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2)
Creative expression/performance. The student applies body sciences and fitness
principles to dance. The student is expected to:
A)
communicate using appropriate anatomical terminology;
B)
demonstrate basic principles of proper skeletal alignment; and
C)
practice an effective warm-up and cool-down, using elements of proper
conditioning.
3)
Creative expression/performance. The student develops knowledge and skills of
dance elements and of choreographic processes and forms in a variety of dance
styles. The student is expected to:
A) perform
memorized movement sequences with rhythmical accuracy in several dance styles,
including classical ballet, tap, modern, and ethnic dance;
B)
identify the effective use of dance elements in practice and performance;
C)
improvise and demonstrate original movement; and
D) perform
basic compositional forms, using fundamental choreographic processes.
4)
Historical/cultural heritage. The student demonstrates an understanding of
cultural, historical, and artistic diversity. The student is expected to:
A) analyze
the characteristics of dances from several diverse cultures;
B) perform
dance phrases or dances from several time periods with an understanding of
historical and social contests; and
C)
identify historical figures and their significance in dance history.
5)
Response/evaluation. The student makes informed judgments about dance's form,
meaning, and role in society. The
student is expected to:
A) incorporate
appropriate movement vocabulary when identifying qualities and discussing
meaning of performance and production in dance;
B)
demonstrate appropriate audience behavior and etiquette in the classroom and at
performances;
C)
identify relationships between dance and other fine art objects; and
D)
distinguish commonalities between dance and subject areas such as English,
mathematics, science and social studies.
S117.57. Dance
Level II
a) General
requirements. Students may fulfill fine arts and elective requirements for
graduation by successfully completing the following dance course: Dance II (one
credit). Dance I is a prerequisite for Dance II.
b)
Introduction.
1) Four
basic strands--perception, creative expression/performance, historical and
cultural heritage, and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected to acquire. Dance
students develop perceptual thinking and moving abilities in daily life that
promote understanding of themselves and others and allow them to interact
effectively in the community. By mastering movement principles and skills,
students develop self-discipline, and healthy bodies that move expressively,
efficiently, and safely through space and time with controlled energy.
2)
Students recognize dance as a vehicle for understanding cultural and historical
contexts, increasing awareness of their own and others' heritage and traditions,
thus helping them to participate in a diverse society. Evaluating and analyzing
dance strengthens decision-making skills, develop critical and creative
thinking, and enable students to make informed decisions about dance and the
world around them.
c) Knowledge
and skills.
1)
Perception. The student develops an awareness of the body's movement, using
sensory information while dancing. The student is expected to:
A) demonstrates
a developing kinesthetic and spatial awareness;
B)
demonstrates a respect for others when working in groups;
C)
demonstrates effectively the connection between emotions and movement; and
D)
identifies details in movement in natural and constructed environments.
2)
Creative expression/performance. The student applies body sciences and fitness
principles to dance. The student is expected to:
A) communicate
using appropriate anatomical and dance terminology;
B) perform
with proper skeletal alignment;
C) exhibit
strength, flexibility and endurance in dance training and performances; and
D)
incorporate proper conditioning and injury prevention practices.
3)
Creative expression/performance. The student develops knowledge and skills of
dance elements and of choreographic processes and forms in a variety of dance
styles. The student is expected to:
A) perform
extended movement patterns with rhythmic accuracy in traditional concert dance
styles;
B)
demonstrate the elements of dance effectively;
C) improvise
dance phrases, using the concept of abstraction; and
D)
incorporate choreographic processes such as retrograde and inversion in dance
styles.
4)
Historical/cultural heritage. The student demonstrates an understanding of
cultural, historical and artistic diversity. The student is expected to:
A) perform
dances of various cultures;
B)
choreograph short dance phrases that exhibit an understanding of various
historical periods; and
C) perform
dances in various mediums such as musical theater, film and video.
5) Response/evaluation.
The student makes informed judgments about dance's form, meaning and role in
society. The student is expected to:
A)
identify characteristics of a variety of dance;
B) analyze
qualities of performance and production in dance;
C) identify
similarities of form and expression in dance and other fine arts; and
D)
identify and applies dance and dance-related skills such as, creative problem
solving, cooperation and self-discipline to various work experiences.
S117.58. Dance,
Level III
a) General
requirements. Students may fulfill fine arts and elective requirements for
graduation by successfully completing the following dance course: Dance III (one
credit); Dance I and Dance II are pre-requisitions for Dance III.
b)
Introduction.
1) Four
basic strands--perception, creative expression/performance, historical and
cultural heritage, and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected to acquire. Dance
students develop perceptual thinking and moving abilities in daily life that
promote understanding of themselves and others and allow them to interact
effectively in the community. By mastering movement principles and skills,
students develop self-discipline, and healthy bodies that move expressively,
efficiently, and safely through space and time with controlled energy.
2)
Students recognize dance as a vehicle for understanding cultural and historical
contexts, increasing awareness of their own and others' heritage and traditions,
thus helping them to participate in a diverse society. Evaluating and analyzing
dance strengthens decision-making skills, develop critical and creative
thinking, and enable students to make informed decisions about dance and the
world around them.
c)
Knowledge and skills.
1)
Perception. The student develops an awareness of the body's movement using
sensory information while dancing. The student is expected to:
A) demonstrate
a kinesthetic and spatial awareness;
B) work
respectfully with others:
C)
demonstrate effectively the connection between emotions and ideas and movement;
and
D)
identify designs and images in natural and constructed environments.
2)
Creative expression/performance. The student applies body sciences and fitness
principles to dance. The student is expected to:
A) communicate
using appropriate anatomical and dance terminology;
B) perform
using basic principals of skeletal alignment;
C) exhibit
strength, flexibility and endurance in training and performances; and
D)
incorporate injury prevention procedures when exercising, practicing and
performing.
3)
Creative expression/performance. The student develops knowledge and skills of
dance elements and of choreographic processes and forms in a variety of dance
styles. The student is expected to:
A) perform
memorized complex movement sequences with rhythmic accuracy in traditional
concert dance styles;
B)
demonstrate a wide range of dynamics in quality movement;
C) perform
with projection, confidence, and expression when executing dance movements; and
D) create
dance studies, using original movement based on theme, variation and/or chance.
4)
Historical/cultural heritage. The student demonstrates an understanding of
cultural, historical and artistic diversity. The student is expected to:
A)
describe similarities and differences in steps, styles and traditions in dances
from various cultures and historical periods; and
B)
choreograph a dance based on an historical event or theme.
5) Response/evaluation.
The student makes informed judgments about dance's form, meaning and role in
society. The student is expected to:
A) compare
characteristics and qualities of a variety of dances;
B) analyze
dance from a variety of perceptivity such as those of a dance critic, performer,
choreographer and audience member;
C) compare
and contrasts the use of form and expression of dance with their use in art,
music, theatre and other subject areas: and
D)
identify opportunities in dance as a profession.
S117.58. Dance
Level IV
a) General
requirements. Students may fulfill fine arts and elective requirements is for
graduation by successful completing the following dance course: Dance IV (one
credit), Dance I, Dance II and Dance III are prerequisites for Dance IV.
b) Introduction.
1) Four
basic strands--perception, creative expression/performance, historical and
cultural heritage, and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected to acquire. Dance
students develop perceptual thinking and moving abilities in daily life that
promote understanding of themselves and others and allow them to interact
effectively in the community. By mastering movement principles and skills,
students develop self-discipline, and healthy bodies that move expressively,
efficiently, and safely through space and time with controlled energy.
2)
Students recognize dance as a vehicle for understanding cultural and historical
contexts, increasing awareness of their own and others' heritage and traditions,
thus helping them to participate in a diverse society. Evaluating and analyzing
dance strengthens decision-making skills, develop critical and creative
thinking, and enable students to make informed decisions about dance and the
world around them.
c)
Knowledge and skills.
1) Perception.
The student demonstrates awareness of the body's movement using sensory
information while dancing. The student is expected to:
A)
demonstrate refined kinesthetic and spatial awareness using self-evaluation,
insights, movement, inflection and interpretation;
B) lead
peers with understanding and respect;
C)
communicate nonverbally using dance movements; and
D) apply
designs and images found in natural and constructed environments to dance.
2) Creative
expression/performance. The student applies body sciences and fitness principles
to dance. The student is expected to:
A) communicate
using anatomical and dance terminology correctly;
B) create
an effective personal conditioning program; and
C)
demonstrate a knowledge of injury prevention rules and other health-related
principles when exercising, practicing and performing.
3)
Creative expression/performance. The student develops knowledge and skills of
dance elements and of choreographic processes and forms in a variety of dance
styles. The student is expected to:
A)
demonstrate consistency in performing advanced technical dance skills in
traditional concert dance styles;
B) perform
dance movements with a refined sense of rhythm and musicality and with clarity,
expressiveness and a wide range of spatial qualities;
C) create
original dances using improvisations and other choreographic processes; and
D) create
a solo and/or group dance using thematic development, variation and resolution
to successfully communicate an idea.
4)
Historical/cultural heritage. The student demonstrates an understanding of
cultural, historical and artistic diversity. The student is expected to:
A) analyze
choreography in dances from various cultures; and
B)
research and creates a project illustrating and understanding of significant
dance events or historical figures in appropriate social, historical and
cultural contexts.
5)
Response/evaluation. The student makes informed judgments about dance's form,
meaning and role in society. The student is expected to:
A)
evaluate personal work and the work of others using a valid rationale and
demonstrating sensitivity towards others;
B) analyze
the role of dance and other fine arts in society; and
C) analyze
technology's effects on the professions of dance and other fine arts.
*This has been approved by the Texas
State Board of Education in April, 1997, and should be implemented beginning
September 1, 1998.
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