Dance Education Undergraduate Program
This undergraduate major program is designed to prepare prospective dance teachers to be highly skilled and creative dancers and choreographers, as well as scholarly, reflective educators, able to meet the varied needs of students of all grades. This program focuses attention on the acquisition of knowledge and skills that enable the pre-service teacher to develop and implement effective, innovative dance education programs that meet the New York State Learning Standards for the Arts. Upon successful completion of the program, students will be eligible for New York State initial certification as a teacher of dance in all grades.
- Applying & Financial Aid
- Philosophy, Goals & Objectives
- Student Resources
About the Dance Education Faculty
Director, Undergraduate Dance Education Program
Assistant Professor of Drama and Dance
Phone: (516) 463-7137
Anita Feldman, M.A., started tap dancing when she was five years old in Chicago with tap great Jimmy Paine. After immersing herself in modern dance while earning a B.A. in Dance Education from the University of Illinois, she moved to New York City. Over the next 25 years she gained an international reputation as a leading innovator of tap dance, choreographing pieces in collaboration with new music composers that incorporated electronics and the patented "Tap Dance Instrument," a wood and brass multi-timbre floor. Anita Feldman Tap, a company of musicians and dancers, performed at over 100 venues in the U.S., Japan and Germany at universities and festivals in both dance and new music venues, including the Colorado Dance Festival, the Boston Dance Umbrella, Dance Theater Workshop, the Whitney Museum, the American Dance Festival, the Village Gate, the Smithsonian, Seibu's Studio 200 in Tokyo, Podewil in Berlin, and performances and radio and television appearances in Frankfurt, Hamburg and Bremen, Germany. Her work was supported by numerous grants, including six National Endowment for the Arts Fellowships, six New York State Council on the Arts Grants, and two New York Foundation Fellowships. Her book Inside Tap: Technique and Improvisation for Today's Tap Dancer is published by Princeton Books. She has been on the Hofstra University dance faculty as an adjunct for the last twelve years, teaching tap, kinesiology, methods of teaching, choreography, and modern dance, and in 2007 advanced to a full-time faculty position. At Hofstra she has been developing tap dance courses, modern tap choreography, and a new dance education program which is beginning in the fall of 2008. She has an M.A. in Dance Education from Teachers College, Columbia University.
Adjunct Assistant Professor
Phone: (516) 463-5444
Sandra Stratton-Gonzalez, M.A., (Teaching Dance at the Elementary Level; Cooperating Teacher for student teaching) is a Dance Specialist at The Children’s School, a fully inclusive public elementary school in Brooklyn, New York. Her accomplishments include the creation of a pre-K to Grade 5 curriculum in Creative Dance, overseeing the community’s arts partnerships, chairing the Arts Committee, and designing school-wide enrichment programs. The Founding Artistic Director of Soundance Repertory Company (1984-1999), Sandi’s choreography has been presented at venues throughout NYC and the Northeast. She is a co-author (with Katherine Gallant and Diane Duggan) of Dance Education for Diverse Learners: A Special Education Supplement to the Blueprint for Teaching and Learning in Dance, PreK-12. Her thesis research has recently been published in Dance: Current Selected Research Volume 7, edited by Lynette Young Overby and Billie Lepczyk.
Susan Turner Radin
Adjunct Assistant Professor
102 Emily Lowe Hall
Phone: (516) 463-5444
Susan Turner Radin, M.A., (Teaching Dance at the Secondary Level; Cooperating Teacher for student teaching) has had a career as a performer, choreographer, and educator. She founded Turner Dance in 1996 and has since performed Arts and Education programs featuring health and social issues throughout PA and NY schools, and innovative dance concerts fusing modern dance, poetry, sculpture, and story in venues throughout the Northeast. Turner taught dance in the NYC schools for five years and currently is the Dance Specialist in the Performing Arts Department of Walt Whitman High School in Huntington Station, NY. Her students have received numerous awards for dance and choreography at the national and state levels. She also serves as the dance representative for the Long Island Scholar Artist Award, recognizing high school students for their artistry and scholarly achievement.
For more information, please visit the Hofstra Bulletin.
Applying & Financial Aid
For more information on applying to this program, please visit the Office of Undergraduate Admissions.
For information on financial aid, please visit Student Financial Services.
While there are no auditions for admission to the Dance Program, we do hold auditions (usually the second Saturday in March) for placement in the technique classes, and to determine Activity Grant awards. The Dance Program administers a limited number of talent/activity grants that may range from $500 to $5,000 per year and are renewable. They are based primarily on the student’s potential as a dancer and his/her contribution to the program. Additional grants are also available for outstanding continuing students. Departmental scholarships are in addition to any other university scholarships, grants or loans for which the student might qualify.
How to Apply
- Submit an application to the University.
The student should file a formal application for admission to Hofstra as soon as possible, indicating on the application that he/she wishes to be a dance major. The standard Financial Aid Form should be obtained from the high school office and sent as soon as possible, asking that a copy be sent to Hofstra’s Admission Office.
- Register for auditions with the Dance Department beginning the first week of January.
The applicant should contact the Department of Drama and Dance at (516) 463-5444 beginning the first week in January and no later than March 1 informing the Department that he/she has applied for admission and wishes to register for an audition.
- Audition for the faculty.
The audition date is usually the second Saturday in March and students should arrive at the Herbert School of Communication (south campus) at 9:00 AM. Students should be dressed in tights and a leotard (any color) and should have ballet slippers. Students will need to have bare feet for the Modern class. Hair should be securely fastened away from the face. The applicant must bring with them an 8 x 10 photograph, preferably full-length in dance attire, with name, address, and telephone number clearly printed on the back. The applicant should also bring a dance resume which lists prior dance experience: type of training, names of teachers and schools attended, years studied and the number of times per week classes were taken. The audition will consist of two, one-hour technique classes (Ballet followed by Modern). After that, approximately twenty dancers will be chosen for scholarship consideration. Dancers will present a short solo dance of no longer than 1 to 2 minutes. The solo may be an excerpt from a dance previously learned or choreographed, but please note that Tap is not considered for the dance audition and Pointe is not preferred. If using music, the applicant must supply a CD or I-Pod. Audio resources will be provided.
Program Philosophy, Goals and Objectives of Dance Education
The mission of the Bachelor of Science in Education - Dance Education program is to prepare highly skilled and creative artist educators who understand the broad educational and developmental role dance can play for students of grades PreK-12. The program focuses attention on the development of knowledge and skills that prepare the college students to design and implement innovative dance education programs in the public schools, as well as in private schools and dance studios, that promote dance literacy, knowledge of the role of the dance and dancers in diverse cultures, artistic development, skill development, personal development, collaboration with others, and learning in other academic areas. The program is designed to prepare prospective teachers to create productive learning environment through effective planning and execution of instructional activities; effectively assess student learning; address special developmental and educational needs of students from PreK-12; teach students of both genders with a diversity of needs, experiences, cultural backgrounds, languages, disabilities, and special abilities; collaborate effectively with colleagues; and communicate, educate, plan, and work effectively with students’ families, school personnel and the surrounding community, including local arts community.
Specific Program Objectives
- Develop skill and artistic mastery of dance, choreography, and production, while expanding scientific, theoretical, historical, cultural, aesthetic and pedagogical knowledge of dance.
- Learn about the significance of dance in the evolution of human thought and expression, and the connections between dance and diverse cultures.
- Be introduced to music from many cultures, and the varied possible creative relationships between music, dance and dance education.
- Understand how individuals learn and develop and be able to provide, through dance and creative problem solving activities, opportunities that support PreK-12 students’ physical, creative, cognitive, social, and emotional development.
- Understand how individuals differ in their approaches to learning and create appropriate instruction adapted to diverse learners.
- Use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
- Use knowledge of effective verbal, nonverbal, and media communication techniques and technology to foster inquiry, collaboration, and the ability to take creative chances in dance activities.
- Plan and implement a variety of developmentally appropriate instructional strategies to develop dance and kinesthetic educated individuals, and that conform to the New York State Learning Standards for the Arts.
- Understand and use formal and informal assessment strategies to foster cognitive, creative, physical, social, and emotional development of learners through dance activities.
- Be reflective practitioners who evaluate the effects of their actions on others and seek to grow professionally.
- Foster relationships with colleagues, parents/guardians, and community agencies to encourage an understanding and appreciation of the art of dance, and to support learners’ growth and well being.
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