| (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 I,
Ballet I, Modern/Contemporary Dance I, Jazz I, Tap I, World Dance
Forms I, Dance Composition/Improvisation I, Dance Theory I, Dance
Performance/Ensemble I, Dance and Media Communication I, Dance Production
I, and Dance Wellness I (one credit per course). The prerequisite
for Dance and Media Communication I is Dance, Middle School 1, 2,
or 3.
(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) define basic kinesthetic and spatial awareness
individually and in groups;
(B) identify a comprehensive understanding of health,
safety, and wellness for dancers;
(C) recognize knowledge of dance genres, styles, and
vocabulary; and
(D) identify images found in the environment through
movement.
(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) explain basic principles of proper body alignment;
(B) explore, improvise, and demonstrate original movement
during the creative process;
(C) express ideas and emotions through movement; and
(D) create basic 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 memorized 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) identify the effective use of dance elements in
practice and performance;
(C) perform basic compositional forms using fundamental
choreographic processes; and
(D) understand the principles of an effective warm-up
and cool-down, implementing 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) perform the characteristics of dances from several
diverse cultures or historical periods;
(B) perform dance phrases or dances from several time
periods with an understanding of historical and social contexts;
(C) identify historical figures in dance history and
their significance; and
(D) identify dance in various media and content areas.
(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) incorporate appropriate movement vocabulary when
identifying qualities and discussing meaning of performance or production
in dance;
(B) demonstrate appropriate audience behavior and etiquette
in the classroom and at performances;
(C) identify relationships between dance and other
content areas; and
(D) identify knowledge and skills of technology in
dance.
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