| (a) General requirements. Students may fulfill fine
arts and elective requirements for graduation by successfully completing
one or more of the following dance courses: Principles of Dance II,
Ballet II, Modern/Contemporary Dance II, Jazz II, Tap II, World Dance
Forms II, Dance Composition/Improvisation II, Dance Theory II, Dance
Performance/Ensemble II, Dance Production II, Dance Wellness II, and
Dance and Media Communications II (one credit per course). The prerequisite
for each Dance, Level II course is one credit of Dance, Level I in
the corresponding discipline.
(b) Introduction.
(1) The fine arts incorporate the study of dance, music,
theatre, and the visual arts to offer unique experiences and empower
students to explore realities, relationships, and ideas. These disciplines
engage and motivate all students through active learning, critical
thinking, and innovative problem solving. The fine arts develop cognitive
functioning and increase student academic achievement, higher-order
thinking, communication, and collaboration skills, making the fine
arts applicable to college readiness, career opportunities, workplace
environments, social skills, and everyday life. Students develop aesthetic
and cultural awareness through exploration, leading to creative expression.
Creativity, encouraged through the study of the fine arts, is essential
to nurture and develop the whole child.
(2) Four basic strands--foundations: perception; creative
expression; historical and cultural relevance; and critical evaluation
and response--provide broad, unifying structures for organizing the
knowledge and skills students are expected to acquire. Dance students
develop perceptual thinking and movement abilities in daily life,
promoting an understanding of themselves and others. Students develop
movement principles and technical skills and explore choreographic
and performance qualities. Students develop self-discipline and healthy
bodies that move expressively, efficiently, and safely through space
and time with a sensitive kinesthetic awareness. Students recognize
dance as a vehicle for understanding historical and cultural relevance,
increasing an awareness of heritage and traditions of their own and
others, and enabling them to participate in a diverse society. Evaluating
and analyzing dance allows students to strengthen decision-making
skills, develop critical and creative thinking, and develop artistic
and creative processes. Students will continue to explore technology
and its application to dance and movement, enabling them to make informed
decisions about dance.
(3) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Foundations: perception. The student develops an
awareness of the body's movement using sensory information while dancing.
The student is expected to:
(A) demonstrate kinesthetic and spatial awareness individually
and in groups;
(B) expand a comprehensive understanding of health,
safety, and wellness for dancers;
(C) demonstrate effective knowledge of dance genres,
styles, and vocabulary; and
(D) interpret details in movement in natural and constructed
environments.
(2) Creative expression: artistic process. The student
develops knowledge and skills of dance elements, choreographic processes,
and forms in a variety of dance genres and styles. The student is
expected to:
(A) expand a comprehensive understanding of principles
of proper body alignment;
(B) explore, improvise, and perform original movement
during the creative process;
(C) expand the expression of ideas and emotions through
movement; and
(D) create enhanced compositional forms using fundamental
dance elements for choreographic processes.
(3) Creative expression: performance. The student demonstrates
knowledge and execution of technical dance skills in a variety of
dance genres and styles through performing. The student is expected
to:
(A) perform extended movement patterns with rhythmical
accuracy in dance genres and styles such as ballet, modern dance,
tap, jazz, musical theatre dance, and world dance forms;
(B) demonstrate the elements of dance effectively;
(C) perform enhanced compositional forms using sound
choreographic processes; and
(D) implement an effective warm-up and cool-down, implementing
the elements of proper conditioning for performing skills.
(4) Historical and cultural relevance. The student
demonstrates an understanding of cultural, historical, and artistic
diversity. The student is expected to:
(A) analyze dances of various cultures or historical
periods;
(B) choreograph short dance phrases that exhibit an
understanding of various historical periods and social contexts;
(C) perform dances in various media and content areas;
and
(D) interpret historical and cultural dance forms using
technology.
(5) Critical evaluation and response. The student makes
informed personal judgments about dance and the meaning and role of
dance in society. The student is expected to:
(A) identify characteristics of a variety of dances;
(B) analyze qualities of performance and proper etiquette
in dance;
(C) identify similarities of form and expression in
dance and other content areas; and
(D) apply knowledge and skills of technology in dance.
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