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Texas Essential Knowledge and Skills §117.56. Dance, Level I.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully
completing the following dance course: Dance I (one credit).
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and
cultural heritage, and critical evaluation--provide broad, unifying structures for
organizing the knowledge and skills students are expected to acquire. Dance students
develop perceptual thinking and moving abilities in daily life that promote understanding
of themselves and others and allow them to interact effectively in the community. By
mastering movement principles and skills, students develop self-discipline, and healthy
bodies that move expressively, efficiently, and safely through space and time with
controlled energy.
(2) Students recognize dance as a vehicle for understanding cultural and historical
contexts, increasing awareness of their own and others' heritage and traditions, thus
helping them to participate in a diverse society. Evaluating and analyzing dance
strengthen decision-making skills, develop critical and creative thinking, and enable
students to make informed decisions about dance and the world around them.
(c) Knowledge and skills.
(1) Perception. The student develops an awareness of the body's movement, using
sensory information while dancing. The student is expected to:
(A) demonstrate basic kinesthetic and spatial awareness
with others;
(B) develop sensitivity toward others when working in
groups;
(C) express ideas and emotions through movement; and
(D) interpret images found in the environment through
movement.
(2) Creative expression/performance. The student applies body sciences and fitness
principles to dance. The student is expected to:
(A) communicate using appropriate anatomical
terminology;
(B) demonstrate basic principles of proper skeletal
alignment; and
(C) practice an effective warm-up and cool-down, using
elements of proper conditioning.
(3) Creative expression/performance. The student develops knowledge and skills of
dance elements and of choreographic processes and forms in a variety of dance styles.
The student is expected to:
(A) perform memorized movement sequences with
rhythmical accuracy in several dance styles, including
classical ballet, tap, modern, and ethnic dance;
(B) identify the effective use of dance elements in practice
and performance;
(C) improvise and demonstrate original movement; and
(D) perform basic compositional forms, using fundamental
choreographic processes.
(4) Historical/cultural heritage. The student demonstrates an understanding of cultural,
historical, and artistic diversity. The student is expected to:
(A) analyze the characteristics of dances from several
diverse cultures;
(B) perform dance phrases or dances from several time
periods with an understanding of historical and social
contexts; and
(C) identify historical figures and their significance in
dance history.
(5) Response/evaluation. The student makes informed judgments about dance's form,
meaning, and role in society. The student is expected to:
(A) incorporate appropriate movement vocabulary when
identifying qualities and discussing meaning of
performance and production in dance;
(B) demonstrate appropriate audience behavior and
etiquette in the classroom and at performances;
(C) identify relationships between dance and other fine art
subjects; and
(D) distinguish commonalities between dance and subject
areas such as English, mathematics, science, and social
studies.
Source: The provisions of this §117.56 adopted to be effective September 1, 1998, 22 TexReg 4943.
§117.57. Dance, Level II.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully
completing the following dance course: Dance II (one credit). Dance I is a prerequisite for Dance II.
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and
cultural heritage, and critical evaluation--provide broad, unifying structures for
organizing the knowledge and skills students are expected to acquire. Dance students
develop perceptual thinking and moving abilities in daily life that promote understanding
of themselves and others and allow them to interact effectively in the community. By
mastering movement principles and skills, students develop self-discipline, and healthy
bodies that move expressively, efficiently, and safely through space and time with
controlled energy.
(2) Students recognize dance as a vehicle for understanding cultural and historical
contexts, increasing awareness of their own and others' heritage and traditions, thus
helping them to participate in a diverse society. Evaluating and analyzing dance
strengthen decision-making skills, develop critical and creative thinking, and enable
students to make informed decisions about dance and the world around them.
(c) Knowledge and skills.
(1) Perception. The student develops an awareness of the body's movement, using
sensory information while dancing. The student is expected to:
(A) demonstrate a developing kinesthetic and spatial
awareness;
(B) demonstrate respect for others when working in
groups;
(C) demonstrate effectively the connection between
emotions and movement; and
(D) identify details in movement in natural and constructed
environments.
(2) Creative expression/performance. The student applies body sciences and fitness
principles to dance. The student is expected to:
(A) communicate using appropriate anatomical and dance
terminology;
(B) perform with proper skeletal alignment;
(C) exhibit strength, flexibility, and endurance in dance
training and performances; and
(D) incorporate proper conditioning and injury prevention
practices.
(3) Creative expression/performance. The student develops knowledge and skills of
dance elements and of choreographic processes and forms in a variety of dance styles.
The student is expected to:
(A) perform extended movement patterns with rhythmic
accuracy in traditional concert dance styles;
(B) demonstrate the elements of dance effectively;
(C) improvise dance phrases, using the concept of
abstraction; and
(D) incorporate choreographic processes such as
retrograde and inversion in dance styles.
(4) Historical/cultural heritage. The student demonstrates an understanding of cultural,
historical, and artistic diversity. The student is expected to:
(A) perform dances of various cultures;
(B) choreograph short dance phrases that exhibit an
understanding of various historical periods; and
(C) perform dances in various mediums such as musical
theatre, film, and video.
(5) Response/evaluation. The student makes informed judgments about dance's form,
meaning, and role in society. The student is expected to:
(A) identify characteristics of a variety of dances;
(B) analyze qualities of performance and production in
dance;
(C) identify similarities of form and expression in dance and
other fine arts; and
(D) identify and apply dance and dance-related skills such
as creative problem-solving, cooperation, and
self-discipline to various work experience.
Source: The provisions of this §117.57 adopted to be effective September 1, 1998, 22 TexReg 4943.
§117.58. Dance, Level III.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully
completing the following dance course: Dance III (one credit). Dance I and Dance II are prerequisites for Dance III.
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and
cultural heritage, and critical evaluation--provide broad, unifying structures for
organizing the knowledge and skills students are expected to acquire. Dance students
develop perceptual thinking and moving abilities in daily life that promote understanding
of themselves and others and allow them to interact effectively in the community. By
mastering movement principles and skills, students develop self-discipline, and healthy
bodies that move expressively, efficiently, and safely through space and time with
controlled energy.
(2) Students recognize dance as a vehicle for understanding cultural and historical
contexts, increasing awareness of their own and others' heritage and traditions, thus
helping them to participate in a diverse society. Evaluating and analyzing dance
strengthen decision-making skills, develop critical and creative thinking, and enable
students to make informed decisions about dance and the world around them.
(c) Knowledge and skills.
(1) Perception. The student develops an awareness of the body's movement, using
sensory information while dancing. The student is expected to:
(A) demonstrate a kinesthetic and spatial awareness;
(B) work respectfully with others;
(C) demonstrate effectively the connection between
emotions and ideas and movement; and
(D) identify designs and images in natural and constructed
environments.
(2) Creative expression/performance. The student applies body sciences and fitness
principles to dance. The student is expected to:
(A) communicate using appropriate anatomical and dance
terminology;
(B) perform using basic principles of skeletal alignment;
(C) exhibit strength, flexibility, and endurance in training
and performances; and
(D) incorporate injury prevention procedures when
exercising, practicing, and performing.
(3) Creative expression/performance. The student develops knowledge and skills of
dance elements and of choreographic processes and forms in a variety of dance styles.
The student is expected to:
(A) perform memorized complex movement sequences with
rhythmic accuracy in traditional concert dance styles;
(B) demonstrate a wide range of dynamics in quality
movement;
(C) perform with projection, confidence, and expression
when executing dance movements; and
(D) create dance studies, using original movement, based
on theme, variation, and/or chance.
(4) Historical/cultural heritage. The student demonstrates an understanding of cultural,
historical, and artistic diversity. The student is expected to:
(A) describe similarities and differences in steps, styles,
and traditions in dances from various cultures and
historical periods; and
(B) choreograph a dance based on a historical event or
theme.
(5) Response/evaluation. The student makes informed judgments about dance's form,
meaning, and role 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) compare and contrast the use of form and expression in
dance with their use in art, music, theatre, and other
subject areas; and
(D) identify opportunities in dance as a profession.
Source: The provisions of this §117.58 adopted to be effective September 1, 1998, 22 TexReg 4943.
§117.59. Dance, Level IV.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully
completing the following dance course: Dance IV (one credit). Dance I, Dance II, and Dance III are prerequisites for
Dance IV.
(b) Introduction.
(1) Four basic strands--perception, creative expression/ performance, historical and
cultural heritage, and critical evaluation--provide broad, unifying structures for
organizing the knowledge and skills students are expected to acquire. Dance students
develop perceptual thinking and moving abilities in daily life that promote understanding
of themselves and others and allow them to interact effectively in the community. By
mastering movement principles and skills, students develop self-discipline, and healthy
bodies that move expressively, efficiently, and safely through space and time with
controlled energy.
(2) Students recognize dance as a vehicle for understanding cultural and historical
contexts, increasing awareness of their own and others' heritage and traditions thus
helping them to participate in a diverse society. Evaluating and analyzing dance
strengthen decision-making skills, develop critical and creative thinking, and enable
students to make informed decisions about dance and the world around them.
(c) Knowledge and skills.
(1) Perception. The student develops an awareness of the body's movement, using
sensory information while dancing. The student is expected to:
(A) demonstrate refined kinesthetic and spatial awareness,
using self-evaluation, insights, movement inflection, and
interpretation;
(B) lead peers with understanding and respect;
(C) communicate nonverbally using dance movements;
and
(D) apply designs and images found in natural and
constructed environments to dance.
(2) Creative expression/performance. The student applies body sciences and fitness
principles to dance. The student is expected to:
(A) communicate using anatomical and dance terminology
correctly;
(B) create an effective personal conditioning program; and
(C) demonstrate a knowledge of injury prevention rules
and other health-related principles when exercising,
practicing, and performing.
(3) Creative expression/performance. The student develops knowledge and skills of
dance elements and of choreographic processes and forms in a variety of dance styles.
The student is expected to:
(A) demonstrate consistency in performing advanced
technical dance skills in traditional concert dance styles;
(B) perform dance movements with a refined sense of
rhythm and musicality and with clarity, expressiveness,
and a wide range of spatial qualities;
(C) create original dances, using improvisation and other
choreographic processes; and
(D) create a solo and/or group dance using thematic
development, variation, and resolution to successfully
communicate an idea.
(4) Historical/cultural heritage. The student demonstrates an understanding of cultural,
historical, and artistic diversity. The student is expected to:
(A) analyze choreography in dances from various cultures;
and
(B) research and create a project illustrating an
understanding of significant dance events or historical
figures in appropriate social, historical, and cultural
contexts.
(5) Response/evaluation. The student makes informed judgments about dance's form,
meaning, and role in society. The student is expected to:
(A) evaluate personal work and the work of others, using a
valid rationale and demonstrating sensitivity toward
others;
(B) analyze the role of dance and other fine arts in society;
and
(C) analyze technology's effects on the professions of
dance and other fine arts.
Source: The provisions of this §117.59 adopted to be effective September 1, 1998, 22 TexReg 4943.
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