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Upcoming OPDI Coursesopdi

 

 
This page lists all upcoming Online Professional Development Institute (OPDI)™ courses open for enrollment. To see all courses in the OPDI course catalog, click here. To see the list of projected courses for upcoming semesters, click here.   

Spring 2020Courses open for enrollment
For course descriptions, click here or scroll down.

12-week Courses:
OPDI-116: Harkness Center for Dance Injuries: The Applied Science of Dancer Health and Injury Prevention (1/13-4/5)
OPDI-118: Dance Education Laboratory (DEL) Essentials (1/13-4/5) NEW!
OPDI-103: Foundations for Assessments in Dance (1/27-4/19) Optional College Credit from UNCG - Deadline to reg. & pay 1-6-20
OPDI-106: Choreographic Explorations in Dance Since 1953 (1/27-4/19) Optional College Credit from UNCG - Deadline to reg. & pay 1-6-20
OPDI-101: Introduction to the Professional Teaching Standards for Dance Arts (PTSDA) (1/27-4/19)
OPDI-119: Motif Notation Literacy through the Language of Dance® Approach: Your Move, Your Choreography (1/27-4/19) NEW!

4 and 6-week Mini Courses:

OPDI-M2: Elements of Dance (2/17-3/15)
OPDI-M13: Modern Dance Theory and Composition (2/17-3/29)
OPDI-M16: Introduction to the Dance Entry Level Teacher Assessment (DELTA) (2/17-4/12)

Fall 2019Courses are currently In-Process
For course descriptions, click here or scroll down.

12-week Courses:
OPDI-105: Introduction to Dance Education Research (9/9-12/1)
OPDI-110: Dance Kinesiology and Applied Teaching Practice (9/9-12/1)
OPDI-111ab: Dance History: Global, Cultural, and Historical Considerations (9/9-12/1)
OPDI-107: Creative Dance for Early Childhood (9/23-12/15)
OPDI-114: Teaching Dance to Students with Disabilities (9/23-12/15)

4 and 6-week Mini Courses:

OPDI-111a: Dance History: Global, Cultural, and Historical Considerations, Part 1 (9/9-10/20)
OPDI-M10: Movement Behavior Analysis and Profiling in Dance (9/23-11/4)
OPDI-M19: Dance Stagecraft and Production (9/23-11/4) NEW!

How to Enroll in Courses

To register for courses, login with your NDEO member username and password. Proceed to your Member Profile and click on the Access OPDI button. Under the Upcoming Courses tab, click on the appropriate enroll link for the course you wish to take. If you are not yet an OPDI student you will need to complete the OPDI Application before you can register for a course.
   
Registration and Tuition Payment Deadline: Thursday before course start date.
Fees: OPDI Tuition & Membership Policy

Spring 2020 Course Descriptions & Information

12 Week Courses



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OPDI-116: Harkness Center for Dance Injuries: The Applied Science of Dancer Health and Injury Prevention
OPDI-116: Harkness Center for Dance Injuries: The Applied Science of Dancer Health and Injury Prevention
Professors: Marijeanne Liederbach with Joshua Honrado, Kristen Stevens, and William Zinser; Tuition $520; 3 NDEO-Endorsed CEUs; 12 weeks;

Dance educators in every genre of dance serve a myriad of student populations. The goal of this evidenced-based course is to present you, the dance educator, with key principles of overall health in a way that will allow you to critically interpret the information, apply it to your dance education setting, and formulate a dance injury prevention plan of action in your teaching practice. Participants will explore the relationship, or spectrum, between overall health and dance injuries in order to consider what a dance injury prevention plan of action would include in any given environment. Topics covered will include physical, psychodynamic, and environmental factors; motor skill development; strength and conditioning principles; common dance injuries and their formal nomenclature; common myths about injury and training; adolescent dancer health; basic functional anatomy/biomechanics and nutrition; and teacher self-care. Upon analyzing the course material, participants will design an action plan for their students and receive feedback from Harkness Center for Dance Injuries (HCDI) clinicians. At the end of this course, students will demonstrate knowledge of what factors constitute overall health and how they can use this knowledge to develop and deepen their own teaching practices, regardless of educational setting. It is strongly encouraged but not required that prior to engaging in this course, that participants have previously taken NDEO’s OPDI-110 Dance Kinesiology and Applied Teaching Practice or another anatomy/kinesiology course. Required Materials: Lectures from HCDI's DanceMedU online learning platform. These will be ordered during the course. Price TBD.

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OPDI-118: Dance Education Laboratory (DEL) Essentials
OPDI-118: Dance Education Laboratory (DEL) Essentials
Professor: Ann Biddle; Tuition $520; 3 NDEO-Endorsed CEUs; 12 weeks

The mission of the Dance Education Laboratory (DEL) is to bring dance into children's lives and education by inspiring teachers to be life-long learners, by encouraging experimentation and observation in teaching, and by enabling teachers to give children ownership of the art form as a means of communication. DEL Essentials course is an introductory course that provides an overview of the key components of the nationally acclaimed DEL model of teaching dance to children and teenagers. This new online course is based on the highly popular DEL Essentials course that is taught at DEL 92Y and at Jacob’s Pillow. Participants will examine Laban Movement Analysis (LMA) as a framework for dynamic and scaffolded lesson planning, explore the DEL method of collaborative dance making, gain effective and inspired teaching strategies, and learn how to make connections between dance and other disciplines. If you are a first year teacher or seasoned dance educator who wants to refresh your practice, DEL is the course for you! Join the DEL community network and gain access to a wide range of dance education resources. #danceforeverychild

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OPDI-103: Foundations for Assessments in Dance
OPDI-103: Foundations for Assessments in Dance
Professor: Rima Faber; Tuition $520; 3 NDEO-Endorsed CEUs; 12 weeks; 3 Graduate Credits available from University of North Carolina / Greensboro (UNCG course #DCE 645) for additional $495 + $25 app fee; To qualify for Graduate Credits student must have completed a Bachelor's degree. 

This course is based on authentic assessment experiences that you can use in your dance classes. Some questions explored are: What is assessment? What functions do assessments serve? How are different types of assessment tools developed and used? How can assessments measure student learning and growth? This course helps teachers understand their students using formative, summative and authentic assessments. Students will use a wide variety of assessment techniques, tools, and instruments to support their learning process, build their own assessments in dance, and construct traditional educational testing instruments. Previous understanding of national, state, or district dance standards is helpful. Consider the following: 1) Grants are now requiring assessment procedures that are academically sound, 2) Most dance educators have never been trained to clearly determine student achievement nor learned how to foster improvement through assessments techniques, 3) For teachers who received certification a good while ago, assessment procedures have changed greatly in the past decade, especially for dance educators, and 4) New teacher evaluation systems being considered by many states are based on proof of student learning. Two books required: 1) Classroom Assessment: What Teachers Need to Know  (7th Edition) 2014 ed. by James Popham. USA: Available on Amazon. Electronic available from Pearson. 2) How to Create and Use Rubrics by Susan M. Brookhart (2013) Alexandria, VA: Available on www.ASCD.org.

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OPDI-106: Choreographic Explorations in Dance Since 1953
OPDI-106: Choreographic Explorations in Dance Since 1953
Professor: Naima Prevots; Tuition $520; 3 NDEO-Endorsed CEUs; 12 weeks; 3 Undergraduate Credits available from University of North Carolina / Greensboro (UNCG course #DCE 446) for additional $495 + $25 app fee. 

This course covers choreographers working in modern, ballet, hip hop, tap, and cultural forms since 1953 and takes a thematic rather than chronological approach, allowing for close study of feeling, form, and historical context. Themes include: Non-narrative dance; Myth; Gender; Culturally Specific Explorations; Social and Political Commentary; Music. Do you want to better understand the values, ideas, social events, and cultural influences inspiring today’s concert dance choreographers? Do you want to integrate your work in dance with other disciplines such as literature, visual art, theatre, music, history, women’s studies, and African and Asian studies? Do you want to inspire your students with new ideas for dance projects? Emphasis is on viewing numerous works rather than extensive readings and on finding fresh applications to a wide variety of teaching situations. Artists covered include Alwin Nikolais, Erick Hawkins, Christopher Wheeldon, George Balanchine, Bill T. Jones, Lucinda Childs, Doug Varone, and many others.

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OPDI-101: Introduction to the Professional Teaching Standards for Dance Arts (PTSDA)
OPDI-101: Introduction to the Professional Teaching Standards for Dance Arts (PTSDA)
Professor: Patricia Cohen; Tuition $520; 3 NDEO-endorsed CEUs; 12 weeks

This course offers an introduction to the Professional Teaching Standards for Dance Arts (PTSDA). It will deepen the student’s understanding of standards and give them the tools to apply them in their daily teaching environments. The PTSDA provides eight industry standards for teaching dance. Within some of the standards, students will explore examples of other teacher’s portfolio items that provide evidence of mastery of that particular standard. Students will reflect on how they teach and how they can improve their teaching and the overall experience for their students. Given this deep reflection, it is suggested that registrants for this course have a minimum of 3 years of teaching experience. These PTSDA “teaching standards” are different than the recently launched National Core Arts Standards in Dance. The PTSDA is focused on what the “teacher” should know and be able to do regardless of dance genre taught or environment where dance is taught. They are applicable to teachers in private studios, colleges/universities, community centers, and K-12, while the new National Core Arts Standards in Dance (referenced above) are focused on what the student should know and be able to do based on four artistic processes.

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OPDI-119: Motif Notation Literacy through the Language of Dance® Approach: Your Move, Your Choreography
OPDI-119: Motif Notation Literacy through the Language of Dance® Approach: Your Move, Your Choreography
Professor: Beth Megill; Tuition $520; 3 NDEO-endorsed CEUs; 12 weeks

How do we refresh our choreographic dance making and that of our students? How do we find new ways of exploring meaning making through our movement? The Language of Dance® (LOD) approach—created and developed by Ann Hutchinson Guest—is a comprehensive system of dance literacy that bolsters the dance artist’s and dance educator’s practice. It provides deep awareness, meaningful understanding, enriched embodiment, precise language for communication, effective tools for analysis, and a playful means for generating movement and documenting it. This course takes the dance professional on a journey of self-discovery through meaningful dance creation using the lens of the LOD. Over the next twelve weeks, you will be exposed to LOD literacy processes while gaining familiarity and foundational fluency using the building blocks of motif notation. Employing graphic representation for dance making offers key insights into your aesthetic preferences and comfortable patterns in your body and new approaches and inspirations that emerge out of your exploration with course content. The tools found in the LOD approach to using motif notation to choreograph provide potential for a lifetime of infinite creative explorations for dance making. This course provides a bridge between cognitive awareness and embodied experience, opening a door to the world of making, notating, and reading notated dances. It is organized to deliver composition and dance notation experiences that are creative and interactive with the aim of achieving meaningful dance making and personal transformation. Book required: Your Move (2nd Edition) by Ann Hutchison Guest and Tina Curran.

Mini Courses: 4-6 Weeks Long



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OPDI-M2: Elements of Dance
OPDI-M2: Elements of Dance
Professor: Patricia Cohen; Tuition $200; 1 NDEO-Endorsed CEU; 4 weeks

This Mini Course explores the universal language used to describe movement, and dance in particular. This language, or elements of movement, is applicable to all dance styles, genres and techniques. Through movement and online discussions, students will examine how the body moves in space, in time, and with energy (dynamics). A working knowledge of this material allows the student to identify and describe movement with specificity and clarity which can be useful in creating dances, documenting choreography and ensuring accurate interpretation of specific styles and techniques. In addition, this knowledge can improve students’ ability to analyze, interpret and respond to dance choreography and performance.

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OPDI-M13: Modern Dance Theory and Composition
OPDI-M13: Modern Dance Theory and Composition
Professor: Marty Sprague; Tuition $295; 1.5 NDEO-Endorsed CEUs; 6 weeks

In this course, students will engage in research and reflection on the following questions: As a teacher, what long term dance learning or enduring understanding do you wish to pass on to your students regarding modern dance? As a choreographer, do you know the lineage, from where your personal expressive style is rooted and developed, of your modern dance style? As a performer, how can an understanding of modern dance styles aid in clarity of execution in repertory pieces? From where do we develop our personal movement preferences and expressive capabilities? What or who has influenced these preferences and capabilities? Even if you are a “rebel”, as opposed to one devoted to passing on a legacy, you need to know from what or whom you are rebelling. By applying a known family genealogy, one is given a deeper sense of identity and so knowing the modern dance historical genealogy gives a deeper sense of one’s place in the modern dance world and thereby improve one’s dance products and students’ training experience. Required Book: Introduction to Modern Dance Techniques (2011) by Joshua Legg, NJ: Princeton Book Company Publishers. Optional additional text: Looking at Contemporary Dance: A Guide for the Internet Age (2012) by Marc Raymond Strauss wiht Myron Howard Nadel. Hightstown, NJ: Princeton Book COmpany Publishers.

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OPDI-M16: Introduction to the Dance Entry Level Teacher Assessment (DELTA)
OPDI-M16: Introduction to the Dance Entry Level Teacher Assessment (DELTA)
Professor: Elizabeth McPherson; Tuition $350; 2 NDEO-endorsed CEUs; 8 weeks

This course is designed as preparatory course of study for people with an interest in sitting for the Dance Entry Level Teacher Assessment (DELTA) exam. The DELTA exam measures pedagogical content knowledge (PCK) and subject specific content knowledge in dance. The course will explore the 10 PCK skills clusters that are subsumed within DELTA’s three Domains of Knowledge which include: 1) Core Dance Processes (Aligned to NCAS Artistic Processes: Creating, Performing, Responding & Connecting); 2) Teaching and Learning; and 3) Policies, Facilities, and Technical Production. In addition, this course will explore the rationale for why DELTA is important to our field and how it was developed. The following standards are explored as part of this course as they are referenced on the exam: National Core Arts Standards in Dance, NDEO Opportunity to Learn Standards, NDEO Professional Teaching Standards for Dance Arts (PTSDA), and NDEO Early Childhood Standards.


Information for All Courses

Required Materials and Commitment

Computer and high speed internet access is mandatory for successful completion of these courses. It is expected that students will spend up to 8 hours each week completing assignments.

General Prerequisites

Before registering for these course, students must be formally accepted into OPDI and have a current NDEO membership. If you have an individual membership (Professional, Graduate Student, Undergraduate Student, PhD/EdD, Young Professional, or Retiree), you will be able to complete the OPDI application and register for courses from your member profile. If you are the contact name on an institutional membership with NDEO, please call 301-585-2880 or email opdi@ndeo.org and we will set you up with a complimentary OPDI membership.

Grading and Credits

Students will receive a Pass with Distinction or Pass and the appropriate number of NDEO-endorsed continuing education units (CEU) upon the successful completion of the course. Students who do not complete the course will receive an Incomplete. Alternatively, students can register to audit the course, allowing them to participate as much or as little as they want with no consequences. The professor most likely will not grade or review work of auditing students. Students with an audit status will not receive a grade or CEUs, and the course will not count towards to completion of a Certificate in Dance Education. Students have until the end of the fourth week of the course to inform NDEO of their intention to audit, although we prefer you register at the beginning as an audit if that meets your needs. It is up to the student to notify NDEO of their audit status by emailing opdi@ndeo.org.

 

Information on Additional Course Credit
Select OPDI courses (indicated above in course description) are available for either undergraduate or graduate college credit through our partner, the University of North Carolina Greensboro (UNCG), at $495 per course. Please note that you cannot audit the course if taken for UNCG college credit, and you will receive a letter grade and can order an official transcript from UNCG after the course is over. During course registration, you will have the option to add UNCG credits to courses where available. Courses with College Credit


Refund Policy

For 12-week or 8-week courses:
In order to be eligible for a refund or credit, the student must notify NDEO by email at opdi@ndeo.org and confirm that the email was received. The $50 administration fee is subtracted from all tuition refunds. If the request is received before the start date of the course and before the student has accessed the course, 100% refund or credit of all tuition is granted. If the request is received by day 7 (end of the first week) of the course, 75% refund or credit of tuition is granted. If the request is received by day 14 (end of the second week) of the course, 50% refund or credit of tuition is granted. No refunds or credits after the end of the 2nd week of the course. Refunds will be sent to the student in the form of a check or credit card depending on mode of initial payment, while credits will be placed in the student’s NDEO membership account and can be used against future NDEO transactions. There are NO refunds of college credit fees from University of North Carolina/Greensboro.

For 4-week or 6-week Mini Courses:
In order to be eligible for a refund or credit, the student must notify NDEO by email at opdi@ndeo.org and confirm that the email was received. The $50 administration fee is subtracted from all tuition refunds. If the request is received before the start date of the course and before the student has accessed the course, 100% refund or credit of tuition is granted. If the request is received by day 7 (end of the first week) of the course, 75% refund or credit is granted. No refunds or credits after the end of the first week Mini Courses. Refunds will be sent to student in the form of a check while credits will be placed in the student’s NDEO membership account and can be used against future NDEO transactions.

Online Course Disclaimer: Online courses are delivered and completed solely through online means (computer; Sakai site; and email). There are no face to face class meetings. Students should be proactive, motivated, and fully responsible for their own coursework and assignments in a timely way. Therefore, students are strongly encouraged to work ahead of schedule and anticipate/plan for future assignments.