PC-BA-FBA-20 study help - BCS Foundation Certificate in Business Analysis V4.0 Updated: 2023
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PC-BA-FBA-20 BCS Foundation Certificate in Business Analysis V4.0
Exam Specification: PC-BA-FBA-20 (BCS Foundation Certificate in Business Analysis V4.0)
Exam Name: PC-BA-FBA-20 (BCS Foundation Certificate in Business Analysis V4.0)
Exam Code: PC-BA-FBA-20
Exam Duration: 60 minutes
Passing Score: Not specified
Exam Format: Multiple-choice
Course Outline:
1. Introduction to Business Analysis
- Definition and scope of business analysis
- Role of business analyst in an organization
- Key principles and concepts in business analysis
2. Business Analysis Planning and Monitoring
- Developing a business analysis plan
- Identifying stakeholders and their roles
- Monitoring and controlling business analysis activities
3. Requirements Elicitation and Management
- Techniques for gathering requirements
- Documenting and managing requirements
- Prioritizing and validating requirements
4. Requirements Analysis and Design Definition
- Analyzing and modeling requirements
- Defining solution options and designs
- Evaluating feasibility and impact of proposed solutions
5. Solution Evaluation
- Assessing and validating the implemented solution
- Measuring and analyzing solution performance
- Identifying areas for improvement and optimization
6. Business Analysis Techniques and Tools
- Use of various business analysis techniques
- Introduction to common tools and software used in business analysis
- Applying techniques and tools in different business analysis scenarios
Exam Objectives:
1. Understand the fundamental principles and concepts of business analysis.
2. Plan and monitor business analysis activities effectively.
3. Elicit and manage requirements using appropriate techniques and tools.
4. Analyze requirements and define feasible solution designs.
5. Evaluate and validate the implemented solution against business needs.
6. Apply a range of business analysis techniques and tools in practice.
Exam Syllabus:
Section 1: Introduction to Business Analysis (10%)
- Definition and scope of business analysis
- Role and responsibilities of a business analyst
- Key principles and concepts in business analysis
Section 2: Business Analysis Planning and Monitoring (20%)
- Developing a business analysis plan
- Identifying stakeholders and their roles in the analysis process
- Monitoring and controlling business analysis activities
Section 3: Requirements Elicitation and Management (25%)
- Techniques for gathering requirements from stakeholders
- Documenting and managing requirements effectively
- Prioritizing and validating requirements
Section 4: Requirements Analysis and Design Definition (25%)
- Analyzing and modeling requirements using appropriate techniques
- Defining solution options and designs based on requirements
- Evaluating feasibility and impact of proposed solutions
Section 5: Solution Evaluation (10%)
- Assessing and validating the implemented solution against business needs
- Measuring and analyzing solution performance
- Identifying areas for improvement and optimization
Section 6: Business Analysis Techniques and Tools (10%)
- Overview of common business analysis techniques and when to apply them
- Introduction to tools and software used in business analysis
- Applying techniques and tools in various business analysis scenarios
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PC-BA-FBA-20 BCS Foundation Certificate in Business Analysis V4.0
PC-BA-FBA-20
BCS Foundation Certificate in Business Analysis V4.0
https://killexams.com/pass4sure/exam-detail/PC-BA-FBA-20
Question: 37
It is claimed that a new system will bring improved job satisfaction to employees.
How should this improved job satisfaction be classified?
A. As a tangible benefit.
B. As an intangible cost.
C. As a tangible cost.
D. As an intangible benefit.
Answer: D
Question: 38
Which of the following BEST describes the cause of a bottleneck in a business process?
A. A step where one actor passes the process to another actor.
B. A mismatch between the capacities of related process steps
C. An unnecessary step or steps in a sequence of process steps.
D. A number of related steps that are carried out by different actors.
Answer: B
Question: 39
What is the business analyst doing when he or she compares the BAM with the current business situation?
A. Conceptual modelling.
B. Analysing perspective
C. Gap analysis
D. Defining CATVVOE.
Answer: C
Question: 40
What does the M stand for in MoSCoW?
A. Mission.
B. Must have.
C. Management.
D. Mandatory.
Answer: B
Question: 41
Which of the following actions could sustain business change?
A. Develop the coaching skills of selected staff members.
B. Establish clear benefits for selected, powerful stakeholders.
C. Retain the previous system and its associated processes
D. Ensure that improved staff performance is not rewarded
Answer: A
Question: 42
In which stage of the business analysis process model would the business analyst produce a business case?
A. Evaluating the options.
B. Analysing the needs
C. Defining the requirements.
D. Considering perspectives.
Answer: A
Question: 43
The following is a list of statements about stakeholders and stakeholder management.
a. A customer can be considered as a stakeholder in a project.
b. A provider can be considered as a stakeholder in a project.
c. Stakeholders positions do not remain static during the life of the project.
d. Communication must not be tailored to each stakeholder in the project.
Which of the following is correct?
A. Statements a, b and c are correct, statement d is incorrect.
B. All four statements are correct
C. Statements a and c are correct, statements b and d are incorrect.
D. Statements b and c are correct, statements a and d are incorrect.
Answer: A
Question: 44
Which of the following diagrams explicitly shows the sequence of tasks?
A. A swim-lane diagram
B. A use case diagram.
C. A business activity model.
D. A class model.
Answer: A
Question: 45
What is the business analyst doing when he or she compares the BAM with the current business situation?
A. Conceptual modelling.
B. Analysing perspective
C. Gap analysis
D. Defining CATVVOE.
Answer: C
Question: 46
Which stage of Isaksen and Treffingers creative problem-solving model is concerned with analysing the opinions and
concerns to identify how information can be quantified?
A. Mess finding.
B. Data finding
C. Problem finding.
D. Idea finding
Answer: B
Question: 47
Which of the following diagrams helps the business analyst to document a range of issues that have been uncovered
about a business situation?
A. The rich picture.
B. The to be process model.
C. The business activity model
D. The use case diagram.
Answer: A
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Give Your Teaching Career a Boost with a Professional Study Graduate Certificate
If you would like to advance your professional career by pursuing additional coursework beyond your degree, a Graduate Certificate of Professional Study within the field of education from Southern New Hampshire University can provide you with the opportunity to engage with a broad range of topics. Earning your graduate certificate is a great way to add to your teaching résumé while enhancing your understanding of important educational concepts and strategies.
This field-based certificate program, available through the SNHU Vermont Campus, is ideal for practicing educators seeking applied learning and professional development opportunities within the Topic areas of curriculum, assessment and evaluation, education technology, learning and development, and teacher leadership.
Although this program is currently available in a limited number of districts within the state of Vermont, we encourage you to reach out to the SNHU Vermont Campus at info@snhuvt.org if you are interested in participating or learning more.
See Yourself Succeed with a Professional Study Graduate Certificate from SNHU
The field-based Professional Study Graduate Certificate program in education at SNHU allows you to choose from the following five subject areas: Curriculum, Assessment and Evaluation, Education Technology, Learning and Development, and Teacher Leadership. This is a 15-credit program, and you will select five three-credit courses to complete in accordance with your chosen topic.
As a private, nonprofit university, SNHU has one mission - to help you see yourself succeed. The benefits of enrolling in a field-based graduate program at SNHU include:
- Convenience. Pursue your graduate degree or certificate where you work, and complete international field studies around your teaching schedule.
- Supportive community. We have a deep understanding of how adults learn best, and we know all of our students personally. Our cohort model allows you to learn with colleagues.
- Relevance. All course material and assignments apply directly to your classroom practice.
- Affordability. It’s our mission to make higher education more accessible. That’s why, SNHU is one of the most affordable private, nonprofit universities in New Hampshire.
- Constructivist classrooms. Our instructors design the classroom experience so that it begins with your experiences and builds toward exceptional practice in a collaborative manner.
Careers & Outcomes
The Professional Study program is designed to help educators advance their careers without committing to a full master’s degree program. The goal of this program is to produce teachers who are prepared to impact their schools and their students in meaningful ways, both inside and outside of the classroom. Whether your goal is to develop new curriculum, become familiar with new teaching technology, or learn new leadership skills, SNHU can help you take the next step in your career.
Professional Study (Post-Master's Graduate Certificate)
In addition to the standard Professional Study Graduate Certificate in education program, SNHU also offers a Professional Study Post-Master's Graduate Certificate option. This program is similar to the standard graduate certificate version, but is designed for educators who have already earned their Master of Education. This program also features Curriculum, Assessment and Evaluation, Education Technology, Learning and Development, and Teacher Leadership as subject areas; however, many of the courses within the post-master's program cover more advanced topics.
Curriculum
With multiple pathways to choose from, the program will help you develop a deeper understanding of responsive, responsible teaching methods. Participants will plan and deliver purposeful learning opportunities that incorporate current research and best practices to engage students in meaningful ways. SNHU will help you learn to create strengths-based, inclusive, and collaborative learning communities in classrooms and schools. The program will also help you understand the need for professional analysis, innovation, and continually evolving professional strategies while evaluating your own personal growth, teaching practice development, and personal leadership.
Graduate Tuition
Our Manchester campus aims to keep tuition and related costs low for our students so that you can pursue your degree and your goals.
Beyond low tuition rates, we help our students save through transfer credits, credit for prior learning, grants and scholarships, tuition assistance and more.
This certificate is not eligible for federal financial aid. Students seeking alternatives to federal financial aid can explore tuition assistance, grants and scholarships, as well as private loans. To learn more about private loans, visit our Funding Your Education with Student Loans page.
The primary purpose of a migration certificate is to prevent the duplication of enrollment in multiple institutions. It ensures that youracademic records are transferred smoothly and prevents any discrepancies in your educational background. Additionally, the certificate may be required for visa applications and other immigration procedures related to studying abroad.
Getting a migration certificate for studying abroad might seem like a complex task, but it can be made easy by following some simple steps. While the exact process can vary from one country and school to another, the general procedure usually goes like this:
• Contact Your Previous School: Start by getting in touch with the academic office or examination department of the school or university you last attended. They can guide you on how to go about obtaining the migration certificate.
• Get the Application Form: Ask for the application form needed for the migration certificate from your old school. This form might be available online, or you may need to visit the school's office in person to collect it.
• Fill Out the Application Form: Carefully fill in all the details on the application form. This includes your personal information, academic records, and the name of the school where you plan to continue your studies abroad.
• Attach Necessary Documents: In addition to the filled-out application form, you will need to provide specific documents. These usually include photocopies of your academic mark sheets, your degree certificate, and any other papers that the school you're applying to requires.
• Submit the Application and Pay the Fee: Once your application form and supporting documents are ready, take them to the right department at your previous school. You'll typically need to pay a fee, too.
• Be Patient: The time it takes to issue a migration certificate can differ depending on your previous school's processes and how busy they are. Starting the process early is a good idea to avoid any delays in your plans to study abroad.
• Collect Your Certificate: When your migration certificate is prepared, your old school will let you know. You can either pick it up yourself or send a trusted person to collect it on your behalf.
A few important things to remember
• Each school might have specific requirements, so be sure to check with the school you're applying to for any additional steps or documents you may need.
• It's crucial that the migration certificate is signed and stamped by the authorized personnel at your old school.
• Always keep a copy of your migration certificate in a safe place for your records.
The Certificate of University Preparation comprises four 15-credit courses, two of which are compulsory and focus on academic study and research skills. You choose two courses from your area of academic interest.
Pathway courses
Business pathway
- 115013 Foundation Management
- 115014 Foundation Economics
- 115015 Foundation Financial Literacy
- 192011 Foundation Communications
- 247005 Foundation Mathematics A
Humanities / Social Sciences pathway
- 115014 Foundation Economics
- 150001 Foundation Māori Culture
- 192011 Foundation Communications
- 230001 Foundation Humanities
- 230002 Foundation Social Sciences
Science pathway
- 247004 Foundation Biological Sciences
- 247005 Foundation Mathematics A
- 247006 Foundation Mathematics B
- 247007 Foundation Chemistry
- 247008 Foundation Physics
Health pathway
- 150001 Foundation Māori Culture
- 192011 Foundation Communications
- 214003 Foundation Human Bioscience
- 230002 Foundation Social Sciences
- 247005 Foundation Mathematics A
Creative Arts pathway
- 150001 Foundation Māori Culture
- 192011 Foundation Communications
- 293001 Foundation Drawing
- 293002 Foundation Sound and Image
- 293003 Foundation Fabricate
Typical pattern for the Certificate of University Preparation
Core courses These courses are a compulsory part of your qualification.
Subject courses Choose from an academic pathway.
| One semester |
|---|
| 192042 Study Skills & Strategies |
| 192043 Critical Academic Skills |
| Academic pathway subject course |
| Academic pathway subject course |
You can choose from one of these academic pathways:
- Business - available in Auckland, Manawatū, Distance
(Choose from 115013, 115014, 115015, 192011, 247005) - Creative Arts - available in Wellington
(Choose from 150001, 192011, 293001, 293002, 293003) - Health - available in Auckland, Manawatū, Distance, Wellington (limited courses available)
(Choose from 150001, 192011, 214003, 230002, 247005) - Humanities/Social Sciences - available in Auckland, Manawatū, Distance, Wellington (limited courses available)
(Choose from 115013, 150001, 192011, 230001, 230002) - Science - available in Auckland, Manawatū, Distance (limited courses available*)
(Choose from 247004, 247005, 247006, 247007, 247008)
Pathways and courses are subject to availability at each campus. Massey staff will assist you with course advice through the Get advice button on this page.
*The Science pathway elective choices via distance mode are limited because the Foundation Chemistry and Foundation Physics courses are offered on campus (internal) only.
If you are starting the qualification in Summer School it will take more than one semester to complete the qualification because enrolments are limited to a maximum of two courses (30 credits).
On successful completion of this Certificate, you will gain admission to the University and be eligible to enrol in an undergraduate study.
See the Courses and specialisations section for more information.
Poor quality in manufacturing and service can cost companies as much as 20 percent of revenue in rework, scrap, brand switching, and loss of goodwill. Organizations have begun to understand that prevention saves more time and money than the discovery of flaws after the fact.
The school’s management-oriented certificate program focuses on quality as a priority. Developed in cooperation with industry, the courses can help students develop a total quality management environment to combine the theory and practice of statistical quality control with leadership, teamwork, and problem-solving concepts and skills.
The certificate in quality management teaches the nuts and bolts of a quality organization, prepares students to introduce quality concepts to their organization, and teaches how to put quality principles to work. The certificate can prepare students to work as quality trainers, facilitators, team leaders, or managers at various levels of an organization.
This program is no longer accepting new student applications.
Because students in each of these fields will engage important environmental policy, program implementation, and decision-making processes in the course of their professional careers, the environmental orientation of this certificate program will help students better understand the complexities of environmental decision making.
The focus of certificate study is on environmental decision making, which can be defined as the process by which stakeholders in environmental outcomes engage in communications to seek solutions to environmental problems. Familiarly, decision making can refer to environmental policy making by governmental institutions, but a meaningful understanding of the Topic in today's world will also include processes such as information acquisition and dissemination and such notions as negotiation, mediation, information policy and public participation as part of the decision making lexicon. The decision making focus furthermore expands the scope of "stakeholders" to include not only the institutions and agencies of government, but also the large variety of citizen-based nongovernmental organizations and the business and industrial private sector.
Student Eligibility
Graduate students currently matriculated and in good academic standing in their graduate degree programs at SUNY-ESF and Syracuse University are eligible to apply for entrance to the certificate program.
Administrative Procedures
Application and admissions procedures, compliance with college requirements for successful graduate study and the awarding of certificates are all administered by ESF's Dean of Instruction and Graduate Studies, 227 Bray Hall. If enrollment limitations are established, acceptances will be made on a rolling basis, according to the date of receipt of applications.
Student applications are made by completing the application form found in the Advising Guide. This provides contact information for applicants and verifies their matriculated status at Syracuse University. Upon completion of program credit hour requirements, students file a Certificate Request Form, which identifies completed course work and initiates actions to produce official transcripts, leading to the award of the certificate.
Forms are available in ESF's Office of Instruction and Graduate Studies, 227 Bray Hall, and in the Department of Environmental Studies Office, 107 Marshall Hall.
Academic Advisement
Prospective students are encouraged to speak with their Syracuse University academic advisors about the advisability of and timing for entering this certificate program. To assist certificate students in making suitable course selections and to answer related program questions, an ESF faculty advisor is available at the Department of Environmental Studies.
Pursuing a career in a health profession means committing to an arduous academic path and choosing to be held to high standards. Health profession programs aim to gauge abilities beyond the sciences. They are looking for students who have “the complete package” – smart, resilient, empathetic, collaborative, compassionate and reliable.
The Pre-Health Professions Certificate is designed to help any UT Austin student, regardless of major, prepare for a potential future in a health profession.
Certificate for Natural Sciences Majors
As a CNS student, your science-focused major will lay the foundation in mastering the most common requisites needed for professional health programs. The Pre-Health Professions Certificate will help you diversify your degree.
You will gain invaluable skills in ethics, social sciences, communication, and other areas of interest increasing your skillset and marketability.
Certificate for Majors Outside of Natural Sciences
As a non-CNS student, your major in business, arts, communication or humanities often provides the framework for interdisciplinary study. The Pre-Health Professions Certificate helps in accessing the prescribed prerequisites for professional health programs.
You will take the same chemistry, biology, math and physics courses as College of Natural Sciences students, ensuring you gain the math and science skills needed to help you succeed.
Overview of the Certificate
The certificate requires 18 hours of coursework and provides a solid foundation for students interested in pursuing a career in the health professions. Requirements and procedures for the certificate programs will be based on the catalog under which a student is earning their degree, so please select accordingly and talk to your advisor if you are unsure.
Science Major Track
Certificate
Pre-Health Professions (Science Majors)
Requirements
Checklist (coming soon)
Certificate
Pre-Health Professions (Science Majors)
Certificate
Pre-Health Professions (Science Majors)
Certificate
Pre-Health Professions (Science Majors)
Non-Science Major Track. Students outside of the College of Natural Sciences only.
Certificate
Pre-Health Professions
(Non-Science Majors)
Requirements
Checklist (coming soon)
Certificate
Pre-Health Professions
(Non-Science Majors)
Certificate
Pre-Health Professions
(Non-Science Majors)
Certificate
Pre-Health Professions
(Non-Science Majors)
Taking the next step
There is no need to apply for the Pre-Health Professions Certificate as part of your admissions application. Once admitted to UT, you can simply inform your academic advisor anytime after New Student Orientation that you wish to pursue the Pre-Health Professions Certificate as part of your academic curriculum at UT Austin.
Your academic advisor can then guide you on how to get started.
Pursue the Pre-Health Professions Certificate
An application for admission is required in order to pursue the Pre-Health Professions Certificate.
Please contact our email address with any questions:
Theatre Practicum
This course applies technical, performing, script analysis, stage management, and other skills to an genuine theatrical production. Students contract with a department mentor for responsibilities and the appropriate credit expectations. In addition to production responsibilities, students are expected to complete studying and writing assignments connected to the production. This course is repeatable for credit. (Enrollment in this course requires permission from the department offering the course.) Lec/Lab (Fall, Spring).
9
Introduction to Performing Arts
This course will examine the characteristics and elements of theatre and the performing arts, emphasizing the principles and conventions that guided theatre productions through history. The course examines the ways that theatre influences and is influenced by cultures and by individual life experience. Particular attention is paid to the development of scripts, visual theatre, theatre vocabulary, and the emergence of Deaf and multicultural theatre. Lecture 3 (Fall, Spring, Summer).
Introduction to Stagecraft
This course introduces students to the technical and design processes of theatre, including scenery, costume, lighting, make-up, and prop craft. Students experience the range of skills needed to create successful productions, and identify their own areas of interest and strength for future theatre participation. Lecture 3 (Fall).
Sign Mime, Creative Movement, and Visual Theatre
This course expands students’ understanding of the use of physical space through creative movement strategies. These are supplemented by images, gesture, and sign representation of story elements. Techniques developed from visual theatre practices are studied. Through active participation, students learn the language of movement, mime and visual theatre. Ensemble work based on performance standards, character creation, and theme development is emphasized. Lecture 3 (Fall, Spring).
Independent Study: Performing Arts
The description will be specified on each Independent Study Contract. Ind Study (Fa/sp/su).
Appreciation of Theatrical Design
This course fosters the understanding and appreciation of design as part of theatrical productions with specific reference to the fields of scenic, lighting, and costume design and the personnel involved. Students will explore the historical and cultural aspects of theatre while examining the relationship to their activities in everyday life. Students will learn how theatrical scripts and stage directions influence the design, aesthetics, and use of space in a theatrical production, and how to use the script to visualize the design process. Deaf Theatre and other cultural references will be used to discuss the ever growing need to address diversity and accessibility in theatrical productions. Emphasis will be placed on using literary analysis of themes and metaphors inherent in a script to develop an appreciation for the artistic and aesthetic aspects of technical theatre. No artistic or technical skills necessary. Lecture 3 (Fall, Spring).
Appreciation of Media in Performance
This course fosters the understanding and appreciation of the integration of media to support and enhance storytelling in theatre, dance, and experimental performances. Focus will be placed on the study and appreciation of media in performance through an exploration of theory, historical perspectives, and creative expression. Examples of media from early integration to current practices will be explored, as well as the various types of technology and equipment used. Deaf Theatre and other cultural references will be used to discuss the need to support accessibility and create inclusive environments. Instances where media and technology were used to push the boundaries, as well as to develop and test new technology, will also be examined. Lecture 3 (Fall, Spring, Summer).
Scenic Painting and Props
This course is an introduction to the methods and materials of theatrical painting and props through a project-oriented class. Techniques, communication, and use of appropriate materials and tools are emphasized. Students apply the skills learned to individual and group projects. This course prepares students for more specialized work in Theatre Practicum. Lecture 3 (Fall, Spring).
Stage Makeup
This course introduces students to the principles and techniques associated with theatrical stage makeup. Through practical application and experimentation, students will be encouraged to explore a variety of methods, materials, and possibilities for a range of character types; including fantasy and special effects makeup techniques. Students will be provided lectures, handouts, and class and video demonstrations throughout the semester. Lec/Lab 4 (Fall or Spring).
Appreciation of Theatrical Costumes
This course is designed as an introduction to the theory and application of costume and accessory design for the stage. Students will explore the artistic, historical, and technical aspects of creating costumes and accessories, learning about key vocabulary, equipment, and materials used in costume technology. Influences on design theory will be examined through examples from Deaf Theatre and cultural, physical, and visual-based performances. Students will gain an appreciation for the relationship that costumes and accessories contribute to the overall meanings of dramatic performance. Lecture 3 (Fall or Spring).
Appreciation of Theatrical Scenery
This course introduces students to the study and appreciation of technical theatre through an exploration of theory, historical perspectives, and creative expression of theatrical scenery. Students will explore the principles, techniques, and tools used in creating scenery. Attention will also be placed on the evolution of theatrical scenery throughout time, theories and application of design elements, and the impact of the growth of technology over the last century. Influences on design theory will be examined through examples from Deaf Theatre and cultural, physical, and visual-based performances. Lecture 3 (Fall or Spring).
Appreciation of Theatrical Lighting
This course introduces students to the study and appreciation of technical theatre through an exploration of theory, historical perspectives, and the creative expression of theatrical lighting. Influences on design theory will be examined through examples from Deaf Theatre and cultural, physical, and visual-based performances. Students will explore conventional lighting equipment and techniques used in creating lighting effects for theatrical productions. The evolution of lighting uses throughout time and the impact of the exponential growth of lighting technology over the last century will also be covered. Lecture 3 (Fall or Spring).
Acting with Physical Expression
This course introduces students to the actor's craft, process, and technique. Major performance methods are introduced in both physical approaches to acting (Grotowski, Delsarte, Alexander technique, multi-cultural methods from African Griot to Japanese Noh) and psychological approaches (Stanislavsky, Meisner, Hagan, Strasberg). Foundation skills in translation, memorization, stage combat, mask, and mime prepare the student upper-level performance courses. Lec/Lab 4 (Fall, Spring).
Seminar in Performing Arts
This course gives students the opportunity for focused, in-depth study of a selected advanced Topic in theatre, using seminar and workshop approaches. Specific subjects vary from semester to semester, and address such areas as methods of acting, playwriting, production design, systems of analysis, genres of dance, translation, and historical influences on theatre art. This course is repeatable for credit. Lecture 3 (Fall, Spring).
Dance History
This course explores the evolution of dance from early movement to the diverse representation of dance found in the world today. Emphasis will be placed on the study and appreciation of dance through an exploration of theory, history, and the perspective of cultural and social impacts, along with traditional and experimental dance forms. Students will experience and reflect on a survey of dance forms through lectures, discussions, literature references, and viewings of film and live performance. Lecture 3 (Fa/sp/su).
Dance: Jazz
This course introduces students to the study and appreciation of jazz dance through an examination of movement concepts, artistic principles, and the exploration of theory, history, and socio-cultural perspectives. Students will explore various styles of jazz such as Broadway, Street, and Contemporary. Emphasis will be placed on body isolations and rhythmic phrasing to help students develop an appreciation for jazz dance as an art form. Students will discover new capabilities regarding flexibility, strength, coordination, balance, and their comprehension of jazz dance in relation to music, space, time, and energy. Through practice and application, students will develop a physical appreciation of dance from the experience of movement and creative expression. Learning about jazz dance performance and history through the use of images, video, practice, and discussions as well as studying and writing assignments will be part of the course. Lec/Lab 4 (Fall or Spring).
Dance: Hip Hop
This course introduces students to the study and appreciation of hip hop through an exploration of theory, historical and aesthetic foundations, and socio-cultural perspectives. Students will experience a variety of movement qualities, develop techniques for proper body stretching and conditioning, and be exposed to basic hip hop styles and trends. Students will discover new capabilities regarding flexibility, strength, coordination, balance and their comprehension of hip hop dance in relation to music, space, time and energy. Through practice and application, students will develop a physical appreciation of dance from the experience of movement and creative expression. Learning about hip hop dance performance and history through the use of images, video, practice and discussions as well as studying and writing assignments will be part of the course. Lec/Lab 4 (Fall or Spring).
Dance: Modern
This course is designed as an introduction to dance as a developmental, expressive, and creative art form. Students will learn how the artistic principles and movement concepts of: basic rhythms, dance technique, improvisation and beginning choreography; impact the creation and execution of modern dance. Students will discover new technical capabilities regarding flexibility, strength, coordination, balance and their comprehension of modern dance in relation to music, space, time and energy. Through practice and application, students will understand the unique structure of their own bodies and expand their awareness of self and others. Theoretical aspects of dance related to historical and socio-cultural contexts will be explored. Learning about dance performance and history through the use of images, video, practice and discussions as well as studying and writing assignments will be part of the course. No previous dance experience is required. Lec/Lab 4 (Fall, Spring).
Dance: Ballet
This course is designed as an introduction to ballet observed through artistic principles, movement concepts and the exploration of technique. Students will discover new technical capabilities regarding flexibility, strength, coordination, balance and their comprehension of the ballet form in relation to music, space, time and energy. Through practice and application, students will understand the unique structure of their own bodies and expand their awareness of self and others. While the primary focus is on strengthening individual dance technique and knowledge of traditional and contemporary ballet movements, dynamic alignment, movement efficiency, connectivity, articulation, phrasing, and breath support, students can expect to develop an appreciation for aspects of the ballet aesthetic while considering theoretical aspects related to historical and socio-cultural contexts. Learning about dance performance and history through the use of images, video, practice and discussions as well as studying and writing assignments will be part of the course. No previous dance experience is required. Lec/Lab 4 (Fall, Spring).
Choreography: Designing Movement
This course focuses on the study and appreciation of dance and choreography through an exploration of theory, history, and social-cultural perspectives encompassing the elements related to designing movement. Students will explore various approaches of dance composition and the creative process from historical and cultural perspectives while examining the interactions of dance and movement found in society today. Attention will also be placed on the role of designing movement and space beyond the dance studio. Examples from live and recorded performances, as well as digitally produced creations such as animations in television, movies and video games, will be examined. Lec/Lab 4 (Fall or Spring).
Special Topics: Performing Arts
The description will be specified in each Special Topic Documentation Form. Lecture (Fall, Spring).
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