| (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 III,
Ballet III, Modern/Contemporary Dance III, Jazz III, Tap III, World
Dance Forms III, Dance Composition/Improvisation III, Dance Theory
III, Dance Performance/Ensemble III, Dance Production III, Dance Wellness
III, Dance History I, and International Baccalaureate (IB) Dance I
(one credit per course). The prerequisite for each Dance, Level III
course is one credit of Dance, Level II in the corresponding discipline,
excluding Dance History I and IB Dance I courses.
(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 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) analyze kinesthetic and spatial awareness individually
and in groups;
(B) distinguish a comprehensive understanding of health,
safety, and wellness for dancers;
(C) compare knowledge and skills of dance genres, styles,
and vocabulary; and
(D) differentiate designs and images 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) create dance studies using original movement based
on theme and variation;
(B) experiment, improvise, and perform original movement
during the creative process;
(C) compare and contrast the expression of ideas and
emotions through movement; and
(D) differentiate compositional forms using intermediate
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 and examine memorized complex movement
sequences with rhythmical accuracy in dance genres and styles such
as ballet, modern dance, tap, jazz, musical theatre dance, and world
dance forms;
(B) execute a wide range of dynamics in quality movement;
(C) perform with projection, confidence, and expression
when executing dance movements; and
(D) distinguish 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) compare similarities and differences in steps,
styles, and traditions from various cultures or historical periods;
(B) recognize and evaluate dances as they relate to
various historical periods and social contexts;
(C) create and experiment with dances in various media
and content areas; and
(D) research 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) compare characteristics and qualities of a variety
of dances;
(B) analyze dance from a variety of perspectives such
as those of dance critic, performer, choreographer, and audience member;
(C) understand the relationship of dance performance
skills and other content areas; and
(D) experiment with knowledge and skills of technology
through a dance portfolio.
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