Arts Standards for Educational Curriculum for Dance -Music-Performance
ARTISTIC PERCEPTION: PROCESSING, ANALYZING, AND RESPONDING TO SENSORY INFORMATION THROUGH THE LANGUAGE AND SKILLS UNIQUE TO THE ARTS.
This includes our instructors encouraging students to develop motor skills and technical expertise by demonstrating mental concentration and physical control in performing dance skills. Also our students must demonstrate the ability to use smooth transitions when connecting one movement phrase to another. Students are able to comprehend and analysis of dance elements by demonstrating increased range and use of space, time, and force/energy concepts such as: pulse, accents, melt, collapse, weak and strong. They must explain the general principles of a variety, contrast, and unity and apply to a dance sequence. The dance vocabulary is very important. Our students must describe a specific movement, using appropriate dance vocabulary that identify, define, and use phrasing in dances learned or observed.
HISTORICAL AND CULTURAL CONTEXT: UNDERSTANDING HISTORICAL CONTRIBUTIONS AND CULTURAL DIMENSIONS OF THE ARTS. Our Grass Roots Students learn to analyze the functions and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers. In the Development of dance students perform and identify dances from various countries with different arrangements of dancers, lines, circles, and couples. Learn dance and musical accompaniment and explain how it relates to the dances they have studied.
AESTHETIC VALUING: RESPONDING TO ANALYZING, AND MAKING JUDGMENTS ABOUT WORKS IN THE ARTS.CONNECTIONS, RELATIONS, APPLICATIONS: CONNECTING AND APPLYING WHAT IS LEARNED IN EACH ART FORM TO LEARNING IN OTHER ART FORMS, SUBJECTS AREAS, AND CAREERS:
Use dance vocabulary to describe unique characteristics of dances they have watched or performed from countries studied in the history-social science curriculum, rhythms, spatial patterns, gestures, and intent. The meaning and impact of dance is important. Students must describe ways in which a dancer effectively communicates ideas and moods, strong technique, projection, and expressions. Listing the expectations of their audience has for a performer and vice verse.
CREATIVE EXPRESSION: CREATING, PERFORMING, AND PARTICIPATING IN DANCE:
Our students have the opportunity to apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance such as: memorize set movements patterns and sequences. Also improvise extended movements phrases. Describe, discuss, and analyze the process used by choreographers ti create a dance. Create a dance study that has a beginning , middle, and an end.
CONNECTIONS, RELATIONSHIPS, APPLICATIONS: Connecting and Applying what is learned in Dance learning the art forms and subject matters in areas and in Performance Careers. Students develop competencies and creative skills in problem solving, communication, and managements of time and resources that contribute to lifelong learning and career skills. Students also learn about careers in and related to dance. Explain how dance practice relates to and uses the vocabulary of other art subjects, describe how dancing develops strength, flexibility, and endurance in accordance with physical education standards. Also demonstrate a recognition of personal space and respect for the personal space of others.
IN THE DEVELOPMENT OF LIFE SKILLS AND CAREER COMPETENCE: Students analyze the choreographic process and its relation to the writing process, brain-storming, exploring and developing ideas, putting ideas into a form, sequencing.