings
The Department
of Dance aspires to present and teach dance as a vital form of human
communication, expression, and interaction central to both liberal arts and
fine arts educational traditions. The dance experience at St. Olaf engages
students in the study of dance as a personal art, a cultural art, and a fine
art, aspiring to weave the three into a satisfying whole. The B.A. in Dance prepares dance majors
for a range of vocational and a-vocational options including performing,
creating, teaching, and imagining dance into other fields. It also provides
majors with a solid background for continuing dance and movement education. The
dance program intends to inspire students toward a life of possibility with
strong physical intelligence at its foundation. Students are guided to grow
with attention to being a moving, thinking, feeling, and imagining dancer.
About:
Each dance major will design an individualized Area of Specialty. The purpose of the Area of Specialty is
to encourage students to make connections between and synthesize aspects of
their education within the dance program and the CollegeŐs liberal arts
curriculum.
Each studentŐs Area of Specialty should evolve from the
individual studentŐs curiosity, deepening interests and developing abilities as
a dance major and a student in the CollegeŐs liberal arts setting. Through the creation of the Area of
Specialty, the student will also discover and begin to think about the content
area (thesis, hypothesis, or theme) that will be explored in their senior dance
project.
The Dance Major
Area of Specialty is comprised of the following two components:
1) Content Area: the topic or idea the
student chooses to explore further as she/he progresses through the dance
department curriculum and prepares for and completes their senior dance
capstone project, AND
2) Research Method (Project Option): the
means the student selects to explore and implement their senior capstone
project (choreography, performance, written, combination, other). Detailed information on the various
research methods (project options) is presented later in this document.
Requirements:
The Area of Specialty requires the completion of at least two courses in
addition to the 8 required credits in dance technique and theory (this language will change with approval of the new
major). The two courses
must support the studentŐs chosen Content Area and/or Research Method of their
Area of Specialty. The student
must justify an intentional and coherent relationship between the additional
courses, the studentŐs chosen Area of Specialty, and at least one core dance
theory or language-intensive course.
The additional two courses may be selected from within and/or outside
the dance department.
Each senior
dance seminar student is responsible for assembling and convening a committee
consisting of two dance faculty (one of whom will be selected to serve as lead
faculty for the committee), one faculty member from outside the dance
department, and the senior dance student.
Each committee will meet periodically throughout the entire senior
project process (more info on committee meetings and schedule below).
By April 1 of
their junior year, each dance major will submit to Anthony Roberts (awr@stolaf.edu) a written proposal containing
prioritized options for two distinct senior dance project committees and a
written description of their Area of Specialty including:
o
A brief
statement providing a rationale for the selection of the studentŐs Area of
Specialty (including Content Area and Research Method/Project Option).
o
The names
of four dance faculty committee members, two for each distinct (no overlap)
committee option, including the selection of a lead dance faculty for each
committee.
o
The name of
their selected and confirmed outside faculty committee member (include
department name and email address).
o
A rationale
for the composition of each proposed committee in the context of the studentŐs
Area of Specialty.
The dance
faculty will meet collectively to discuss each studentŐs proposal and will
submit comments and suggestions for each studentŐs committee after two weekly
meetings.
By May 1 of
their junior year, each dance major will submit to Anthony Roberts (awr@stolaf.edu) their final senior dance
project committee selection.
Senior Dance Seminar (dance-399) is the dance major capstone
course, which must be taken during the fall term of the senior year. During this course, students design,
develop, and implement their senior projects in their individual areas of
specialty. Students also prepare for dance and other careers by establishing
life and career goals; preparing professional correspondence material; learning
and practicing interviewing skills; participating in, researching and leading
dance-related class discussions; and producing video samples of their creative
work.
The dance
majorŐs Area of Specialty leads to the creation and implementation of a Senior
Dance Project, which comprises a large percentage of each studentŐs coursework
for Senior Dance Seminar (dance-399).
The purpose of the project is to encourage senior dance majors to
synthesize relevant aspects of their learning experiences at St. Olaf College,
using dance as a vehicle for critical inquiry, exploration, and problem
solving. It is expected that
studentŐs senior project will build upon their Area of Specialty. It is also expected that each student
will continue to pursue artistic risks and undergo significant challenge,
experimentation, and transformation during the senior project process.
In selecting or
proposing a senior dance project option, the student is choosing the method or
form in which they will explore, develop, and disseminate the Content Area of
their senior dance project.
Each senior
dance seminar student will select from four existing senior dance project
options:
1) Choreography,
2) Performance, 3) Written Thesis, 4) Combination, or they may (and are
encouraged to) envision and propose a new project option. Faculty committee members will be
available to offer guidance and support.
The studentŐs
Senior Dance Project Option should be a logical extension of the studentŐs
previous curricular and co-curricular experiences within the dance
department. For example, if a
student has not completed Advanced Choreography, they may not select the
choreography project option. Also,
if a student has had limited performance experiences within the dance
department, selecting a performance project option would be inappropriate.
The dance
department agrees to provide a venue (Kelsey Theatre or Dittmann Center Studio
One) and technical support for the presentation of the studentŐs senior dance
project. The dance department will also pay for the costs of printing black and
white posters and presentation programs.
If the student production committees choose to print color posters
and/or programs, the students are responsible for the entire cost of the
color printing. The senior student
is responsible for all other costs incurred in relation to the implementation
of the studentŐs senior project, including but not limited to: performance
reception, costume purchase/rental, videotaping services, and lobby decoration
material.
Each senior
dance major will complete a Senior Dance Project Contract, obtain signatures
from and submit copies to each of their faculty committee members and a copy to
the instructor of dance-399 (Senior Dance Seminar). The contract includes a narrative of the studentŐs proposed
senior project.
o
Senior
Dance Student:
o
The senior
dance student will serve as chair of their committee and will select one dance
faculty to serve as lead faculty for the committee.
o
The senior
dance student is responsible for convening, organizing the agenda for, and
running a minimum of 4 meetings for their senior dance project committee during
the fall term.
o
The student
will complete a senior project contract outlining the scope of their project
and submit it to their faculty committee members for their signatures. The student will then submit signed
copies of their senior project contract to all committee members and an
additional copy to Anthony Roberts, instructor of dance-399. This contract serves as the formal
agreement of terms between the student, the faculty committee members, and the
dance department for the duration of the project. The faculty committee members, and/or the dance department
faculty as a whole, may ask the student to revise and resubmit the contract if
they believe clarification or change to any details of the project is needed.
o
Very early
in the fall term, senior students are responsible for devising a semester-long
meeting schedule with their committee members.
o
The senior
student is responsible for sending reminders of upcoming meetings and notices
of changes in the senior project committee calendar to all committee members as
soon as possible.
o
Several
times during the creative process and depending upon the studentŐs project
option, the student will:
o
Choreography/Performance
options: participate in and invite faculty committee members to all scheduled
public movement showings and submit drafts of their accompanying Artist
Statement.
o
Written
Thesis option: submit drafts of their written thesis project for discussion and
feedback from their faculty committee.
o
Combination
option: participate in and invite faculty committee members to all scheduled
public movement showings and submit drafts of their written thesis portion for
discussion and feedback from their faculty committee.
o
All written
work must be submitted to your committee members at least three days prior to a
committee meeting planned to discuss your work.
o
All
Faculty Committee Members:
o
All faculty
committee members are responsible for mentoring the student in the development
of the ideas and themes of the studentŐs senior project (from conception to the
finished paper, final presentation or performance).
o
All faculty
committee members will contribute to the ongoing and final assessment of the
senior dance student, including process and final project.
o
All faculty
committee members are responsible for attending approximately four senior
project committee meetings during the fall term.
o
Depending
upon the project option selected by the student (more information calendar of
events later in this document), faculty committee members are responsible for
o
attending
works-in-process showings
o
attending
final project presentations
o
reading,
assessing and offering suggestions for consideration and improvement of student
project written work.
o
Outside
Faculty Committee Member:
o
The faculty
committee member who is outside the dance department serves as an important,
impartial eye, bringing a fresh perspective with which to view dance and mentor
the studentŐs project and process.
No previous dance experience is necessary in order to serve and be a
valuable contributor to the process.
o
Dance
Faculty Committee Members:
o
The two
dance faculty committee members will focus on the craft of the studentŐs
choreography, performance and/or written work, in addition to mentoring the
studentŐs overall project and process.
o
Lead
Dance Faculty Committee Member:
o
One of the
dance faculty committee members will be selected by the student to serve as the
lead faculty for the committee. The lead faculty memberŐs primary
responsibility will be to send a summary of the studentŐs senior dance project
assessment and the final project grade to both the senior dance student and the
instructor of Senior Dance Seminar (dance-399), Anthony Roberts (awr@stolaf.edu) by the last day of the final
exam period.
o
Very early
in the semester the student is responsible for devising a semester-long meeting
schedule with all their project committee members.
o
The student
is responsible for convening their senior project committee a minimum of 4
times during the fall term.
o
In order to
support the work of the student, all committee members should be present at
every meeting. It has proven to be
particularly fruitful for the studentŐs process to have the entire committee
engage in face-to-face discussion about the ideas, successes and challenges of
the project. If it is not possible
to convene the entire committee for a meeting, however, the student may meet
with committee members individually.
o Initial
Committee Meeting (must occur by the third Friday of the fall term)
o
Introduction
of committee members
o
Introduction
of the senior project contract
o
Discussion
of the grading criteria in the senior project guidelines
o
Clarifying
committee member responsibilities and dates they need to be present for senior
project events
o
Share and
receive thoughts, ideas and suggestions specific to your senior project
o
Set up
semester-long meeting schedule
o 2nd & 3rd
Committee Meetings
o
The 2nd
and 3rd committee meetings are typically held a short time after a
scheduled Ôin processŐ showing of the movement portion of a senior project or
after the due date of a draft of a research-centered project.
o Final Committee Meeting (generally
scheduled to meet during final exams week)
o
During the
final committee meeting, the faculty committee members and the student engage
in a conversation about the senior project and process (successes, challenges,
questions, future considerations).
o
Prior to
the final meeting, the student should thoughtfully consider and prepare
thorough responses to the following questions, as these will be discussed
during the final committee meeting.
o
A
Reflective Question: How have
you Ňdiscovered and created yourselfÓ over the past 3 and 1/2 years thru
classes, outside activities, personal relationships, etc., and how have your
experiences influenced your Senior Project? Please be specific and detailed in your response.
o
A
Process-Related Question: What
did you learn about the way you work through your Senior Project Process? What choices did you make that worked
in your Senior Project, and what choices did not? Please be specific and
detailed in your response.
o
A
Theme-Based Question:
¤ As a group, faculty members from each
committee will construct a question designed to promote discussion of their
individual senior dance studentŐs specific theme and/or process for their
senior project.
¤ The theme-based question will be
submitted to the student no later than one week prior to the final meeting.
o
After
concluding the discussion of the studentŐs senior project, the student leaves
and the faculty committee members decide a final grade for the project based
upon the senior project criteria for assessment (detailed later in this
document).
o
The lead
faculty reports the grade to Anthony Roberts by the last day of the finals exam
period.
o
The lead faculty summarizes the final assessment
comments of the faculty committee members and sends it and the final grade to
the student and to Anthony Roberts (awr@stolaf.edu) by the
last day of the final exam period.
Each senior
dance major will select a senior project ÔoptionŐ or method for realizing and
disseminating the senior dance project.
Below are several project options typically pursued by students. Students are welcome and encouraged to
present alternative options to their committee and the dance faculty for
consideration. The precise format
and nature of the studentŐs project option, including presentation venue, must be
planned by the senior dance student, in consultation with the studentŐs
faculty committee. Authors of
Written Projects have the option of not presenting publicly.
1. Choreography Project Option Guidelines
o
Students
who choose the choreography project option must have completed Advanced
Choreography before starting the Senior Project.
o
Taking into
account the individual studentŐs Area of Specialty, the student will devise a
thesis, hypothesis, or theme to explore through the process of creating
(composing, rehearsing and developing) a movement work for public presentation.
o
Students
are encouraged to re-examine the range of curricular, co-curricular, and
personal experiences they have had during their time at St. Olaf, to assist
them in determining the theme for their project. Since the theme will evolve from each studentŐs own
educational and personal journey, the range of themes for senior projects will
and should vary from one student to the next.
o
Students
will research the theme for their project using a variety of resources
(material and faculty from previous courses, library resources, faculty
committee, other faculty and/or relationships relevant to the project theme,
their dancers and any project collaborators, etc). Project research should deepen the studentŐs knowledge base
and connection with the project theme.
o
The
studentŐs project theme will be approved by the faculty committee and formally
written into the senior project contract.
The student must take responsibility for regular interaction with
his/her committee during the preparation of the project.
o
The student
will also write a corresponding Artist Statement (in essence, a brief statement
providing insight into the studentŐs creative process in general, including
previous projects, and the studentŐs creative process for their senior project)
to be displayed in conjunction with the public presentation of the senior
project. The creative process for
the Senior Project and the Artist Statement is iterative. The student will publicly show their senior
project in process and submit drafts of their Artist Statement for discussion
and feedback from their faculty committees several times during the creative
process. More information about
the Artist Statement will be presented in dance-399.
o
Students
are strongly encouraged to use the summer months prior to the studentŐs senior
year to solidify their project theme or thesis.
-
Assessment Criteria for the Choreography Project Option-
Students will be
assessed on the quality and integrity of the completed choreographic project
and the myriad facets that comprise the overall process for developing the
project, as well as the Artist Statement. There are no minimum or maximum time
restrictions concerning the length of the finished work. The studentŐs faculty committee will
use the following questions, the CollegeŐs Final
Grade Marking System, and any additional assessment
criteria decided upon by the faculty committee in consultation with the student as guides to determine the final grade
for the studentŐs senior project:
To what degree:
¬
was the
studentŐs Area of Specialty relevant and synthesized into the studentŐs
project?
¬
was the
student able to articulate the theme or thesis of their project throughout the
project process?
¬
was the
theme realized (reflected or apparent) when viewing the choreography?
¬
has the
choreographic work developed and grown throughout the entire senior project
process?
¬
was the
student successful in recognizing and utilizing choreographic concepts
effectively?
¬
was the
student's individual, artistic voice apparent in the work?
¬
has the
student taken artistic risks?
¬
did the
student use their dancers effectively?
¬
did the
studentŐs Artist Statement provide insight into the studentŐs creative process
for their senior project, including: project inspiration(s), methodology,
developmental process challenges and successes, and contextualization of the
current work within the studentŐs previous body of work?
¬
did the
student effectively respond to and utilize, when appropriate, feedback on the
choreographic work and the Artist Statement?
¬
did the
student consult and effectively utilize the range of resources at their
disposal (material and faculty from previous courses, library resources,
faculty committee and other faculty relevant to the project theme, their
dancers, technical director, costume designer, composer, other collaborators or
relationships relevant to the project)?
¬
was the
student successful in adhering to project schedule, including: committee
meetings, project showings, submission of written work, production
responsibilities, technical rehearsals, etc?
¬
was the
student prepared for the discussion of their senior project process during the
final committee meeting?
¬
was the
student committed to the process?
2. Performance Project Option Guidelines
**If a student plans
to pursue the performance project option, he or she must submit the name of the
guest choreographer/artist and a summary of the performance project idea and
schedule to Anthony Roberts (awr@stolaf.edu)
by July 1 of the summer just preceding the studentŐs senior year.**
o
The
performance project option requires a student who is highly motivated and will
flourish while primarily working independently in a solo setting.
o
Taking into
account the individual studentŐs Area of Specialty, the student will devise a
thesis, hypothesis, or theme to explore through the process of commissioning,
learning, rehearsing and publicly performing a movement work
choreographed/directed by a guest artist.
Commissioning a movement work generally involves the payment of a fee to
the guest artist. The amount of
the commission fee will vary depending upon the guest artist, the specific type
of work commissioned, and the amount of time the guest artist commits to the
project. The commissioning fee is
the sole responsibility of the senior student.
o
The guest
artist must not be a member of the St. Olaf dance community. The student is strongly encouraged to
commission an artist with whom the student has not had extensive
previous experience. Exceptions
are to this are rare, but may be granted on a case-by-case basis. Considering the studentŐs Area of
Specialty, the student is responsible for conducting preliminary research to
identify a range of guest artists who appear to satisfy the studentŐs goals for
their project. The student is
responsible for initiating contact with the guest artists in order to discuss
the project, negotiate a fee, arrange a tentative schedule, and when the
student has decided upon a specific guest artist, secure the commission.
o
Students
will research the theme for their project using a variety of resources
(material and faculty from previous courses, library resources, faculty
committee, other faculty and/or relationships relevant to the project theme,
any project collaborators, etc).
Project research should deepen the studentŐs knowledge base and
connection with the project theme.
o
The student
will keep a Performance Project Journal throughout the life of the project that
holistically (physical, emotional, and intellectual) addresses the learning
process with the guest artist and the studentŐs individual rehearsal and
performance processes. The journal
should serve as a tool to deepen the studentŐs engagement with the project
content through the iterative process of written reflection and inquiry. The student will also maintain a video
journal, regularly documenting the movement work in various stages of
development. The video journal
should be used for the purpose of self-assessment and improvement.
o
The
studentŐs project theme will be approved by the faculty committee and formally
written into the senior project contract.
The student must take responsibility for regular interaction with
his/her committee during the preparation of the project.
o
The student
will also write a corresponding Artist Statement (in essence, a brief statement
providing insight into the studentŐs creative process in general, including
previous projects, and the studentŐs creative process for their senior project)
to be displayed in conjunction with the public presentation of the senior
project. The creative process for
the Senior Project, the Artist Statement and the Performance Project Journal is
iterative. The student will
publicly show their senior project in process and submit drafts of their Artist
Statement and Performance Project Journal for discussion and feedback from
their faculty committees several times during the creative process. More information about the Artist
Statement will be presented in dance-399.
o
Students
are strongly encouraged to use the summer months prior to the studentŐs senior
year to solidify their project theme or thesis.
-
Assessment Criteria for the Performance Project Option-
Students will be
assessed on the quality and integrity of the completed performance project and
the myriad facets that comprise the overall process for developing the project,
including the Performance Project Journal and the Artist Statement. There are no minimum or maximum time
restrictions concerning the length of the finished work. The studentŐs faculty committee will
use the following questions, the CollegeŐs Final
Grade Marking System, and any additional assessment
criteria decided upon by the faculty committee in consultation with the student as guides to determine the final grade
for the studentŐs senior project:
To what degree:
¬
was the
studentŐs Area of Specialty relevant and synthesized into the studentŐs
project?
¬
was the
student able to articulate the theme or thesis of their project throughout the
project process?
¬
has the
performance work developed and grown throughout the entire senior project process?
¬
was the
student successful in recognizing and utilizing performance concepts
effectively?
¬
was the
student's individual, artistic voice apparent in the work?
¬
has the
student taken artistic risks?
¬
did the
studentŐs Performance Project Journal provide insight into the studentŐs
creative process for their senior project, including: project inspiration(s),
methodology, developmental process challenges and successes, and
contextualization of the current work within the studentŐs previous body of
work?
¬
did the
studentŐs Artist Statement provide insight into the studentŐs creative process
for their senior project, including: project inspiration(s), methodology,
developmental process challenges and successes, and contextualization of the
current work within the studentŐs previous body of work?
¬
did the
student effectively respond to and utilize, when appropriate, feedback on the
performance work, the Performance Project Journal and the Artist Statement?
¬
did the
student effectively maintain and utilize a video journal of their project
throughout the process?
¬
did the
student consult and effectively utilize the range of resources at their
disposal (the guest artist, material and faculty from previous courses, library
resources, faculty committee and other faculty relevant to the project theme,
technical director, costume designer, composer, other collaborators or
relationships relevant to the project)?
¬
was the
student successful in adhering to project schedule, including: committee
meetings, project showings, submission of written work, production
responsibilities, technical rehearsals, etc?
¬
was the
student prepared for the discussion of their senior project process during the
final committee meeting?
¬
was the
student committed to the process?
3. Written Thesis Project Option
Guidelines
o
Taking into
account the individual studentŐs Area of Specialty, the student will devise a
movement-centric thesis, hypothesis, or theme to explore through the process of
writing either an original research paper (analytical, argumentative, etc.) or
a piece of creative writing (autobiography/memoir, journal, poetry, short
story, etc.). The written thesis
project, regardless of the genre of writing selected, is expected to be the
climax of the studentŐs thoughtful and rigorous process of research, source
evaluation, critical thinking, synthesis, organization, and composition.
o
Students
are encouraged to re-examine the range of curricular, co-curricular, and
personal experiences they have had during their time at St. Olaf, to assist
them in determining the theme for their project. Since the theme will evolve from each studentŐs own
educational and personal journey, the range of themes for senior projects will
and should vary from one student to the next.
o
Students
will research the theme for their project using a variety of resources
(material and faculty from previous courses, library resources, faculty
committee, other faculty and/or relationships relevant to the project theme,
etc). Project research should
deepen the studentŐs knowledge base and connection with the project theme and
advance the research in the topic area.
o
The
completed written thesis project must be a minimum of 25 pages, including notes
and bibliography. The studentŐs
project theme, type of research paper, citation style and other project
logistics will be discussed with and approved by the faculty committee and
formally written into the senior project contract. The student must take responsibility for regular interaction
with his/her committee during the preparation of the project.
o
Students
are strongly encouraged to use the summer months prior to the studentŐs senior
year to solidify their project theme or thesis.
-Assessment
Criteria for the Written Thesis Project Option-
Students will be
assessed on the quality and integrity of the completed written thesis project
and the myriad facets that comprise the overall process for developing the
project. The studentŐs faculty
committee will use the following questions, the CollegeŐs Final
Grade Marking System, and any additional assessment
criteria decided upon by the faculty committee in consultation with the student as guides to determine the final grade
for the studentŐs senior project:
To what degree:
¬
was the
studentŐs Area of Specialty relevant and synthesized into the studentŐs
project?
¬
was the
student able to articulate the theme or thesis of their project throughout the
project process?
¬
was the
thesis statement for the written project clear, effective and relevant?
¬
has the
written work developed and grown throughout the entire senior project process?
¬
was the
supporting research effective and integral to the project?
¬
was the
student successful in recognizing and utilizing concepts of effective writing?
¬
was the
student's individual, artistic voice apparent in the work?
¬
has the
student taken artistic risks?
¬
did the
student effectively respond to and utilize, when appropriate, feedback on the
written thesis project?
¬
did the
student consult and effectively utilize the range of resources at their
disposal (material and faculty from previous courses, library resources,
faculty committee, other faculty relevant to the project theme, other
collaborators or relationships relevant to the project)?
¬
was the
student successful in adhering to project schedule, including: committee
meetings, submission of drafts, etc?
¬
was the
student prepared for the discussion of their senior project process during the
final committee meeting?
¬
was the
student committed to the process?
4. Combination Project Option Guidelines
-Assessment
Criteria for the Combination Project Option-
Please refer to
the assessment criteria for the choreography, performance, and written thesis
project options. Specific
assessment criteria for the combination project will be decided upon in
collaboration with and approved by the studentŐs senior dance project
committee. The studentŐs faculty
committee will use the CollegeŐs Final
Grade Marking System, and any additional assessment
criteria decided upon by the faculty committee in consultation with the student as guides to determine the final grade
for the studentŐs senior project: