I. Course Introduction
Latin dance, as one of the categories within International Standard Dance, is a competitive dance sport that pursues, displays, and creates beauty. The "Latin Competitive Dance Course," now on offer as a core course of the Standard Dance major, focuses on "competition." Whether the ultimate learning goal is to become a "competitor" or a "teacher," this is a course that students of the Standard Dance major should value and study in a standardized manner.
"Latin Dance Competition Guidance," the theme of the fourth semester within the "Latin Competitive Dance Course," encompasses a total of 36 instructional hours and 43 knowledge points. The typical work task through this course is Latin dance competition guidance. Learners, by analyzing the age and category of the individuals being coached, engage in costume design, technical explanation, and rational training planning for the coached individuals to achieve better results in Latin dance competitions. The course aims to deepen students' understanding of Latin dance competitions and competition guidance before they enter their professional roles. After thorough research, this teaching material has been found to meet the work needs of graduates from vocational colleges, closely aligning with practical work requirements. It covers a comprehensive understanding and mastery of various aspects related to Latin dance competitions and their application, enabling students to learn one course and accomplish a specific task. While focusing on high-standard professional technical content, the course also includes the decomposition and analysis of various levels of domestic and international competitions and types of competitors, as well as the practical outcomes of excellent teaching, which include competition formats, and the requirements and enhancement of competitors' makeup, hair, costumes, and abilities. Students will be able to fully grasp all aspects of knowledge related to Latin dance, laying a solid foundation for post-graduation competition guidance work.
Through in-depth analysis of Latin dance competitions, the course offers important scientific auxiliary training guidance for event planning, physical conditioning, and post-competition recovery. This enables the coached individuals to fully display their body energy, muscle capabilities, step characteristics, body position changes during movement, use of gravity, musical expression, and on-site appeal, all aiming for continuous improvement in competitive levels. With a focus on professional roles, the course solidifies knowledge of competition, judging standards, and training methods, laying a strong foundation for post-graduation job requirements.
II. Student Learning Analysis
1. Student Learning Process: The "Latin Competitive Dance Course" spans four semesters with a total of 128 instructional hours. In the first academic year, the two semesters total 72 instructional hours with the teaching theme "Latin Dance Solo and Partner Competition Combinations," focusing primarily on competitive technical learning. Without individual competition combinations, participation in competitions is not possible. In the first semester of the second academic year, 20 instructional hours are dedicated to "Competitive Dance Practice," which focuses on practical competition experience, and participating in competitions at various levels. In the second semester of the second academic year, 36 instructional hours are allocated to the "Latin Dance Competition Guidance" theme course. At this stage, students already have competitive levels and technical foundations, and are in the latter half of their vocational education. This course prepares them for the practical work after graduation by helping students summarize competition points and methods of technical instruction.
Core Professional Course "Latin Competitive Dance Course" 128 Instructional Hours
Semester
Instructional Hours
Teaching Theme
Role
First Semester
72
Latin Dance Solo and Partner Competition Combinations
Mainly focused on competitive technical learning.
Second Semester
Third Semester
20
Competitive Dance Practice
Improve competitive experience, participate in competitions at various levels.
Fourth Semester
36
Latin Dance Competition Guide
Prepare for practical work after graduation, help students summarize competition points and technical teaching methods.
2. Job Positions: Through extensive research of past vocational graduates, similar institutions, and industry enterprises, combined with the employment scope of graduates from our major, the vast majority are still engaged in teaching at training institutions. One of the goals for these teachers is to lead their students to win awards at various levels of competitions. Since there are numerous Standard Dance competitions and competitiveness is one of the main expressions of Standard Dance, through the learning of "BAG+4CID Course Development and Four-Component Instructional Design" and under the guidance of teachers, we have introduced a new teaching theme suitable for society and our vocational students. This targeted and systematic course and profession is the "Latin Dance Competition Guidance" course and the role of a Latin Dance Competition Guide.
III. Advantages
1. Theoretical Basis: We have chosen to refer to the international adjudication standard, the Dance Sport 2.1 system, where the 2.1 judging criteria also feature a great deal of innovation. When participating in the review of quality courses, since most reviewers are likely to be laypeople rather than insiders, it is essential to have a strong theoretical basis. Moreover, the naming and content setting should be such that anyone can understand at a glance. We select features suitable for the development of Chinese Standard Dance at the international level, with the core focus still being on the "Competition Guide" — upon completing this course, one should be able to reach a level where they can guide students. At the very least, they should know what constitutes judging points and highlights in a competitive dance competition.
2. Factual Basis: We have cultivated many outstanding national youths and teenagers who have won championships in various age groups from 12 to 18 years old in national championships and open competitions. We have rich teaching experience. The teachers involved in the development of teaching materials also have many years of competition experience; they were competitors before and some are now international and national level judges with a wealth of competition and adjudication experience.
IV. Course Module Settings
1. Module Division: We use a decompositional module division method, where the three modules are both independent and integral. Each module has a thematic task that learners must complete upon finishing the module, and together, the three modules constitute an ultimate task. The three-tier node uses a progressive teaching model, while the four-tier node employs a parallel teaching design. For example, the second module, which is our highlight and focus — the "Competition Guide" technical manual: the learning in this module is not from simple to complex, but progresses from basics to self-creation. It is very individualistic for competition and ultimately requires the teacher's guidance to enable the students to fully express themselves.
2. Teaching Design: Specific presentation strategies and feedback strategies are employed thoughtfully.
(1) For instance, the first section of Chapter Two, Technical Quality — the "Foundation Stone" in competition, belongs to the basic knowledge of competition techniques and primarily uses inductive presentation strategies and cognitive feedback:
lPre-class: Students need to switch to the teacher's perspective. The teacher provides key points of the lesson, such as footwork application, and students summarize their teaching methods in footwork, gaining preliminary knowledge of the topic.
lDuring class: Online course, where the teacher explains several forms of footwork application in technique.
lDuring class: Online course plus offline supplementary explanation, where the teacher discusses how to address footwork issues and teaching methods.
lDuring class: The teacher assigns tasks to check learners' progress, asks learners to demonstrate, and then another learner shows how to resolve and teach similar issues. If errors occur during teaching, the teacher guides students to identify the problem and provides timely feedback for correction.
lPost-class: Online course, review the learned knowledge, compare with the pre-class summary, identify gaps, and fill in any missing information.
(2) Taking the fourth section of Chapter Two, Choreography And Presentation — the "Creator" in competition, as an example, this section is a challenging and creative part of competition technique knowledge and uses guided discovery learning presentation strategies and cognitive feedback strategies:
lPre-class: Present learning materials and provide sample tasks related to the section's knowledge to clarify the upcoming learning points for the learners.
lDuring class: Pose questions to provoke student thought and summarize the content of their reflections.
lDuring class: Use appropriate cooperative learning methods to facilitate student exchange and discussion, updating their content.
lDuring class: Student presentation, where they report the summarized content for the first time and display it.
lDuring class: Online course plus in-class teacher summary, demonstration, and explanation, revealing teaching methods.
lDuring class: Check learners' understanding, teachers provide videos for analysis, cover any gaps, and students make final summaries.
lPost-class: Teachers present sample tasks for students to complete and have experts guide the students on their completed tasks.
lPost-class: Teachers provide more sample tasks for students to master with ease.
V. Social Service Perspective
Given that competitiveness is one of the main expressions of Latin dance, this course is also suitable for non-professional Standard Dance teachers, Standard Dance enthusiasts, competition participants, and competition guides who instruct competitors. The course content is scientifically sound and rational, empowering learners to teach and guide competitions with greater standardization and precision.
VI. Ideological and Political Elements
lIn technical quality, we promote the craftsman's spirit of striving for excellence;
lIn partner dancing skills, we foster a spirit of teamwork and cooperation;
lIn performance abilities, we adhere to the spirit of beautifying and educating through art;
lIn competition planning, we cultivate a competitive spirit of scientific training.
VII. Promotional Perspective
Let us step into the stirring world of competitive sports, to feel the ripples of excitement and the tense thrill of the competition; the delicate and wonderful dance moves that are in sync and fluid; the rich and refined teaching that blends tradition with innovation.
Hurry into this dance course, where infinite charm is composed!
