ARTS EDUCATION K-12
DANCE K-12
PURPOSE AND OVERVIEW
- Purpose
- Dance in the public schools:
- provides students with a kinesthetic (bodily) way of experiencing,
perceiving, understanding, learning, and communicating.
- develops higher order thinking through perceiving, creating, performing,
analyzing, and evaluating.
- develops and applies reading, writing, and mathematics skills.
- is a sequential, discipline-based offering.
- challenges the intellect and creativity of each student.
- instills concentrated focus and a disciplined approach to lifelong
learning.
- integrates with all framework content areas.
- develops respect for diverse ways of thinking, working, and expressing
ideas.
- nurtures problem-recognition and problem-solving through considering,
assessing, and adopting appropriate solutions.
- provides opportunities for social development and collaboration
with others.
- fosters a diverse cultural and historical perspective.
- promotes a healthy body and an active mind for learning.
- encourages aesthetic discovery and growth.
- provides knowledge of vocational and avocational opportunities.
- Basis
- Movement is one of the first ways children learn and communicate.
Dance is a language of movement that provides developmentally-appropriate
opportunities to draw upon this natural way of learning. Dance helps
students develop self discipline and focus as they explore movement
concepts of space, time, and energy. These concepts are basic to the
discovery of the body's movement potential. Throughout the program,
students are encouraged to be imaginative and create dances of their
own. The process of creating dance engages students in activities that
facilitate the understanding of sequence, problem-solving, cooperation,
and critical thinking skills.
- Dance develops an understanding of the diverse ideas, beliefs, cultures,
attitudes and feelings of humankind throughout time as communicated
through movement. The program is based primarily on the principles of
modern dance and embraces a variety of styles and creative approaches.
It fosters the development of imagination, aesthetic perception, and
higher order thinking skills. Dance is a vehicle for helping children
understand and become engaged in the creative process and its relationship
to all areas of learning. Teaching methodologies emphasize kinesthetic
learning and allow each student to become knowledgeable about dance
through personal and active experience as a dancer, choreographer and
audience member.
- Grades K-2
- In Grades K-2, dance draws upon children's natural enthusiasm for
movement. Through the introduction of the concepts of space, time and
energy, students become aware of a variety of movement possibilities.
It encourages exploration of multiple solutions to problems. Students
become aware that dance is a unique way of knowing and that movement
is a language which communicates ideas, thoughts and feelings. Students
are encouraged to share, analyze, and evaluate their work.
- Grades 3-5
- Children progress with more refined use of space, time, and energy
in Grades 3-5. Greater emphasis is placed upon problem-solving and working
cooperatively with others in the dance process. Lessons may have a thematic
focus based on content from other subject areas and/or related to the
child's interest and developmental level. Students continue to create,
perform, analyze, and evaluate their work and begin to understand dance
as an art form.
- Grades 6-8
- In Grades 6-8, dance experiences are based upon the creative process,
kinesthetic learning, and the connection to concepts studied in all
framework areas. This study emphasizes the training and care of the
body as an instrument for dance and for acquisition of technical skills
for involvement as a choreographer, dancer, and audience member. Aesthetic
development increases as students are challenged through individual
and group choreographic projects. Understanding of the social, cultural,
and historical continuum and an appreciation for the world of dance
is developed. Appropriate technology is introduced and vocational and
avocational possibilities of dance are explored.
- Grades 9-12
- Dance at Grades 9-12 continues to be a sequential and discipline based
program that places emphasis on aesthetic understandings and training
the body as an instrument of communication and expression. Students
are encouraged to freely explore the problem-recognition and problem-solving
processes through the technical skills acquired from a movement-based
approach to learning. They are encouraged to express ideas, thoughts,
and perceptions in their own choreographic works. Emphasis is given
to personal perception, observation, and interaction in order to foster
the growth and development of the creative process. Students develop
skills in making aesthetic judgments based upon personal experiences
in order to evaluate and critique their own work.
- Studies at this level continue to focus upon history, theory and philosophy
of dance, dance appreciation, and an understanding of the arts as a
measure of human development throughout civilization.
- The K-12 dance framework is a comprehensive program encompassing a
broad field of study. Course offerings should be developed to carry
out the various elements of this framework.
Dance
PROGRAM FRAMEWORK
Goal 1: The student will identify and demonstrate elements and skills
in dance.
(National Standard 1)
K-2 |
1.1 Develop kinesthetic awareness.
1.2 Understand the elements of dance: space, time and energy. |
3-5 |
1.1 Develop kinesthetic awareness.
1.2 Understand the elements of dance: space, time and energy. |
6-8 |
1.1 Demonstrate increasing kinesthetic
awareness, concentration and focus in performing movement skills.
1.2 Understand the elements of dance: space, time and energy. |
9-12 |
1.1 Develop skills in technique.
1.2 Understand the concept of the elements of dance: space, time and
energy. |
Goal 2: The student will understand the process of making a dance.
(National Standard 2)
K-2 |
2.1 Understand that making a dance requires
planning. |
3-5 |
2.1 Understand that making a dance requires
planning.
2.2 Understand the choreographic process.
2.3 Understand that dances can have different structures. (unison,
canon, ABA, etc.) . |
6-8 |
2.1 Understand the concept of improvisation.
2.2 Understand the concept of composition. |
9-12 |
2.1 Understand the concept of improvisation.
2.2 Demonstrate the ability to create dance compositions.
2.3 Recognize that the choreographic process is a process of critical/creative
thinking |
Goal 3: The student will understand dance as a way to create and communicate
meaning.
(National Standard 3)
K-2 |
3.1 Understand that dance is one among
many forms of expression. |
3-5 |
3.1 Understand that dance is one among
many forms of expression. |
6-8 |
3.1 Develop the ability to use dance as
a language. |
9-12 |
3.1 Develop the ability to use dance as
a language. |
Goal 4: The student will apply and demonstrate critical and creative
thinking skills in dance.
(National Standard 4)
K-2 |
4.1 Understand that a problem can have
multiple solutions.
4.2 Recognize similarities and differences in composition.
4.3 Demonstrate appropriate audience behavior while observing a dance. |
3-5 |
4.1 Understand that a problem can have
multiple solutions.
4.2 Examine similarities and differences in composition.
4.3 Understand the role of an audience for dance. |
6-8 |
4.1 Understand that a problem/task can
have more than one solution.
4.2 Analyze similarities and differences in composition.
4.3 Understand the role of an audience for dance.
4.4 Identify and apply aesthetic criteria for evaluating dance. |
9-12 |
4.1 Understand that a problem can have
multiple solutions.
4.2 Understand the role of an audience for dance.
4.3 Develop a basis for dance criticism. |
Goal 5: The student will demonstrate and understand dance in various
cultures and historical periods.
(National Standard 5)
K-2 |
5.1 Understand the role of dance in various
cultures. |
3-5 |
5.1 Understand the role of dance in various
cultures.
5.2 Identify similarities and differences in dance styles from different
historical periods. |
6-8 |
5.1 Understand the role of dance in various
cultures.
5.2 Identify similarities and differences in dance styles from different
historical periods.
5.3 Identify important innovators in past and contemporary cultures. |
9-12 |
5.1 Understand that dance reflects, records,
and shapes history and plays a role in various cultures as a language.
5.2 Identify important innovations in past and contemporary cultures. |
Goal 6: The student will make connections between dance and healthful
living.
(National Standard 6)
K-2 |
6.1 Develop an awareness of the capabilities
and limitations of the body.
6.2 Understand that dance requires discipline and personal commitment.
6.3 Adopt healthy practices which enhance the ability to dance.
6.4 Develop a positive attitude toward self, others and the dance
experience. |
3-5 |
6.1 Develop an awareness of the capabilities
and limitations of the body.
6.2 Understand that dance requires discipline and personal commitment.
6.3 Adopt healthy practices which enhance the ability to dance.
6.4 Develop a positive attitude toward self, others and the dance
experience. |
6-8 |
6.1 Develop an awareness of the capabilities
and limitations of the body.
6.2 Understand that dance requires discipline and personal commitment.
6.3 Adopt healthy practices which enhance the ability to dance.
6.4 Develop a positive attitude toward self, others and the dance
experience. |
9-12 |
6.1 Develop an awareness of the capabilities
and limitations of the body.
6.2 Understand that dance requires discipline and personal commitment.
6.3 Assume responsibility for personal health and care of the dance
instrument
6.4 Develop a positive attitude toward self, others and the dance
experience. |
Goal 7: The student will make appropriate connections between dance
and other disciplines.
(National Standard 7)
K-2 |
7.1 Understand dance as a way of exploring
other content areas. |
3-5 |
7.1 Understand dance as a way of exploring
other content areas.
7.2 Understand that the creative process is applicable to many content
areas.
7.3 Understand the application of technology in dance. |
6-8 |
7.1 Understand dance as a way of exploring
other content areas.
7.2 Understand the application of technology in dance. |
9-12 |
7.1 Understand dance as a way of exploring
other content areas.
7.2 Understand the application of technology in dance. |
Goal 8: The student will understand dance as an art form with a range
of opportunities for involvement.
Note: This goal is not intended for implementation in K-5
6-8 |
8.1 Develop an awareness of the various
dance related professions. |
9-12 |
8.1 Understand dance as a vocation and
profession. |
Revised 1995 |
Arts Education |
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