Dance Curriculum - Orange Public Schools / Overview
Orange School DistrictCourse of Study – Curriculum Guide2010 EditionDance CurriculumGrades 5-12Approved on:0
ORANGE TOWNSHIP BOARD OF EDUCATIONPatricia A. ArthurPresidentArthur J. GriffaVice-PresidentMembersStephanie BrownRev. Reginald T. JacksonMaxine G. JohnsonEunice Y. MitchellDavid WrightSUPERINTENDENT OF SCHOOLSRonald C. LeeDEPUTY SUPERINTENDENTPaula E. Howard, Ed.D.ADMINISTRATIVE ASSISTANT TO THE SUPERINTENDENT FOROPERATIONS/HUMAN RESOURCESBelinda Scott SmileyBUSINESS ADMINISTRATORAdekunle O. JamesDIRECTORSBarbara L. Clark, Special ServicesCandace Goldstein, Special ProgramsCandace Wallace, Curriculum & TestingASSISTANT DIRECTORSKathryn P. Carter, Language Arts, K-12Peter S. Crosta, Special Projects, K-12WRITERSTosha M BrownGianna M. Limonewith input from:Michelle H. ParadiseDeborah R. Rembert1
Table of ContentsBoard Mission Statement.1Philosophy of Dance Education .2Course Description .3Cross Discipline Education .5Standards .6Outlines:Upper Elementary.20Junior High .22Senior High.24References .26Instructional Blueprints .270
The Orange Board of EducationMission StatementThe Orange Public Schools will provide a safe and caring environment whereeach student will grow and succeed. In collaboration with parents and thecommunity, we are responsible for promoting the academic, social, emotionaland personal success of all students. With a commitment to strong policies andprocedures, the district gives teachers, parents, and administrators the toolsneeded for all students to reach their full potential. We will serve all students inour schools, acknowledging their unique backgrounds and cultural perspectives.We will provide learning experiences for our students in ways that address: theirunique learning styles. We expect all students to actively participate in thelearning process. All students will achieve high standards of excellence, with afocus on academics. Curiosity, discipline, integrity, responsibility and respect arenecessary for success. We seek to discover these qualities in all. We pledge toinclude all community stakeholders in partnering with us as we prepare each andevery student for a lifetime of learning, productive work and responsiblecitizenship in a competitive global community.1
The Philosophy of Dance EducationThe philosophy of dance education at Orange Public schools is to cultivate awell-rounded dancer and student through an environment of learning whichpromotes the discipline of dance as a means to a successful future.DISCIPLINE: to educate by instruction while training physically, mentally,and/or morally.As an art, dance is a conduit of expression and communication. At every leveldancers will learn how to dance with joy, passion, and a respect for techniqueand history. Students in all grades will explore the diversity of the dance worldthrough learning various dance styles, techniques, and genres. This will beaccomplished through opportunities to learn about the history and context ofeach style, genre-specific terminology and skills, viewing and critiquing theaesthetics of dance, and creating and performing works in each genre. All ofthese elements culminate with opportunities for students to perform in multiplevenues in their school, surrounding communities, and throughout the tri-statearea.The mission of this dance program is to produce contributing members ofsociety with an appreciation for the arts.2
Course DescriptionsUpper Elementary Dance (grades 5-7)In the middle school grades, students are introduced to the structure of a dance class,world dance, ballet, jazz/hip-hop, tap, and ballroom/social dances. Classes at this levelfocus on introductory/beginner level movement in each of the mentioned dancetechniques. Basic dance vocabulary, performance skills, choreography, improvisation,dance history, and performance appreciation skills are introduced.Junior High School Dance (grades 8-9)In the junior high school grades, students are introduced to a variety of dance techniquesand genres, including several folkloric dances. At this level, classes focus on dancetechnique and performance, body awareness, dance history, studies of choreographers,guided improvisation, intermediate choreography, elements of dance, and dance critiqueand analysis. Students are required to keep a journal documenting their learningthroughout the year. In their eighth grade year, students will take a half-year coursewhich will explore the basics of these elements. In their ninth grade year, students willexperience a more in-depth study of the material within a full-year course. All danceclasses require the student to be dressed appropriately for dance and participation isessential to the fulfillment and completion of this the course.High School Dance (grades 10-12)Beginning danceThis beginner course is an introduction to the fundamentals of Ballet and Modern dancewith an emphasis on the Graham, Horton, and Limón techniques. Ballet elements includebeginning Ballet movements, positions, vocabulary and Barre work. Modern elementsinclude floor positions, Modern dance vocabulary, and dance history. In each dance class,students will be expected to participate in warm-ups, across the floor progressions,choreography, and review. This course will culminate in a Spring concert performance.Dance classes require the student to be dressed appropriately for dance and participationis essential to the fulfillment and completion of this the course.Intermediate danceIntermediate dance is the continuation of beginning dance and builds upon the foundationof technique and principles of dance. In theory we will discuss history and concert workswith a more critical point of view. This course will culminate with a concert performance.Dance classes require the student to be properly dressed and participation is essential tothe fulfillment and completion of this course.Advanced/Honors danceThese advanced levels of dance require students to be recommended by the teacher.Students in these classes must meet the expectations of an advanced dancer. Elements ofdance will include an emphasis on Modern technique that expands the dancer beyondbeginner and intermediate levels of proficiency. Modern class includes choreography in3
this style and an increased level of understanding of the syllabus and technique. In theorywe will study history and other styles of dance with an advanced ability to observe,analyze, evaluate, and interpret. The study of choreography is introduced and developedas well as a study of continuing education in dance. This class will participate in a winterand spring concert and selected Seniors will culminate the year with a composition oftheir own. Dance classes require the student to be properly dressed and participation isessential the fulfillment and completion of this course.4
Cross Discipline EducationCross discipline education is important when educating our youth. As educators itis our responsibility to ensure our students academic success. The following is anexample of how students will learn dance, while also strengthening skills in socialstudies, math, and language arts. Social studies- Study of dance history, cultural and social influences on dance,researching choreographers, history of techniques and dance companies,current events in dance, and global dance politics. Math- study of shape, time, and space, creating formations, symmetry vs.asymmetry, and rhythms and counting. Language Arts- journaling, writing research papers, critical thinking throughobservation and analysis of dance, using poetry as an inspiration forchoreography, reflection and response papers, dance criticism, and readingdance articles and biographies.By incorporating cross-discipline education, students recognize the connection betweendance and the subjects of social studies, math, and language arts. This connection fostersa well-rounded and successful dance and academic student.5
New Jersey Core Curriculum Content StandardsDance 5-12ContentVisual and Performing ArtsAreaStandard 1.1 The Creative Process: All students will demonstrate anunderstanding of the elements and principles that govern thecreation of works of art in dance, music, theatre, and visual art.StrandA. DanceBytheContentCumulative Progress IndicatorCPI#endStatement(CPI)ofgrade58NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY inthe following content knowledge and skills in DANCE.Basic choreographedstructures employthe elements ofdance.1.1.5.A.1Analyze both formal and expressiveaspects of time, shape, space, andenergy, and differentiate basicchoreographic structures in various danceworks.Movement isdeveloped andgenerated throughimprovisation. Formand structure areimportant wheninterpreting originalchoreography.1.1.5.A.2Analyze the use of improvisation thatfulfills the intent of and developschoreography in both its form andstructure.Musical and nonmusical forms ofsound can affectmeaning inchoreography andimprovisation.1.1.5.A.3Determine how accompaniment (such assound, spoken text, or silence) can affectchoreography and improvisation.Compositional worksare distinguished bythe use of variousbody movementsand sources ofinitiation (i.e.,central, peripheral,or transverse).1.1.5.A.4Differentiate contrasting andcomplimentary shapes, shared weightcenters, body parts, body patterning,balance, and range of motion incompositions and performances.NOTE: By the end of grade 8, those students choosing DANCE as their6
required area of specialization demonstrate COMPETENCY in the followingcontent knowledge and skills.12Numerous formalchoreographicstructures can beused to develop theelements of dance inthe creation of danceworks.1.1.8.A.1Interpret the choreographic structures ofcontrast and transition, the process ofreordering and chance, and thestructures of AB, ABA, canon, call andresponse, and narrative.Styles andtechniques in danceare defined by theways in which theelements of danceand choreographicprinciples aremanipulated in thecreation of dancecompositions.1.1.8.A.2Analyze dance techniques and styles todiscern the compositional use of theelements of dance and choreographicprinciples relating to dynamics, as well asto discern spatial relationships.Dance employsvarious themes andarts media toengage the viewer,develop meaning,and communicateemotions.1.1.8.A.3Examine how dance compositions areinfluenced by various social themes andarts media (e.g., dance for camera,interactive, telemetric).The quality ofintegratedmovement dependson body alignmentand thesynchronized use ofmajor and minormuscle groups.Variety in bodypatterns, range ofmotion, applicationof the elements ofdance, and skill levelenhance dancecompositions andperformance.1.1.8.A.4Integrate a variety of isolated andcoordinated movements in dancecompositions and performances, makinguse of all major muscle groups, properbody mechanics, body patterning,balance, and range of motion.NOTE: By the end of grade 12, those students choosing DANCE as theirrequired area of specialization demonstrate PROFICIENCY in the followingcontent knowledge and skills.Creating masterworks in dancerequires ability tocomprehend,1.1.12.A.1 Articulate understanding of choreographicstructures or forms (e.g., palindrome,theme and variation, rondo, retrograde,inversion, narrative, and accumulation) in7
articulate, andmanipulate time,space, and energyacross and within abroad spectrum ofchoreographicstructures andthrough the use ofmany choreographicdevices.master works of dance.Acute kinesthetic1.1.12.A.2 Categorize the elements, principles, andawareness andchoreographic structures of dancemastery ofmasterworks.composition areessential for creatingand interpretingmaster works of art.Interpretation ofdance is heavilyreliant on itscontext.1.1.12.A.3 Analyze issues of gender, ethnicity, socioeconomic status, politics, age, andphysical conditioning in relation to danceperformances.Artistry in dance1.1.12.A.4 Synthesize knowledge of anatomicalperformance isprinciples related to body alignment,accomplishedbody patterning, balance, strength, andthrough completecoordination in compositions andintegration ofperformances.anatomical principlesand clear direction ofintent and purpose.ContentVisual and Performing ArtsAreaStandard 1.2 History of the Arts and Culture: All students willunderstand the role, development, and influence of the artsthroughout history and across cultures.StrandA. History of the Arts and Culture8
Bythe12endofgrade5NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in thefollowing content knowledge and skills for their required area of specialization inDANCE,MUSIC, THEATRE, or VISUAL ART.ContentCPI#Accessthe artsArt andtoculturehasapositivereflect and affectinfluenceon theeach other.quality of anCharacteristicindividual’s lifelongapproaches tolearning, personalcontent, form, style,expression, andand design definecontributions toart genres.community andSometimestheglobal citizenship.contributions of anindividual artist caninfluence ageneration of artistsand signal thebeginning of a newart genre.812Cumulative Progress Indicator (CPI)StatementCulturaland1.2.12.A.1 Determine how dance, music, theatre, andhistorical eventsvisual art have influenced world culturesimpact art-makingthroughout history.aswellashowNOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in theaudiencesrespondknowledge and skills in DANCE, MUSIC, THEATRE, and VISUALfollowing contenttoworks of fythe worksimpactofofdance,innovationsthe ofmusiconline)onand visual art as a reflection of societalsocietalnormsand habits of mind in variousvalues andbeliefs.historical eras.Relate common artistic elements that definedistinctive art genres in dance, music,theatre, and visual art.Determine the impact of significantcontributions of individual artists in dance,music, theatre, and visual art from diversecultures throughout history.NOTE: By the end of grade 8, all students demonstrate COMPETENCY in thefollowing content knowledge and skills for their required area of specialization inDANCE, MUSIC, THEATRE, or VISUAL ART.Technologicalchanges have andwill continue tosubstantiallyinfluence thedevelopment andnature of the arts.1.2.8.A.1Map historical innovations in dance, music,theatre, and visual art that were caused bythe creation of new technologies.Tracing the historiesof dance, music,theatre, and visualart in world culturesprovides insight intothe lives of peopleand their values.1.2.8.A.2Differentiate past and contemporary works ofdance, music, theatre, and visual art thatrepresent important ideas, issues, andevents that are chronicled in the histories ofdiverse cultures.The arts reflectcultural morays andpersonal aestheticsthroughout theages.1.2.8.A.3Analyze the social, historical, and politicalimpact of artists on culture and the impact ofculture on the arts.NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in thefollowing content knowledge and skills for their required area of specialization in9DANCE, MUSIC, THEATRE, or VISUAL ART.
ContentVisual and Performing ArtsAreaStandard 1.3 Performance: All students will synthesize those skills, media,methods, and technologies appropriate to creating, performing,and/or presenting works of art in dance, music, theatre, and visualart.StrandA. DanceBytheContentCumulative Progress IndicatorendCPI#Statement(CPI)ofgrade5NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY inthe following content knowledge and skills in DANCE.Fundamentalmovementstructures include adefined beginning,middle, andending. Plannedchoreographic andimprovisedmovementsequencesmanipulate time,space, and energy.Kinesthetictransference ofrhythm comes fromauditory and visualstimuli.1.3.5.A.1Perform planned and improvisedsequences with a distinct beginning,middle, and end that manipulate time,space, and energy, and accuratelytransfer rhythmic patterns from theauditory to the kinesthetic.The creation of anoriginal dancecomposition isoften reliant onimprovisation as achoreographic tool.Theessence/characterof a movementsequence is alsotransformed whenperformed atvarying spatiallevels (i.e., low,middle, and high),1.3.5.A.2Use improvisation as a tool to create andperform movement sequencesincorporating various spatial levels (i.e.,low, middle, and high), tempos, andspatial pathways.10
at differenttempos, alongdifferent spatialpathways, or withdifferent movementqualities.8Works of art,props, and othercreative stimuli canbe used to informthe thematiccontent of dances.1.3.5.A.3Create and perform dances alone and insmall groups that communicate meaningon a variety of themes, using props orartwork as creative stimuli.Dance requires afundamentalunderstanding ofbody alignmentand appliedkinestheticprinciples. Ageappropriateconditioning of thebody enhancesflexibility, balance,strength, focus,concentration, andperformancetechnique.1.3.5.A.4Demonstrate developmentally appropriatekinesthetic awareness of basic anatomicalprinciples, using flexibility, balance,strength, focus, concentration, andcoordination.Various dancestyles, traditions,and techniquesadhere to basicprinciples ofalignment, balance,focus, and initiationof movement.1.3.5.A.5Perform basic sequences of movementfrom different styles or traditionsaccurately, demonstrating properalignment, balance, initiation ofmovement, and direction of focus.NOTE: By the end of grade 8, those students choosing DANCE as theirrequired area of specialization demonstrate COMPETENCY in the followingcontent knowledge and skills.Movementdynamics andqualities emphasizetime, space, andenergy. Movementaffinities and effortactions impactdynamic tensionand spatialrelationships.1.3.8.A.1Incorporate a broad range of dynamicsand movement qualities in planned andimprovised solo and group works bymanipulating aspects of time, space, andenergy.Dance may be used1.3.8.A.2Choreograph and perform cohesive dance11
as a symboliclanguage tocommunicateuniversal themesand varied pointsof view aboutsocial, political, orhistorical issues ingiven eras.12works that reflect social, historical, and/orpolitical themes.Foundationalunderstanding ofanatomical andkinestheticprinciples is acontributing factorto dance artistry.Artistry in dancerequires rhythmicacuity.1.3.8.A.3Choreograph and perform movementsequences that demonstrate artisticapplication of anatomical and kinestheticprinciples as well as rhythmic acuity.Technology andmedia arts areoften catalysts forcreating originalchoreographiccompositions.1.3.8.A.4Use media arts and technology in thecreation and performance of short,original choreographic compositions.NOTE: By the end of grade 12, those students choosing DANCE as theirrequired area of specialization demonstrate PROFICIENCY in the followingcontent knowledge and skills.Creating velops personalstyle for solo andensemble work.Characteristics ofstyle vary broadlyacross dancegenres.1.3.12.A.1Integrate and recombine movementvocabulary drawn from a variety of dancegenres, using improvisation as achoreographic tool to create solo andensemble compositions.Aesthetic qualityresults fromconceptualcoherence andfrom understandingand application ofthe principle unityof form andcontent.1.3.12.A.2Create theme-based solo and ensembledances that have unity of form andcontent, conceptual coherence, andaesthetic unity.12
Dance artistry isachieved throughrefined technique,musicality, clarityof choreographicintent, stylisticnuance, andapplication ofproper bodymechanics.1.3.12.A.3Demonstrate dance artistry with technicalproficiency, musicality, stylistic nuance,clarity of choreographic intent, andefficiency of movement through theapplication of proper body mechanics.Dance production iscollaborative andrequireschoreographic,technological,design, andperformance skill.1.3.12.A.4Collaborate in the design and productionof dances that use choreographicstructures and incorporate various mediaand/or technologies.ContentVisual and Performing ArtsAreaStandard 1.4 Aesthetic Responses & Critique Methodologies: Allstudents will demonstrate and apply an understanding of artsphilosophies, judgment, and analysis to works of art in dance,music, theatre, and visual art.StrandA. Aesthetic ResponsesBytheContentCumulative Progress IndicatorCPI#endStatement(CPI)ofgrade5NOTE: By the end of grade 5, all students demonstrate BASIC LITERACYin the following content knowledge and skills in DANCE, MUSIC,THEATRE, and VISUAL ART.Works of art maybe organizedaccording to theirfunctions andartistic purposes(e.g., genres,mediums,messages,themes).1.4.5.A.1Employ basic, discipline-specific artsterminology to categorize works ofdance, music, theatre, and visual artaccording to establishedclassifications.Formalism indance, music,theatre, and visual1.4.5.A.2Make informed aesthetic responses toartworks based on structuralarrangement and personal, cultural,13
art variesaccording topersonal, cultural,and historicalcontexts.Criteria fordetermining theaesthetic merits ofartwork varyaccording tocontext.Understanding therelationshipbetweencompositionaldesign and genreprovides thefoundation formaking valuejudgments aboutthe arts.8and historical points of view.1.4.5.A.3Demonstrate how art communicatesideas about personal and social valuesand is inspired by an individual’simagination and frame of reference(e.g., personal, social, political,historical context).NOTE: By the end of grade 8, all students demonstrate COMPETENCY inthe following content knowledge and skills for their required area ofspecialization in DANCE, MUSIC, THEATRE, or VISUAL ART.Contextual cluesto artistic intentare embedded inartworks. Analysisof archetypal orconsummateworks of artrequiresknowledge andunderstanding ofculturally specificart withinhistorical contexts.1.4.8.A.1Generate observational and emotionalresponses to diverse culturally andhistorically specific works of dance,music, theatre, and visual artArt may be usedfor utilitarian andnon-utilitarianpurposes.1.4.8.A.2Identify works of dance, music,theatre, and visual art that are usedfor utilitarian and non-utilitarianpurposes.Performancetechnique indance, music,theatre, and visualart variesaccording tohistorical era andgenre.1.4.8.A.3Distinguish among artistic styles,trends, and movements in dance,music, theatre, and visual art withindiverse cultures and historical eras.14
12Abstract ideas maybe expressed inworks of dance,music, theatre,and visual artusing a genre’sstylistic traits.1.4.8.A.4Compare and contrast changes in theaccepted meanings of known artworksover time, given shifts in societalnorms, beliefs, or values.Symbolism andmetaphor arecharacteristics ofart and artmaking.1.4.8.A.5Interpret symbolism and metaphorsembedded in works of dance, music,theatre, and visual art.Awareness of basicelements of styleand design indance, music,theatre, and visualart inform thecreation of criteriafor judgingoriginality.1.4.8.A.6Differentiate between “traditional”works of art and those that do not useconventional elements of style toexpress new ideas.Artwork may beboth utilitarian andnon-utilitarian.Relative merits ofworks of art canbe assessedthrough analysis ofform, function,craftsmanship, andoriginality.1.4.8.A.7Analyze the form, function,craftsmanship, and originality ofrepresentative works of dance, music,theatre, and visual art.NOTE: By the end of grade 12, all students demonstrate PROFICIENCYin the following content knowledge and skills for their required area ofspecialization in DANCE, MUSIC, THEATRE, or VISUAL ART.Recognition offundamentalelements withinvarious artsdisciplines (dance,music, theatre,and visual art) isdependent on theability to decipherculturalimplicationsembedded inartworks.1.4.12.A.1Use contextual clues to differentiatebetween unique and commonproperties and to discern the culturalimplications of works of dance, music,theatre, and visual art.Contextual clueswithin artworks1.4.12.A.2Speculate on the artist’s intent, usingdiscipline-specific arts terminology and15
often revealartistic intent,enabling theviewer tohypothesize theartist’s concept.citing embedded clues to substantiatethe hypothesis.Artistic styles,trends,movements, andhistoricalresponses tovarious genres ofart evolve overtime.1.4.12.A.3Develop informed personal responsesto an assortment of artworks acrossthe four arts disciplines (dance, music,theatre, and visual art), usinghistorical significance, craftsmanship,cultural context, and originality ascriteria for assigning value to theworks.Criteria forassessing thehistoricalsignificance,craftsmanship,cultural context,and originality ofart are oftenexpressed inqualitative,discipline-specificarts terminology.1.4.12.A.4Evaluate how exposure to variouscultures influences individual,emotional, intellectual, and kinestheticresponses to artwork.16
ContentVisual and Performing ArtsAreaStandard 1.4 Aesthetic Responses & Critique Methodologies: Allstudents will demonstrate and apply an understanding of artsphilosophies, judgment, and analysis to works of art in dance,music, theatre, and visual art.StrandB. Critique MethodologiesBytheContentCumulative Progress IndicatorCPI#endStatement(CPI)ofgrade5NOTE: By the end of grade 5, all students demonstrate BASIC LITERACYin the following content knowledge and skills in DANCE, MUSIC,THEATRE, and VISUAL ART.Identifying criteriafor evaluatingperformancesresults in deeperunderstanding ofart and artmaking.1.4.5.B.1Assess the application of the elementsof art and principles of design in dance,music, theatre, and visual artworksusing observable, objective criteria.Decoding simplecontextual cluesrequires evaluationmechanisms, suchas rubrics, to sortfact from opinion.1.4.5.B.2Use evaluative tools, such as rubrics,for self-assessment and to appraise theobjectivity of critiques by peers.While there isshared vocabularyamong the fourarts disciplines ofdance, music,theatre, and visualart, each also hasits own disciplinespecific artsterminology.1.4.5.B.3 Use discipline-specific arts terminologyLevels ofproficiency can beassessed throughanalyses of howartists apply theelements of artand principles ofdesign.to evaluate the strengths andweaknesses of works of dance, music,theatre, and visual art.1.4.5.B.417Define technical proficiency, using theelements of the arts and principles ofdesign.
Artists andaudiences can anddo disagree aboutthe relative meritsof artwork. Whenassessing works ofdance, music,theatre and visualart, it is importantto consider thecontext for thecreation andperformance of thework (e.g., Whowas the creator?What purposedoes the artworkserve? Who is theintendedaudience?).81.4.5.B.5Distinguish ways in which individualsmay disagree about the relative meritsand effectiveness of artistic choices inthe creation and performance of worksof dance, music, theatre, and visualart.NOTE: By the end of grade 8, all students demonstrate COMPETENCY inthe following content knowledge and skills for their required area ofspecialization in DANCE, MUSIC, THEATRE, or VISUAL ART.Assessing a workof art withoutcritiquing the artistrequires objectivityand anunderstanding ofthe work’s contentand form.1.4.8.B.1Evaluate the effectiveness of a work ofart by differentiating between theartist’s technical proficiency and thework’s content or form.Visual fluency isthe ability todifferentiateformal andinformal structuresand objectivelyapply observablecriteria to theassessment ofartworks, withoutconsideration ofthe artist.1.4.8.B.2Differentiate among basic formalstructures and technical proficiency ofartists in works of dance, music,theatre, and visual art.Universal elementsof art andprinciples ofdesign applyequally to artworkacross cultures1.4.8.B.3Compare and contrast examples ofarchetypal subject matter in works ofart from diverse cultural contexts andhistorical eras by writing criticalessays.18
and historical eras.12NOTE: By the end of grade 12, all students demonstrate PROFICIENCY inthe following content knowledge and skills for their required area ofspecialization in DANCE, MUSIC, THEATRE, or VISUAL ART.Archetypal subjectmatter exists in allcultures and isembodied in theformal andinformal aspects ofart.1.4.12.B.1Formulate criteria for arts evaluationusing the principles of positive critiqueand observation of the elements of artand principles of design, and use thecriteria to evaluate works of dance,music, theatre, visual, and multimediaartwork from diverse cultural contextsand historical eras.The cohesivenessof a work of artand its ability tocommunicate atheme or narrativecan be directlyaffected by theartist’s technicalproficiency as wellas by the mannerand physicalcontext in which itis performed orshown.1.4.12.B.2Evaluate how an artist’s technicalproficiency may affect the creation orpresentation of a work of art, as wellas how the context in which a work isperformed or shown may impactperceptions of its significance/meaning.Art and art-makingreflect and affectthe role oftechnology in aglobal society.1.4.12.B.3Determine the role of art and artmaking in a global society by analyzingthe influence of technology on thevisual, performing, and multimedia artsfor consumers, creators, andperformers around the world.19
Upper Elementary School Dance Outline1. Intro to Dancea. What is Dance?b. Types o
world dance, ballet, jazz/hip-hop, tap, and ballroom/social dances. Classes at this level focus on introductory/beginner level movement in each of the mentioned dance techniques. Basic dance vocabulary, performance skills, choreography, improvisation, dance history, and performance appreciation skills are introduced.
From the following 14 events: Big Bang Dance Classic, Desert Dance, Line Dance Showdown, Xperience, Line Dance Marathon, Fun In The Sun, Ft Wayne Dance For All, Hotlanta, Palm Springs Line Dance Festival, Windy City Line Dance Mania, Motor City Dance Classic, Vegas Dance Explosion, Flor
In technique and dance history classes, students gain a deeper understanding of dance as an art form and leave the course with a bigger appreciation for dance. Course Description Dance History is designed to provide students with a significant background in dance genres, dance influencers, famous dance pieces, and history.
accessible type of dance to teach is the patterned communal dance form called folk, or more often nowadays, world dance. It may be called “traditional dance” in the British Isles or in Arab lands, “peasant dance” in parts of Europe or Asia, “village dance” in the Balkan countries, “tribal dance” in sub-Saharan Africa, or all of .
Hot Wings Bellevue Dance Academy Power DYNAMYX Dance Company Uptown Girl iDance Proj ect Heaven On My Mind DYNAMYX Dance Company Sucker Bellevue Dance Academy Cruella de Vil Bellevue Dance Academy Something To Believe In Center Stage Dance Flashlight Center Stage Dance Intermediate 9-11 Small Groups Place Routine Name Studio Cooties Dance .
8:30 AM - Dance Xtreme 11:05 AM - AWARDS 11:40 AM - Dance Kraze 1:42 PM - Style Dance Academy 2:00 PM - Rockford Dance Company 2:03 PM - Dayton Dance Conservatory 3:50 PM - AWARDS 4:30 PM - Studio 4 4:33 PM - TDP Dance Company 5:04 PM - Dance Class Studio 9:15 PM - AWARDS Sunday, March 14 7:00 AM - Prestige A
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Agent Purple: used 1961-65. Agent Blue used from 1962-71 in powder and water solution[4] Agent White used 1966-71. Agent Orange or Herbicide Orange, (HO): 1965- 70. Agent Orange II: used after 1968. Agent Orange III: Enhanced Agent Orange, Orange Plus, or Super Orange (SO)
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