DANCE
DANCE DANCE 9-12
Characteristics of the Adolescent/ Young Adult
The period of adolescence/young adulthood is a time of increasing maturity, responsibility, independence, and self-expression. Students at this level can tackle greater challenges as they move from concrete experiences to formulating and understanding abstract ideas and concepts. During the high school years, students focus on learning skills and concepts for work and life. They select pathways, set personal goals, and make career choices for the future.
The Learning ExperienceDance at the high school level builds on the K-8 dance experience or may stand alone as a sequential, discipline-based program. It places emphasis on aesthetic understandings and training the body as an instrument of communication and expression. By dancing, creating dances, and learning about dance as an art form, students use movement to develop their ability to communicate in a way that is different from the written or spoken word or other visual or auditory symbol systems.
Through a movement-based approach to learning, students develop higher order thinking skills through perceiving, analyzing, and making discriminating judgments about dance, as well as skills in problem-recognition and problem solving. Students are encouraged to explore the creative processes of choreography as a means to express personal ideas, thoughts, and perceptions. Technical expertise, artistic expression, and aesthetic judgment are enhanced through reflective practice, study, and evaluation of their own work and that of others.
Students continue to broaden their appreciation and understanding of dance as an art form through the study of dance history, theory, and philosophy. Students examine the relationship of dance to other content areas and the role and meaning of dance in various social, cultural, and historical contexts.
Presentations
Presentation of work is a natural progression in the study of dance. Students will have opportunities to demonstrate their work in many venues at the high school level. Performances are a culmination of the process of creating dance. The use of informances to demonstrate the process for how students arrive at a performance as a result of instruction is also appropriate at this level. Performing is a learning experience that helps students to define the roles of performers and audience members, teaches students to respond to and critique dance appropriately, and helps students to build confidence and pride in their work. Performances also help foster an appreciation of dance as an art form and as a form of non-verbal communication.
Course of Study
At the high school level, students participate in a sequential course of study consisting of four courses with a modern-based approach: Dance I-IV. Additionally, two courses of Special Topics in Dance are available for development by the Local Education Agency (LEA). Special Topics may include Dance History, Ballet, or other dance courses. Students will create and maintain dance portfolios, which may be a combination of written and visual examples of their work. The high school dance curriculum is designed both for students who intend to pursue dance as a profession and students who have a general interest in dance.
Ideally, students have completed a K-8 program in dance before entering the high school dance program. Because this does not always occur, teachers in varying situations will need to modify objectives depending on the amount of previous instruction students have received in dance. In addition, the content, instruction, student outcomes, and evaluation methods should increase in sophistication at each course level, or whenever differentiation is necessary. Teachers should modify objectives appropriately to meet the instructional and development needs of each student.
DANCE I
Using a modern dance-based approach, Dance I explores movement as a creative art form. Student learning includes opportunities to develop kinesthetic awareness, proper body alignment, physical strength, flexibility, endurance, and care of the dance instrument while exploring improvisational and expressive movement and basic modern dance technique. Dance elements and basic principles of composition are studied and practiced. Through dance ensemble work, students use creative and critical thinking skills to create and communicate meaning through dance movement. Students experience the role of both choreographer and dancer and have opportunities to present their work. Through the study of dance in various cultures and historical periods, students broaden their understanding of dance as an art form. Students will explore a variety of career opportunities in dance as well as connections with other art forms and subject areas. Students will create a portfolio which contains written and/or visual examples of their work.
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and skills in dance. (National Standard 1)
Objectives
1.01 Recognize and demonstrate kinesthetic awareness through proper body alignment.
1.02 Recognize and demonstrate that different dance forms have various techniques and vocabularies.
1.03 Demonstrate and define basic modern dance vocabulary.
COMPETENCY GOAL 2: The learner will understand choreographic principles, processes, and structures. (National Standard 2)
Objectives
2.01 Employ the use of improvisation (free and structured) to discover and generate movement.
2.02 Explore movement with a partner or group and exhibit spontaneous decision-making to select movement for dance.
2.03 Identify and explore a range of stimuli (visual, auditory, tactile, kinesthetic) to create dance movement.
2.04 Recognize and explain how the creative process in dance is influenced by personal movement styles.
2.05 Observe, recall, and describe using main ideas and supporting details the use of dance elements in a variety of significant choreographic works.
2.06 Identify formulas and other abstract expressions to map and predict sequences and patterns that are used in creating dance.
2.07 Define and identify the choreographic principles of unity, variety, contrast, repetition, and transition.
2.08 Recognize and explain the use of lighting, setting, props, costumes, and other technical/theatrical elements in dance works.
COMPETENCY GOAL 3: The learner will understand that dance can create and communicate meaning. (National Standard 3)
Objectives
3.01 Recognize and demonstrate the use of the human body as an instrument of expression.
3.02 Observe and discuss significant contemporary dance works with respect to historical, cultural, philosophical, and artistic perspectives.
3.03 Recognize and demonstrate understanding of how technical/theatrical elements used in a dance can influence its interpretation and meaning.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Identify a variety of artistic decisions that are required to create and perform dance.
4.02 Identify and discuss possible aesthetic criteria for evaluating dance including skill of performer, style and quality of movement, technical elements, visual or emotional impact, compositional elements (variety, contrast, unity, transition, and repetition) and choreographer's intent.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)
Objectives
5.01 Identify ways that dance reflects, records, and influences history.
5.02 Identify patterns, relationships, and trends dance plays in at least two different cultures and discuss how aesthetic judgments vary between them.
5.03 Research the origins of and the universal themes of dance.
COMPETENCY GOAL 6: The learner will make connections between dance and healthful living. (National Standard 6)
Objectives
6.01 Demonstrate capabilities and limitations of the body through movement exploration.
6.02 Identify and discuss functions of muscle groups and bone structure (flexion, extension, circumduction, rotation, abduction, adduction, and hypertension).
6.03 Identify and explain personal responsibilities necessary to perform dance.
6.04 Identify issues (fact, propaganda, and opinion) affecting the health and care of the dance instrument to make informed decisions.
COMPETENCY GOAL 7: The learner will make connections between dance and other content areas. (National Standard 7)
Objectives
7.01 Identify, conclude, or predict connections between dance and other content areas by applying criteria for evaluation.
7.02 Use technology as a tool for exploring and creating dance.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a range of opportunities for involvement.
Objectives
8.01 Demonstrate appropriate audience etiquette using good listening skills, attentive behavior, and respect for the audience and performers.
8.02 Demonstrate understanding of concentration and focus as part of the role of a performer of dance.
8.03 Identify career related to dance in contemporary society.
8.04 Determine the economic challenges facing professional dance companies in America and other countries.
8.05 Demonstrate personal progress through the creation and use of a dance portfolio containing written and/or visual samples of student work.
DANCE II
Dance II uses a modern dance-based approach and follows Dance I. Dance II emphasizes students' acquisition of intermediate movement skills and refined motor control through the study of various modern dance techniques. Students learn to take responsibility for their personal health and to care for their dance instrument. Through dance ensemble work, students continue to explore improvisation, dance elements, and composition as both dancer and choreographer. Students present the skills they have learned to selected audiences and learn basic technical/theatrical skills for dance production. Students extend their understanding of dance as an art form through a consideration of aesthetic and philosophical perspectives. Further awareness is enhanced through the study of dance history from ancient to medieval periods, the exploration of dance through a variety of cultural contexts, and dance as a career choice. Students will maintain a portfolio which contains written and/or visual examples of their work.
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and skills in dance. (National Standard 1)
Objectives
1.01 Demonstrate kinesthetic awareness through the consistent use of proper body alignment.
1.02 Explore and demonstrate the use of a variety of dance techniques and vocabularies.
1.03 Demonstrate the use of intermediate modern dance technique focusing on articulation, strength, flexibility, agility, and coordination.
1.04 Demonstrate the ability to plan, organize, memorize, and accurately perform extended movement sequences.
1.05 Demonstrate understanding through applying the use of the dance element of space (locomotor, non-locomotor/axial, pathways, direction, levels, shape, personal space, general space).
1.06 Demonstrate understanding through applying the use of the dance element of time (tempo, beat, rhythm, accent, organic rhythm).
1.07 Demonstrate understanding through applying the use of the dance element of movement energy/dynamics (flow, space, time, weight).
COMPETENCY GOAL 2: The learner will understand choreographic principles, processes, and structures. (National Standard 2)
Objectives
2.01 Employ the use of improvisation to discover and generate movement for choreography.
2.02 Recognize and demonstrate that improvisation with others can release intuitive movement possibilities.
2.03 Choreograph a simple dance focusing on a selected stimulus (visual, auditory, tactile, kinesthetic).
2.04 Combine the creative process with personal movement style to produce a movement sequence.
2.05 Classify and discuss the relationships of dance elements in compositions.
2.06 Apply the use of formulas and other abstract expressions to map and predict the use of structures in movement sequences.
2.07 Employ the choreographic principles of unity, variety, contrast, repetition, and transition in a movement study.
2.08 Illustrate and compute through charts, formulas, or diagrams how the use of technical/theatrical elements can affect the choreographic structure and intent.
COMPETENCY GOAL 3: The learner will understand that dance can create and communicate meaning. (National Standard 3)
Objectives
3.01 Refine and articulate the use of the human body as a tool for communication.
3.02 Explain how personal experience influences the interpretation of a dance.
3.03 Analyze and examine the influence of technical/theatrical elements on interpretation and meaning in dance.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Employ and interpret the use of creative and critical thinking to explore movement possibilities within a given structure or problem to determine the best course of action.
4.02 Formulate and answer aesthetic questions examining issues including what makes a particular dance that dance, how much a dance can be changed by an individual before it becomes a different dance, and defining dance.
4.03 Critique the works of selected choreographers by gaining insight and drawing conclusions through research and observation.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)
Objectives
5.01 Identify the purpose and function of dance in a selected ethnic cultures.
5.02 Examine and describe the role of the dancer in society as an expressive artist, performer, participant, and creator of artistic values.
5.03 Identify and demonstrate an understanding of the development of dance from Ancient through Medieval periods, focusing on the purpose of dance, dance genres, artistic conflicts and resolutions, significant contributors, and innovations.
COMPETENCY GOAL 6: The learner will make connections between dance and healthful living. (National Standard 6)
Objectives
6.01 Execute movements of various body parts and the body as a whole.
6.02 Demonstrate understanding of basic principles of anatomy and kinesiology while performing movement.
6.03 Formulate a plan for meeting personal goals as a dancer by outlining logical steps and organizing resources.
6.04 Research challenges (fact, propaganda, and opinion) facing professional dancers in maintaining healthy lifestyles.
COMPETENCY GOAL 7: The learner will make connections between dance and other content areas. (National Standard 7)
Objectives
7.01 Identify, conclude, or predict commonalities and differences between dance and other content areas with regard to fundamental concepts, materials, elements, and ways of communicating meaning.
7.02 Demonstrate the use of a variety of technology to enhance or alter the movement experience.
7.03 Make predictions by using data analysis and probability to solve problems related to dance.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a range of opportunities for involvement.
Objectives
8.01 Identify and demonstrate understanding of the role of an audience in dance.
8.02 Demonstrate the use of concentration and focus as part of the role of a performer of dance.
8.03 Identify dance as a vocation and profession and relate the discipline of dance to other aspects of life.
8.04 Demonstrate personal progress through the creation and use of a dance portfolio containing written and/or visual samples of student work.
DANCE III
Dance III uses a modern dance-based approach and follows Dance II. Dance III emphasizes the study of dance as a creative and expressive art form. Students demonstrate a commitment to personal fitness and to attaining an intermediate level of technical skill and performing with greater fluency, precision, and articulation. Students combine the use of improvisation, dance elements, choreographic principles, and technical/theatrical elements to explore the creation of meaningful dance compositions. Students are encouraged to communicate personal feelings, thoughts, ideas, and concepts through the skillful use of dance movement and to present their choreography to selected audiences. Through the use of aesthetic criteria, students analyze and evaluate in a constructive manner the impact of their own choreography and the work of others. Students explore integration through the creation of interdisciplinary projects and continue their study of dance through cultural and historical viewpoints with an emphasis on the development of dance from the Renaissance through Romantic periods. Students will maintain a portfolio which contains written and/or visual examples of their work.
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and skills in dance. (National Standard 1)
Objectives
1.01 Demonstrate kinesthetic awareness with consistency through the use of proper body alignment with various dance techniques.
1.02 Analyze and use different dance techniques and vocabularies by comparing, contrasting, and summarizing to make informed decisions.
1.03 Demonstrate consistency and reliability in performing intermediate to advanced modern dance technique.
1.04 Scrutinize for accuracy the performance of a selected dance and summarize findings in a written format using rules of standard English.
1.05 Choreograph a dance clearly illustrating at least two dance elements (space, time, energy/dynamics).
COMPETENCY GOAL 2: The learner will understand choreographic principles, processes, and structures. (National Standard 2)
Objectives
2.01 Assess the use of improvisation to solve movement problems individually and with a group.
2.02 Demonstrate partner skills including: copying, leading and following, mirroring, flocking, and weight-sharing.
2.03 Analyze the use of differing stimuli in personal choreography.
2.04 Relate one's creative process to personal movement style.
2.05 Analyze the use of dance elements and their relationships in compositions.
2.06 Create dance compositions using various choreographic structures to vary the form (canon, AB, ABA, theme and variation, rondo).
2.07 Create dance compositions using the choreographic principles of unity, variety, contrast, repetition, and transition.
2.08 Plan and create dance compositions featuring various technical/theatrical elements within a given time frame.
COMPETENCY GOAL 3: The learner will understand that dance can create and communicate meaning. (National Standard 3)
Objectives
3.01 Communicate personal feelings and ideas through movement with individual style and clarity.
3.02 Create a dance that effectively communicates a social theme.
3.03 Plan and incorporate technical/theatrical elements in dance to enhance the meaning of original choreography.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Choreograph a dance and revise it over time articulating the reasons for the artistic decisions made.
4.02 Apply selected aesthetic criteria to analyze personal choreography and that of others.
4.03 Relate and examine viewer opinions about dance with peers in a supportive and constructive manner.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)
Objectives
5.01 Choreograph dance movement studies demonstrating the dance styles of a selected ethnic culture.
5.02 Analyze the role of dance between two cultures or time periods by comparing, contrasting, and summarizing to make informed decisions.
5.03 Analyze the development of dance from the Renaissance through Romantic periods focusing on the purpose of dance, dance genres, artistic conflicts and resolutions, significant contributors and innovations.
COMPETENCY GOAL 6: The learner will make connections between dance and healthful living. (National Standard 6)
Objectives
6.01 Monitor and record growth in personal body awareness through dance.
6.02 Compare and contrast functions of muscle groups in performing dance movement.
6.03 Demonstrate personal commitment and discipline necessary to achieve success in meeting personal goals as a dancer.
6.04 Analyze historical and cultural images of the body in dance by comparing, contrasting, and summarizing the body image in contemporary media.
COMPETENCY GOAL 7: The learner will make connections between dance and other content areas. (National Standard 7)
Objectives
7.01 Create an interdisciplinary project based on a theme including dance and two other content areas.
7.02 Demonstrate understanding of mathematical concepts using relationships among fractions, decimals, or percents through creating dance compositions.
7.03 Create an interdisciplinary project using selected technologies and dance.
7.04 Compute a budget for a selected dance production by organizing, estimating, predicting, and analyzing expense and resources needed.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a range of opportunities for involvement.
Objectives
8.01 Demonstrate the consistent use of concentration and focus as part of the role of a performer of dance.
8.02 Research and explain opportunities for involvement in dance using main ideas and supporting details.
8.03 Analyze personal progress through the creation and use of a dance portfolio of written and/or visual samples of student work.
DANCE IV
Dance IV uses a modern dance-based approach, and follows Dance III. Dance IV provides students with the opportunity to develop an advanced level of dance technique and refine their skills as both choreographer and performer. Students apply their creative and technical knowledge and skills through a variety of production and performance opportunities. Using expanded aesthetic criteria students analyze, synthesize, and evaluate their own choreography as well as works of others.
Students strive to clearly express ideas as they examine the creative process of integrating movement with choreographic intent. The development of dance during the Twentieth Century and into the contemporary era is a major focus of Modern Dance IV. Studies include the purposes of dance, dance genres and styles, artistic conflicts and resolutions, innovations, social issues, technological applications, and significant contributors. Students learn to assess personal health and fitness, develop and achieve personal dance goals, and integrate knowledge and skills with a variety of other content areas. Students will maintain a portfolio which contains written and/or visual examples of their work.
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and skills in dance. (National Standard 1)
Objectives
1.01 Demonstrate kinesthetic awareness with a high level of consistency and reliability through the use of proper body alignment while performing dance.
1.02 Choreograph dances exemplifying a selected dance technique.
1.03 Demonstrate a high level of consistency and reliability in performing advanced modern dance technique.
1.04 Revise, refine, and evaluate for accuracy the performance of a selected dance.
1.05 Choreograph a dance featuring the use of all basic dance elements.
COMPETENCY GOAL 2: The learner will understand choreographic principles, processes, and structures. (National Standard 2)
Objectives
2.01 Validate the use of improvisation in choreography.
2.02 Justify the use of cooperative skills in improvisation and choreography.
2.03 Validate the selection and use of stimuli in personal choreography.
2.04 Improvise, create, and perform dances based on own ideas and concepts from other sources.
2.05 Utilize and manipulate various structures and/or forms of dance in dance compositions.
COMPETENCY GOAL 3: The learner will understand that dance can create and communicate meaning. (National Standard 3)
Objectives
3.01 Integrate movement with choreographic intent to communicate ideas with individual style and clarity.
3.02 Compare, contrast, and summarize creative decisions made to communicate meaning in two personal choreographic works.
3.03 Critique how effectively technical/theatrical elements in personal choreography and the works of others affect the meaning of dance.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Critique the creative process used in choreographing a dance articulating what was lost or gained by artistic decisions made.
4.02 Formulate and justify a personal set of aesthetic criteria for dance.
4.03 Write a critique using rules of standard English of a live dance performance from an audience member perspective.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)
Objectives
5.01 Choreograph dances demonstrating the style of noted twentieth century and contemporary choreographers.
5.02 Perform and describe the similarities and differences between two contemporary forms of dance or two choreographers.
5.03 Evaluate the development of dance during the Twentieth Century and contemporary eras focusing on the purpose of dance, dance genres and styles, artistic conflicts and resolutions, significant contributors, and innovations.
COMPETENCY GOAL 6: The learner will make connections between dance and healthful living. (National Standard 6)
Objectives
6.01 Validate that dance is a way of heightening body awareness.
6.02 Create a dance demonstration explaining basic principles of anatomy and kinesiology.
6.03 Assess consequences of personal actions, commitment, and discipline necessary to consistently achieve dance goals.
6.04 Assess personal health and fitness as a dancer.
COMPETENCY GOAL 7: The learner will make connections between dance and other content areas. (National Standard 7)
Objectives
7.01 Explain how works of art in different media from the same culture or time period can reflect the artistic, cultural, and historical context.
7.02 Predict and evaluate by using data analysis and probability how technology can reinforce, enhance, or alter the dance concept and performance.
7.03 Make predictions by using data analysis and probability to solve problems relating to dance and science.
7.04 Evaluate the use of mathematical concepts and relationships in created dance compositions.
7.05 Compare and contrast various literary forms with those of dance.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a range of opportunities for involvement.
Objectives
8.01 Write a critique of live dance viewed as an audience member.
8.02 Demonstrate the use of concentration and focus with a high level of consistency and reliability as part of the role of a performer of dance.
8.03 Assess the role of dance in society as an expressive art form, entertainment, conveyor of artistic values, and contributor to the accomplishments of civilization.
8.04 Interpret information about the United States and world economic systems as they relate to the arts industry.
8.05 Critique and evaluate personal progress through the creation and use of a dance portfolio of written and/or visual samples of student work.
SPECIAL TOPICS DANCE I
Special Topics Dance I is a basic framework of goals and objectives relating to dance as an art form. Opportunities for creating, performing, responding to, and understanding dance are emphasized. This course is designed to support curricular initiatives at the local level. Courses such as Dance History, Ballet I, and Dance Appreciation are examples of appropriate courses that will follow this framework. Although many electives will have a specific emphasis, the goals and objectives for Special Topics I should be addressed to some extent. Students will maintain a portfolio which contains written and/or visual examples of their work.
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and skills in dance. (National Standard 1)
Objectives
1.01 Recognize and demonstrate the use of proper body alignment.
1.02 Recognize and demonstrate understanding that dance has different forms, techniques, and vocabularies.
1.03 Demonstrate the use of basic dance technique.
1.04 Demonstrate the ability to memorize and accurately perform basic movement sequences.
1.05 Explore and demonstrate understanding of the dance element of space.
1.06 Explore and demonstrate understanding of the dance element of time.
1.07 Explore and demonstrate the understanding of the dance element of movement energy/dynamics.
COMPETENCY GOAL 2: The learner will understand choreographic principles, processes, and structures. (National Standard 2)
Objectives
2.01 Explore, select, and demonstrate movement for a dance with a partner or group.
2.02 Identify and explore a range of stimuli (visual, auditory, tactile, kinesthetic) to create dance movement.
2.03 Identify how the creative process in dance is influenced by personal movement styles.
2.04 Observe, recall, and describe using main ideas and supporting details the use of dance elements in a variety of significant choreographic works.
2.05 Identify formula and other abstract expressions to map and predict variations of sequences and patterns in creating dance.
2.06 Define and identify the choreographic principles of unity, variety, contrast, repetition, and transition.
2.07 Recognize and explain the use of lighting, setting, props, costumes, and other technical/theatrical elements in dance works.
COMPETENCY GOAL 3: The learner will understand that dance can create and communicate meaning. (National Standard 3)
Objectives
3.01 Recognize and demonstrate the human body as an instrument of expression.
3.02 Observe and discuss significant historical and contemporary dance compositions.
3.03 Identify how the technical/theatrical elements in a dance can influence its interpretation and meaning.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Identify a variety of artistic decisions that are made in creating and performing dance.
4.02 Identify and discuss possible aesthetic criteria for evaluating dance including skill of performer, style and quality of movement, technical elements, visual or emotional impact, compositional elements (variety, contrast, unity, transition, and repetition) and choreographer's intent.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)
Objectives
5.01 Recognize ways that dance reflects and records history.
5.02 Identify the patterns, relationships, and trends in the role dance plays in various cultures and discuss how aesthetic judgments vary from culture to culture.
5.03 Research the origins of and the universal themes of dance.
COMPETENCY GOAL 6: The learner will make connections between dance and healthful living. (National Standard 6)
Objectives
6.01 Demonstrate capabilities and limitations of the body through movement exploration.
6.02 Identify and discuss functions of muscle groups and bone structure.
6.03 Identify and explain personal responsibilities necessary to perform dance.
6.04 Identify issues (fact, propaganda, and opinion) affecting the health and care of the dance instrument.
COMPETENCY GOAL 7: The learner will make connections between dance and other content areas. (National Standard 7)
Objectives
7.01 Identify, conclude, or predict connections between dance and other content areas by applying criteria for evaluation.
7.02 Use technology as a tool for exploring and creating dance.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a range of opportunities for involvement.
Objectives
8.01 Demonstrate appropriate audience etiquette using good listening skills, attentive behavior, and respect for the audience and performers.
8.02 Demonstrate concentration and focus as part of the role of a performer of dance.
8.03 Identify careers related to dance in contemporary society.
8.04 Demonstrate personal progress through the creation and use of a portfolio of written and/or visual samples of student work.
SPECIAL TOPICS DANCE II
Special Topics Dance II is a sequential course designed to build upon the knowledge and skills gained in Special Topics Dance I. This course is designed to support curricular initiatives at the local level. Courses such as Ballet II or other second level specialized dance courses are examples of appropriate courses that will follow this framework. Although many electives will have a specific emphasis, the goals and objectives for Special Topics II should be addressed to some extent. Opportunities to further investigate, develop, express, and assess creating, performing, responding to, and understanding dance are encouraged. Students will maintain a portfolio which contains written and/or visual examples of their work.
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and skills in dance. (National Standard 1)
Objectives
1.01 Demonstrate with consistency the use of proper body alignment.
1.02 Explore and identify dance techniques and vocabularies.
1.03 Demonstrate the use of intermediate dance technique focused on articulation, strength, flexibility, agility, and coordination.
1.04 Demonstrate the ability to memorize and accurately perform extended movement sequences.
1.05 Apply and demonstrate understanding of the dance element of space.
1.06 Apply and demonstrate understanding of the dance element of time.
1.07 Apply and demonstrate understanding of the dance element of movement energy/dynamics.
COMPETENCY GOAL 2: The learner will understand choreographic principles, processes, and structures. (National Standard 2)
Objectives
2.01 Demonstrate the use of movement exploration with others to release intuitive movement possibilities.
2.02 Choreograph a simple dance focusing on a selected stimulus (visual, auditory, tactile, kinesthetic).
2.03 Combine the creative process and personal movement style to produce a movement sequence.
2.04 Classify and discuss the relationships of dance elements in compositions.
2.05 Apply various choreographic structures to movement sequences.
2.06 Employ the choreographic principles of unity, variety, contrast, repetition, and transition in a movement study.
2.07 Illustrate and compute through charts, formulas, or diagrams how the use of technical/theatrical elements used in a dance can affect the choreographic structure and intent.
COMPETENCY GOAL 3: The learner will understand that dance can create and communicate meaning. (National Standard 3)
Objectives
3.01 Refine and articulate the use of one's body as a tool for communication.
3.02 Explain how personal experiences influence the interpretation of a dance.
3.03 Analyze the technical/theatrical elements used in dance and examine their influence on interpretation and meaning.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Employ and interpret the use of creative and critical thinking to explore movement possibilities within a given structure or problem to determine the best course of action.
4.02 Formulate and answer aesthetic questions examining issues including what makes a particular dance that dance, how much a dance can be changed by an individual before it becomes a different dance, and defining dance.
4.03 Critique the works of selected choreographers by gaining insight and drawing conclusions through research and observation.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)
Objectives
5.01 Identify important dance innovations in past and contemporary cultures.
5.02 Examine and describe the role of the dancer in society as an expressive artist, performer, participant, creator of artistic values, and contributor to accomplishments of civilization.
5.03 Identify and demonstrate an understanding of the development of dance in various cultures throughout history focusing on the purposes of dance, dance genres, artistic conflicts and resolutions, significant contributors, and innovations.
COMPETENCY GOAL 6: The learner will make connections between dance and healthful living. (National Standard 6)
Objectives
6.01 Demonstrate and explore movements of various body parts and the body as a whole.
6.02 Identify and apply understanding of basic principles of anatomy and kinesiology.
6.03 Formulate a plan by outlining logical steps and organizing resources for meeting personal goals as a dancer.
6.04 Research challenges (fact, propaganda, and opinions) facing professional dancers in maintaining healthy lifestyles.
COMPETENCY GOAL 7: The learner will make connections between dance and other content areas. (National Standard 7)
Objectives
7.01 Identify, conclude, or predict commonalities and differences between dance and other content areas with regard to fundamental concepts, materials, elements, and ways of communicating meaning.
7.02 Use a variety of technology to enhance or alter the movement experience.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a range of opportunities for involvement.
Objectives
8.01 Demonstrate appropriate audience etiquette using good listening skills, attentive behavior, and respect for the audience and performers.
8.02 Demonstrate concentration and focus as part of the role of a performer of dance.
8.03 Identify dance as a vocation and profession and relate the discipline of dance to other aspects of life.
8.04 Evaluate personal progress through the creation and use of a portfolio of written and/or visual samples of student work.
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