B.F.A. in Dance Performance & Choreography with PreK-12 Dance Education Concentration
BFA Dance majors may elect to complete the requirements for Maryland state licensure to teach dance in PreK–12 settings. This pathway requires departmental acceptance and includes one additional semester to complete the capstone internship. Students who meet all licensure requirements are eligible to apply for Maryland PreK–12 Dance Education licensure, leading to the Bachelor of Fine Arts in Dance Performance and Choreography with PreK–12 Dance Education Licensure.
The BFA in Dance Performance and Choreography with a concentration in PreK–12 Education prepares candidates for teacher licensure in Maryland and reciprocal states. Professional education coursework and professional clinical experiences are integrated with BFA dance studies to prepare students for licensure in public school settings. Candidates must be formally accepted into the teacher licensure program by the Dance Education Unit and complete the designated teacher education sequence.
Admission Requirements for Teacher Education
The Teacher Education Executive Board, representing all initial teacher education programs at Towson University, utilizes the following minimum requirements as conditions for admission into teacher education programs, maintaining candidate status, and entry into the capstone internship. Programs may include additional requirements for admission into the program and/or the capstone internship.
Educator Preparation Programs (EPP) admit students either as freshmen or as undergraduate transfer students from accredited, post-secondary institutions. During the freshman and sophomore years, students are generally engaged in pre-professional courses or courses that fulfill Core Curriculum requirements, as well as all identified prerequisites (e.g., specific and sequential courses in Core Curriculum) for admission to EPP initial licensure programs.
All EPP undergraduate programs are screened majors. As an integral part of the teaching/learning experience, students work with advisers in a strategic planning process across all years at TU. Accordingly, to support student success, all EPP students are required to confer with their assigned advisers prior to registration each term.
I. Procedures and Requirements for Admission to All Teacher Education Programs
- Complete a self-disclosure criminal background form to be submitted to the major department with the application.
- Submit an application for formal admission to the program. Students seeking admission to teacher education programs must contact their department chairperson or program coordinator by 45 units for program-specific procedures and requirements for admission to professional education programs.
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Meet the Basic Skills Assessment Requirement as defined by the Maryland State Department of Education to be eligible for admission. A student who is admitted to Towson University and in Good Standing but does not meet the Basic Skills Assessment requirement at the time of application to the program can be granted "Conditional Admission" and given one semester as a conditional candidate to satisfy the Basic Skills Assessment requirement. If the conditional candidate does not meet the requirement by the end of the conditional semester, there are two options: 1) the program may recommend the conditional candidate for exemption and if granted, the conditional candidate would be fully admitted to the program or 2) the conditional candidate will not be fully admitted to the program.
II. Requirements for Maintaining Candidate Status
- Meet the grade, course, and/or assessment requirement(s) identified by the candidate's specific program.
- At the department’s discretion, a candidate who does not meet the program requirement(s) may continue for one additional semester under probationary status but must satisfy the requirement by the end of the probationary period. If the requirement is not met at the end of the probationary period, the candidate will be dismissed from the program.
- Exhibit behavior that is consistent with the University’s Code of Student Conduct, the Educator Preparation Program’s Professional Behavior Policy, and established professional practice in educational and clinical settings. (see EPP Behavior Policy)
III. Procedures and Requirements for Entry into Capstone Internship for All Professional Education Programs.
- Complete a criminal background check as required by the school system in which the internship is located.
- Complete all required coursework.
The Standards were revised and approved in February 1996, May 1998, February 2000, May 2007, May 2008, April 2009, December 2011, November 2012, February 2014, October 2014, February 2015, November 2015, May 2019, February 2020, March 2021, and November 2024.
IV. Additional Program Specific Admission Requirement
In addition to meeting the admission criteria for the BFA in Dance Performance and Choreography, admission to the PreK–12 Dance Education Concentration requires the following:
- PreK–12 Dance Education application submission
- Sophomore Jury completion and faculty approval
- Minimum 3.0 Cumulative GPA requirement (maintained throughout the program)
This is a screened program.
The B.F.A. in Dance Performance and Choreography with the PreK-12 Dance Education Concentration requires a total of 92 units. All majors are required to complete the audition and jury as well as complete the performance and teaching requirements outlined below. Students in the major must complete 56 units of required DANC courses, 3 units of electives, and 40 units of professional education requirements.
Dance Performance and Choreography Major Requirements
| Code | Title | Units |
|---|---|---|
| Foundation Courses | ||
| DANC 126 | MUSICAL CONCEPTS FOR DANCERS 1 | 3 |
| DANC 216 | SOPHOMORE CREW 1 | 1 |
| DANC 223 | LEVEL I BALLET 1 | 2 |
| DANC 224 | LEVEL I BALLET 1 | 2 |
| DANC 227 | LEVEL I MODERN 1 | 2 |
| DANC 228 | LEVEL I MODERN 1 | 2 |
| DANC 235 | DANCE COMPOSITION I (Core 4) 1 | 3 |
| DANC 245 | SCIENTIFIC BASIS FOR MOVEMENT I 1 | 3 |
| DANC 263 | DANCE DESIGN AND PRODUCTION | 3 |
| DANC 345 | SCIENTIFIC BASIS FOR MOVEMENT II 1 | 2 |
| Dance Major Course Sequence | ||
| DANC 250 | METHODS OF TEACHING DANCE: TECHNIQUE | 2 |
| DANC 255 | HISTORY OF CONCERT DANCE: FROM EARLY ORIGINS TO CONTEMPORARY PERFORMANCE | 3 |
| DANC 316 | JUNIOR CREW | 1 |
| DANC 321 | RESPONDING TO DANCE (Core 9) | 3 |
| DANC 335 | DANCE COMPOSITION II | 2 |
| DANC 336 | DANCE COMPOSITION III | 2 |
| DANC 346 | SCIENTIFIC BASIS OF ANALYSES OF MOVEMENT III | 1 |
| DANC 436 | DANCE COMPOSITION IV: FOR THE PROSCENIUM | 2 |
| DANC 437 | DANCE COMPOSITION V: FOR THE CAMERA | 3 |
| DANC 480 | SENIOR PROJECT: SEMINAR | 2 |
| DANC 491 | SENIOR PROJECT: CONCERT/LECTURE DEMONSTRATION | 3 |
| Level II Technique Courses | ||
| DANC 323 & DANC 324 | LEVEL II BALLET and LEVEL II BALLET | 6 |
| DANC 327 & DANC 328 | LEVEL II MODERN and LEVEL II MODERN | 6 |
| Total Units | 59 | |
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These courses are taken by Pre-Dance Performance & Choreography majors who have successfully passed the audition. An overall GPA of 3.00 is required for the foundation courses.
Additional Dance Performance and Choreography with PreK-12 Dance Education Concentration Requirements
Minimum requirements for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship are outlined on the Standards for Teacher Education page in the Undergraduate Catalog.
| Code | Title | Units |
|---|---|---|
| Level III Technique Courses | ||
| A total of 6 units must be taken in Level III courses. 1 | 6 | |
| LEVEL III BALLET | ||
| LEVEL III BALLET | ||
| LEVEL III MODERN | ||
| LEVEL III MODERN | ||
| Performance Electives | ||
| Select one of the following: | 3 | |
| MODERN DANCE REPERTORY | ||
| BALLET REPERTORY | ||
| DANCE COMPANY | ||
| Professional Education Required Courses | ||
| DANC 301 | METHODS OF TEACHING DANCE: INTRODUCTION TO PK-12 DANCE EDUCATION | 3 |
| DANC 352 | METHODS OF TEACHING DANCE: DEVELOPMENTAL MOVEMENT IN PREK-12 DANCE EDUCATION | 3 |
| DANC 452 | METHODS OF TEACHING DANCE CLINICAL EXPERIENCE I: PEDAGOGY AND APPLICATION | 3 |
| PSYC 201 | EDUCATIONAL PSYCHOLOGY | 3 |
| EDUC 202 | HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10) | 3 |
| SCED 304 | EDUCATION, ETHICS AND CHANGE | 3 |
| SPED 301 | INTRODUCTION TO SPECIAL EDUCATION | 3 |
| ELED 324 | INTEGRATING LITERACY IN PREK-12 CONTENT AREAS | 3 |
| REED 365 | LITERACY IN THE CONTENT AREAS PREK-12 | 3 |
| DANC 490 | CLINICAL EXPERIENCE II: CAPSTONE INTERNSHIP | 6 |
| DANC 493 | PRO-SEMINAR IN THE TEACHING OF DANCE (taken concurrently with DANC 391 and DANC 392) | 1 |
| DANC 494 | CLINICAL EXPERIENCE III: CAPSTONE INTERNSHIP | 6 |
| Total Units | 49 | |
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Students must take 3 units of ballet and 3 units of modern.
Performance Requirements for Majors
All Dance Performance and Choreography majors with the Pre-K12 Dance Education Concentration must audition for the elective TU Dance Company course (DANC 481 ) a minimum of two times during their tenure at Towson University and complete the following:
- 12 performance points in extracurricular activities:
6 points must be earned by participating in student dance projects for a class in which you are not enrolled. Approved courses are Composition III, IV, V, and Senior Seminar Projects.
6 points may be earned by additional composition work, from the above list, for a class in which you are not enrolled, or from a performance in Inertia Dance Concert, Dance Major Performance Project Concert, American College Dance Association Mid-Atlantic Conference, or an individual work approved by a Towson University Faculty Member.
Exceptions by the approval of the Department Chairperson or Adviser.
Teaching Milestone for the PreK-12 Dance Education
All Dance Performance and Choreography majors with the PreK-12 Dance Education Concentration must complete the following:
- 40 teaching points in TUCD Laboratory and Approved Professional Developments
- 8 points - TUCD Mentorship/ Assistantship Program
- 22 points - TUCD Children’s Program – Assistantship
- 10 points - Additional Teaching Professional Development Experience (departmental approval required)
- Example – Parkinson’s Certification
- Example – Functional Awareness Certification
Juries
As part of the degree progress evaluation process, all Dance Performance and Choreography majors will participate in a faculty jury review in late August prior to the start of the Junior year. The jury will evaluate each student’s submitted essays, video portfolio, and verbal presentation as evidence of artistic, technical, and reflective development. Each student will receive written and verbal feedback that includes individualized guidance to support ongoing artistic growth and career planning. During the jury process, students interested in the PreK–12 Dance Education Concentration will submit an additional essay and their concentration application. Students applying to the program will present their intention to the faculty for approval.
Program Clinical Experiences
Clinical experiences are a vital part of the Dance Education Concentration program, giving students the opportunity to apply theory to real-world teaching in Community Programs and Maryland schools. Each phase of the program includes structured fieldwork to support professional growth and readiness. Throughout these experiences, students progress through a sequence of professional responsibilities, including:
- Observing and assisting mentor teachers
- Co-teaching
- Lead Teaching
- Adapting and teaching lessons
- Independently planning and delivering multiple lessons
In accordance with Maryland State Department of Education (MSDE) requirements for teacher preparation, the Dance Education Concentration program includes a full year of school-based clinical experiences. These structured placements provide candidates with progressive responsibilities across elementary and secondary settings and ensure readiness for the final capstone experience.
Program Clinical Experiences:
- Teaching Milestones
- DANC 301 Methods of Teaching Dance: Introduction to PK-12 Dance Education
- DANC 352 Methods of Teaching Dance: Developmental Movement in PK–12 Dance Education
- DANC 452 Methods of Teaching Dance: Pedagogy, Application, and Clinical Experience I
Final Clinical Capstone Experience:
Sample Four-Year Plan
The selected course sequence below is an example of the simplest path to degree completion. Based on course schedules, student needs, and student choice, individual plans may vary. Students should consult with their adviser to make the most appropriate elective choices and to ensure that they have completed the required number of units (120) to graduate.
| Freshman | |||||
|---|---|---|---|---|---|
| Term 1 | Units | Term 2 | Units | ||
| DANC 223 | 2 | DANC 126 | 3-4 | ||
| DANC 227 | 2 | OR | |||
| DANC 245 | 3 | ||||
| PSYC 101 (Core 6) | 3 | DANC 224 | 2 | ||
| Core 1 | 3 | DANC 228 | 2 | ||
| Core 3 (or Core 2) | 3 | DANC 235 (Core 4) | 3 | ||
| DANC 345 | 2 | ||||
| Core 2 (or Core 3) | 3 | ||||
| 16 | 15-16 | ||||
| Sophomore | |||||
| Term 1 | Units | Term 2 | Units | ||
| DANC 263 & DANC 216 | 3-4 | DANC 316 | 1 | ||
OR | DANC 324 or 323 | 3 | |||
| DANC 328 or 327 | 3 | ||||
| DANC 323 or 324 | 3 | DANC 336 | 2 | ||
| DANC 327 or 328 | 3 | EDUC 202 (Core 10) | 3 | ||
| DANC 335 | 2 | SCED 304 (Core 14) | 3 | ||
| PSYC 201 | 3 | DANC 255 | 3 | ||
| Core 5 | 3 | ||||
| 17-18 | 18 | ||||
| Junior | |||||
| Term 1 | Units | Term 2 | Units | ||
| DANC 250 | 2 | DANC 301 | 3 | ||
| DANC 346 | 1 | DANC 424 or 428 | 3 | ||
| DANC 423 or 427 | 3 | DANC 437 | 3 | ||
| DANC 436 | 2 | ELED 324 | 3 | ||
| SPED 301 | 3 | Core 8 | 3-4 | ||
| Core 7 | 4 | Elective / Company / Repertory | 0-3 | ||
| Elective / Company / Repertory | 0-3 | ||||
| 15-18 | 15-19 | ||||
| Senior | |||||
| Term 1 | Units | Term 2 | Units | Term 3 | Units |
| DANC 321 (Core 9) | 3 | DANC 424 or 428 | 3 | DANC 490 | 6 |
| DANC 352 | 3 | DANC 452 | 3 | DANC 493 | 1 |
| DANC 423 or 427 | 3 | DANC 491 | 3 | DANC 494 | 6 |
| DANC 480 | 2 | Core 11 | 3 | ||
| REED 365 | 3 | Core 12 | 3 | ||
| Core 13 | 3 | Elective / Company / Repertory | 3 | ||
| 17 | 18 | 13 | |||
| Total Units 144-153 | |||||
Towson University Dance students will:
- Synthesize expressive range, stylistic versatility, and rigorous standards within healthy technical achievement and somatic understanding;
- Analyze, intuit, deliver, and evaluate the creative process for original dance choreography;
- Demonstrate oral and written skills, critical thinking in aesthetic language and historical/world view perspectives;
- Recognize, choose, and demonstrate leadership skills.
- Define, invent, and evaluate developmentally appropriate pedagogy skills
Towson University Dance students are encouraged to:
- Develop an ability to creatively respond, both divergently and convergently, to changing environments;
- Transition from thinking of dance as a hobby to preparation for a lifetime in professional work;
- Develop a unique artistic voice through dreaming, risking, envisioning, and creating dance work with rigor;
- Maintain a healthy and agile physique, with a somatic approach that supports dynamic alignment, reducing risk, increasing health and longevity of the dancer;
- Study dance history with a world view for understanding and appreciation of all people;
- Regularly engage in physical, artistic, and intellectual strategies that facilitate an appreciation of dance as an expressive, scholarly, and progressive art form;
- Engage in a thoughtful class practice with skills and ways of thinking that encourage health, balance, and a long-term approach to dancing;
- Cultivate themselves as intelligent audience members who respect the art form and become lifetime arts advocates;
- Practicing consistently the disposition of educators, which includes caring, commitment, and collaboration;
- Define what being a facilitator of learning is and practice this definition.
Towson University Dance students are asked to engage and deliver by:
- Demonstrating kinesthetic understanding of dynamic alignment;
- Exploring dancing as dynamic movers through a variety of somatic practices;
- Describing and assessing one’s creative process to promote creativity, innovation, imagination, and collaboration;
- Implementing choreographic tools (e.g., movement invention, use of metaphor, collaboration, use of time, space, shape…);
- Demonstrating a disciplined, diligent work ethic, with an open mind, and mutual respect in the classroom;
- Developing personal strategies for motivation, confidence, teamwork, creative problem solving, and other life skills that transfer to other disciplines and future ambitions;
- Receiving and providing critical feedback (oral and written) with respect and curiosity to reflect embodied cognition.