BDT Syllabus

Below you will find the BDT syllabus for each chapter of the program.

Chapter 1- Before the Class

Students will be able to create goals for their class.
Students will be able to define objectives for their class.
Students will be able to write a course description.
Students will create a lesson plan that shows progress toward the objectives of the class, fits the skill level of the students within the class, can be completed within the time frame allowed, and have an objective way of measuring whether the objectives were met.
Students will have a mental plan of how to manage the classroom.

Chapter 2- Teaching Methods

Students will be able to discern a student’s communication style and teach using three different communication styles
Students will be able to use a variety of teaching tools
Students will be able to use a variety of teaching methods
Students will be able to discern a student’s learning level and teach to students with varying levels of skill
Students will be able to critique students in such a way that encourages success
Students will be able to critique their own performance to enhance effectiveness

Chapter 3- Body Mechanics

Students will be able to discern when students are using injurious technique
Students will be able to construct a safe warm up.
Students will be able to construct a safe cool down.
Students will know how and when to stretch and use exercises for building flexibility.
Students will be able to break down movement

Chapter 4: Music Theory for Dancers

Students will be able to understand basic music theory definitions so that they can communicate more effectively.
Students will be able to find the “one.”
Students will be able to musically count repetitions of movement.
Students will be able to set and maintain tempo with and without music.
Students will be able to count on the beat and to the right time signature or in a division of the correct time signature. (Example, if it’s a 2/4, it would be acceptable to count it in 2s, 4s or 8s).
Students will be able to use a variety of vocalizations to express the beat.

Chapter 5- Rhythms

Students will be able to identify the Middle Eastern rhythms mentioned in this chapter (Ayoob, Karachi, Malfouf, Khaleegy, Maksoom, Saidi, Beledi, Zeffa, six-egith, Masmoodi Kabir, Chifti-telli, Karsilama, Samai) by ear.
Students will be able to “sing” the rhythms (using dum, tek and ka).

Chapter 6- Zils

Students will be able to explain rhythms and patterns using drum sounds.
Students will be able to explain rhythms and patterns using numbers
Students will be able to explain rhythms and patterns using R/L fingering.
Students will be able to combine numbers and drum sounds when teaching.
Students will be able to combine numbers and R/L fingering when teaching.
Students will be able to combine drum sounds and R/L fingering when teaching.
Students will be able to create their own patterns using drum sounds, R/L fingering, and/or numbers.
Students will be able to teach movement with zil playing.

Chapter 7- Musicality

Students will be able to discern when the music is calling for smooth moves
Students will be able to hear when the music is calling for percussive moves
Students will be able to tell when the music is calling for traveling steps
Students will know when a blend of music and movement is appropriate
Students will be able to react to intricacies of sound, such as pitch change and intensity
Students will know when to enter during a piece of music

Chapter 8- Choreography

Students will be able to create beginner and intermediate level choreography.
Students will be able to create choreography for a group and a single individual.
Students will be able to create choreography that follows the music.
Students will be able to demonstrate variety in use of time, space, energy and form.
Students will be able to map out the music on paper to reflect the musical form.

Chapter 9- Improvisation

Students will be able to create effective improvisational exercises that develop students’ knowledge in 3 different areas of dance

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