Resources

Revised department learning goals:
Spring 2026

Visual Literacy 
• Students will demonstrate the ability to describe, interpret, analyze, and critique choreographic works using discipline-appropriate visual and analytical frameworks.
(II.A, II.B, III.B)
• Students will design and create visual representations that synthesize and communicate information, concepts, or processes learned in coursework.
(I.C, II.A, II.C, IV.A)
• Students will utilize visual imagery and design elements to effectively communicate ideas, intentions, and meaning in the development of a theatrical production.
(I.C, II.C, II.D, IV.A)

Information Literacy
•Students will identify and apply anatomical concepts and constructs to inform and enhance studio practice.
(I.A, II.B, III.D)
•Students will design, conduct, and present formal research using discipline-appropriate methods, including participation in a structured peer review process.
(I.A, I.C, II.A, II.B, II.E, IV.A)
•Students will apply the Chicago Manual of Style accurately and consistently in all research-based writing and documentation.
(I.A, II.B)
•Students will produce critical analyses, responses, and evaluations of both physical performances and scholarly academic sources using evidence-based reasoning.
(II.A, II.B, III.B)
•Students will translate physical movement knowledge and skills to diverse populations through safe, ethical, and pedagogically sound practices in civic and community-engaged contexts.
(III.C, III.D, IV.B, IV.C)

Technology Literacy
•Students will critically engage with the evolving intersections of dance, performance, and digital technologies through independent and collaborative creative practices.
(II.A, III.C, IV.A, IV.B)
•Students will utilize discipline-relevant digital tools and software to design, create, and integrate music, lighting, video, and other media in the production and documentation of dance.
(I.A, I.C, II.A, II.C, IV.A)
•Students will apply digital technologies to organize, analyze, and communicate information effectively for academic, creative, and professional purposes.
(I.A, II.B, II.C, III.C)

Oral Literacy
•Students will formulate and deliver clear, structured oral critiques of dance technique, theory, and choreography in both formal presentations and classroom discussions.
(I.A, II.A, II.C, II.D)
•Students will articulate and defend their creative processes and aesthetic choices through informed discussion, debate, and presentation.
(I.A, II.A, II.B, II.C, II.E, III.B, IV.B)
•Students will analyze and communicate physical instruction and movement concepts effectively to others in choreographic, pedagogical, or collaborative settings.
(I.A, I.C, II.B, II.C, II.D, III.A, III.B)
•Students will design and deliver oral presentations and arguments grounded in scholarly research and supported by appropriate evidence.
(I.A, I.C, II.A, II.B, II.C, II.E, IV.A)
•Students will evaluate and discuss their academic performance and artistic development through reflective oral communication.
(I.A, I.C, II.B, II.C, II.E, IV.B)

Movement Literacy
•Students will recall, reproduce, and apply movement patterns, demonstrating understanding of spatial, temporal, musical, kinesthetic, and qualitative principles.
(I.C, II.B, II.C, II.E)
•Students will evaluate the execution of movement, analyze options for qualitative improvement, and apply appropriate physical adjustments and corrections.
(I.A, II.A, II.B, II.C, II.E)
•Students will analyze and interpret meaning in movement, articulating how dance is perceived and experienced by audiences through embodied and empathetic engagement.
(I.A, I.B, II.A, II.B, III.A, III.B, IV.A)
•Students will craft, manipulate, and create movement ranging from short phrases to fully developed choreographic works.
(I.C, II.A, II.E, III.A, IV.A, IV.B)
•Students will demonstrate professional movement practice through classroom etiquette, embodied awareness, nonverbal communication, and collaborative responsibility within a learning community.
(I.A, II.B, II.D, II.E, III.A, III.B, III.C, IV.C)

Writing in the Major/Written communication
•Students will communicate ideas, analyses, and arguments clearly and effectively in writing using discipline-appropriate language, structure, and conventions.
(I.A, II.C)
•Students will compose reflective, analytical, and critical writing that articulates connections among studio practice, performance, theory, and cultural context.
(I.A, II.A, II.C, III.A)
•Students will develop evidence-based written work that integrates scholarly research, critical analysis, and embodied knowledge from dance practice.
(I.A, I.C, II.A, II.B)
•Students will write for a range of academic and professional purposes relevant to the field of dance, including scholarly, creative, and professional genres.
(I.C, II.C, III.C)
•Students will engage writing as an iterative process by drafting, receiving feedback, and revising work to improve clarity, rigor, and effectiveness.
(II.E, IV.B)

Our departmental learning goals are mapped to College-wide goals for student learning.

Helpful quick links for current students:

• Independent Study Proposal Form
• Dance Advisor Request Form
• Petition to take a course out of sequence (pre-requisite)
• Petition to substitute a requirement

To reserve a studio or performance space, visit the Skidmore Scheduling Office website for step-by-step instructions. Before submitting your request, please review and follow the Studio Terms of Agreement.

Spaces and approval process:

• DSI, DSII, the conference room, and the Dance Theater require approval from the Dance Center Technical Director.

• The Multipurpose Room and the IM Gym are managed by the Athletics Department.

Planning ahead:

• All requests must be submitted at least 24 hours in advance.
• For weekend use, requests must be entered by Thursday at noon.

EMS tips for students in dance courses

• Use the “Space Request” template for general use — including technique class needs, club rehearsals, or group projects. Approval is required before your reservation is confirmed.
• Use the “Dance Center Student” template only if you’re enrolled in Choreography II, Senior Coda II, or an approved Independent Study. These reservations are booked automatically — no additional approval needed.
• Can’t see the “Dance Center Student” option? Contact the technical director, who will work with the Scheduling Office to update your access.

Dr. Avery is a specialist in dance physical therapy and has on-campus hours upstairs near the dance offices in the back of Williamson Sports Center.

• Schedule an initial consultation
• Schedule a follow-up session

*If this is your first visit, please email Dr. Avery at info@inmotionintegrativept.com to request your intake paperwork, to be filled out prior to your first visit.