Evidence and accuracy · 30%
Claims are sourced, assumptions are visible, calculations are reproducible and uncertainty is not hidden.
Academic-style open course · KECB-DAN320
Texas Social Dance Pedagogy and Community Leadership
Design progressive, consent-aware and culturally grounded social-dance instruction that serves students, sustains teachers and strengthens the communities where Texas dances.
Measurable learning
Course outcomes
- Write observable learning outcomes and level definitions.
- Plan progressive group and private lessons using intentional music and practice design.
- Give corrections while preserving dignity, consent and student agency.
- Adapt instruction and room systems using teacher-supplied access information and student feedback.
- Define professional boundaries, pricing, venue agreements and records.
- Deliver and reflect on a complete teaching demonstration.
Assessment architecture
How learning is evaluated
| Assessment | Weight |
|---|---|
| Teaching philosophy and scope statement | 10% |
| Level and curriculum design | 20% |
| Lesson demonstration | 20% |
| Accessibility and consent plan | 15% |
| Professional-practice portfolio | 15% |
| Final teaching demonstration and reflective defense | 20% |
Academic integrity
Evidence rules
- Label facts, sourced claims, observations, assumptions and unresolved questions separately.
- Do not invent venue data, biographies, financial records, safety facts or legal conclusions.
- Use real organizations only with permission or rely on clearly labeled simulations.
- Disclose assistance, templates and generative tools according to the instructor’s policy.
- Protect private guest, worker, artist and student information.
Weekly sequence
Read, apply and submit
Each week connects the free book library to a concrete tool or operating exercise. Instructors may substitute current peer-reviewed readings and local requirements.
Week 1Texas dance as living practicePlace instruction within music, room, regional and community context.
Read and review
Submit or demonstrate
Write a source-labeled cultural context statement and distinguish history from personal interpretation.
Week 2Teacher identity, scope and boundariesSeparate educator, host, performer and venue-employee responsibilities.
Read and review
Submit or demonstrate
Create a scope-of-practice statement, escalation boundaries and referral list.
Week 3Learning outcomes and class levelsDefine progression through observable student performance.
Read and review
Submit or demonstrate
Define beginner, progressing and intermediate levels without vague labels.
Week 4Multiweek curriculum designSequence skills so each class prepares students for later work.
Submit or demonstrate
Build a six-week curriculum with outcomes, prerequisites and review points.
Week 5Lesson architecture and practicePlan explanation, demonstration, guided practice, feedback and independent application.
Read and review
Submit or demonstrate
Create and teach a twenty-minute lesson segment.
Week 6Music, tempo and phrasingSelect music to serve the learning objective rather than personal preference alone.
Read and review
Submit or demonstrate
Build a music progression and explain how tempo changes instructional demand.
Week 7Feedback and correctionDiagnose observable problems and give proportionate corrections without humiliation.
Read and review
Submit or demonstrate
Analyze three student cases and write correction language plus alternate explanations.
Week 8Consent, contact and safetyCreate explicit expectations for touch, rotation, filming, refusal and reporting.
Submit or demonstrate
Create a spoken consent briefing and a nonparticipation alternative.
Week 9Accessibility and adaptationAsk, listen, document only necessary information and adapt without claiming medical expertise.
Read and review
Submit or demonstrate
Revise one lesson for three different access needs using only supplied information.
Week 10Private lessons and student goalsUse specific goals, records and boundaries in individualized instruction.
Read and review
Submit or demonstrate
Create a three-session plan for a stated student goal and document assumptions.
Week 11From class to social floorPrepare students for floor customs without treating attendance or return as the sole outcome.
Read and review
Submit or demonstrate
Design a transition briefing that preserves student choice.
Week 12Professional practice and venue agreementsPrice, schedule and document work sustainably while defining ownership and responsibilities.
Submit or demonstrate
Draft a teacher–venue operating agreement and calculate a sustainable minimum.
Week 13Community leadership, feedback and conflictUse feedback, boundaries and repair to protect both students and the wider floor.
Read and review
Submit or demonstrate
Create a feedback cycle that does not equate popularity with learning.
Week 14Capstone teaching demonstrationTeach, observe evidence, receive feedback and defend revisions.
Submit or demonstrate
Deliver a complete lesson demonstration, submit the plan and revise it using evidence from observation and feedback.
Common capstone rubric
What strong work must demonstrate
Operational usefulness · 25%
The work assigns owners, deadlines, resources, decisions and realistic next actions.
Stakeholder and ethical judgment · 20%
The plan considers workers, guests, artists, students, neighbors and community consequences.
Integration and reasoning · 15%
Recommendations connect across departments and explain tradeoffs rather than listing disconnected tactics.
Communication and defense · 10%
The final presentation is clear, concise and responsive to questions and contrary evidence.
Core source library
Required reading base
The assigned Keep ’Em Coming Back chapters and tools form the applied source base. Institutional instructors should add peer-reviewed scholarship and current official requirements.
Teach or adapt this course responsibly
Use the instructor resources for lesson planning, assessment blueprints, accessible delivery, bibliography records and capstone review.