Dance I & II Curriculum (click here)

Dance I

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.

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 strengthen decision-making skills, develop critical and creative thinking, and enable students to make informed decisions about dance and the world around them.

Perception. The student develops and organizes ideas from the environment. The student is expected to:

  • demonstrate basic kinesthetic and spatial awareness with others 
  • develop sensitivity toward others when working in groups
  • express ideas and emotions through movement
  • interpret images found in the environment through movement

Creative expression/performance. The student applies body sciences and fitness principles to dance. The student is expected to:

  • communicate using appropriate anatomical terminology
  • demonstrate basic principles of proper skeletal alignments
  • practice an effective warm-up and cool-down, using elements of proper conditioning

Creative expression/performance. The student develops knowledge and skills of dance elements and choreographic processes and forms in a variety of dance styles.  The student is expected to:

  • perform memorized movement sequences with rhythmical accuracy in several dance styles, including classical ballet, tap, modern, and ethnic dance
  • identify the effective use of dance elements in practice and performance
  • improvise and demonstrate original movement
  • perform basic compositional forms, using fundamental choreographic processes

Historical/cultural heritage The student demonstrate an understanding of cultural, historical, and artistic diversity.   The student is expected to:

  • analyze the characteristics of dances from several diverse cultures
  • perform dance phrases or dances from several time periods with an understanding of historical and social context
  • identify historical figures and their significance in dance history

Response/evaluation.  The student makes informed judgments about dance's form, meaning, and role in society.  The student is expected to:

  • incorporate appropriate movement vocabulary when identifying qualities and discussing meaning of performance and production in dance
  • demonstrate appropriate audience behavior and etiquette in the classroom and at performances
  • identify relationships between dance and other fine art subjects
  • distinguish commonalities between dance and subject areas such as English, mathematics, science, and social studies

19 TAC, Title 19, Part II
Texas Essential Knowledge & Skills for Fine Arts
Chapter §117.56. (Dance I)
Subchapter C. High School
http://www.tea.state.tx.us
 


Dance II

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.

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 strengthen decision-making skills, develop critical and creative thinking, and enable students to make informed decisions about dance and the world around them.

Perception. The student develops and organizes ideas from the environment. The student is expected to:

  • demonstrate a developing kinesthetic and spatial awareness

  • demonstrate respect for others when working in groups

  • demonstrate effectively the connection between emotions and movement
  • identify details in movement in natural and constructed environments

    Creative expression/performance. The student applies body sciences and fitness principles to dance. The student is expected to:

    • communicate using appropriate anatomical and dance terminology

    • perform with proper skeletal alignment

    • exhibit strength, flexibility, and endurance in dance training and performances

    • incorporate proper conditional and injury prevention practices

    Creative expressions/performance.  The student develops knowledge and skills of dance elements and choreographic processes and forms in a variety of dance styles.  The student is expected to:
    • perform extended movement patterns with rhythmic accuracy in traditional concert dance styles
    • demonstrate the elements of dance effectively

    • improvise dance phrases, using the concept of abstraction
    • incorporate choreographic processes such as retrograde and inversion in dance styles

    Historical/cultural heritage The student demonstrate an understanding of cultural, historical, and artistic diversity.   The student is expected to:

    • perform dances of various cultures

    • choreograph short dance phrases that exhibit an understanding of various historical periods

    • performs dances in various medium such as musical theatre, film, and video

      Response/evaluation The student makes informed judgments about dance's form, meaning, and role in society.  The student is expected to:

      • identify characteristics of a variety of dances

      • analyze qualities of performance and production in dance

      • identify similarities of form and expression in dance and other fine art

      • identify and apply dance and dance-related skills such as creative problem-solving, cooperation, and self-discipline to various work experience


        19 TAC, Title 19, Part II
        Texas Essential Knowledge & Skills for Fine Arts
        Chapter §117.57. (Dance II)
        Subchapter C. High School
        http://www.tea.state.tx.us



        To view Dance Curriculum, click here.




         
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