COURSE CURRICULUM & DANCE TERMINOLOGY

California State Board of Education's Visual and Performing Arts: Dance Content Standards (Advanced)

*Note: The advanced level of achievement for students in grades nine through twelve can be attained at the end of a second year of high school study within the discipline of dance and subsequent to the attainment of the proficient level of achievement.
 
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance.  Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.



Development of Motor Skills and Technical Expertise
  • 1.1 Demonstrate highly developed physical coordination and control when performing complex locomotor and axial movement phrases from a variety of genres (e.g., refined body articulation, agility, balance, strength). 
  • 1.2 Perform in multiple dance genres, integrating an advanced level of technical skill and clear intent. 
  • 1.3 Memorize and perform complicated works of dance at a level of professionalism (i.e., a high level of refinement).

Comprehension and Analysis of Dance Elements
  • 1.4 Apply a wide range of kinesthetic communication, demonstrating clarity of intent and stylistic nuance.
  • Development of Dance Vocabulary 
  • 1.5 Select specific dance vocabulary to describe movement and dance elements in great detail.

 2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance
Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.
Creation/Invention of Dance Movements 
  • 2.1 Create a diverse body of works of dance, each of which demonstrates originality, unity, clarity of intent, and a dynamic range of movement.
  • Application of Choreographic Principles and Processes to Creating Dance
  • 2.2 Use dance structures, musical forms, theatrical elements, and technology to create original works.
  • 2.3 Notate dances, using a variety of systems (e.g., labanotation, motif writing, personal systems).
  • Communication of Meaning in Dance
  • 2.4 Perform a diverse range of works by various dance artists, maintaining the integrity of the work while applying personal artistic expression.
  • Development of Partner and Group Skills
  • 2.5 Collaborate with peers in the development of complex choreography in diverse groupings (e.g., all male, all female, people standing with people sitting). 
  • 2.6 Teach to peers a variety of complex movement patterns and phrases.

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance
Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.
Development of Dance 
  • 3.1 Identify, analyze, and perform folk/traditional, social, and theatrical dances with technically and appropriate stylistic nuances.
  • 3.2 Analyze the role dancers and choreographers play in the interpretation of dances in various historical and cultural settings.
  • History and Function of Dance
  • 3.3 Compare and contrast universal themes and sociopolitical issues in a variety of dances from different cultural contexts and time periods.
  • Diversity of Dance
  • 3.4 Explain how dancers and choreographers reflect roles, work, and values in selected cultures, countries, and historical periods.

 4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance
Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.



Description, Analysis, and Criticism of Dance 
  • 4.1 Critique dance works to improve choreographic structure and artistic presence.
  • 4.2 Use selected criteria to compare, contrast, and assess various dance forms (e.g., concert jazz, street, liturgical). 
  • 4.3 Analyze evolving personal preferences about dance styles and choreographic forms to identify change and development in personal choices.
  • Meaning and Impact of Dance
  • 4.4 Research and assess how specific dance works change because of the impact of historic and cultural influences on their interpretations (e.g., because of the loss of lives in war, Fancy Dancing, once performed only by men, is now also performed by women). 
  • 4.5 Evaluate how aesthetic principles apply to choreography designed for technological media (e.g., film, video, TV, computer imaging).

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.
Connections and Applications Across Disciplines
  • 5.1 Demonstrate effective knowledge and skills in using audiovisual equipment and technology creating, recording, and producing dance.
  • 5.2 Compare the study and practice of dance techniques to motion, time, and physical principles from scientific disciplines (e.g., muscle and bone identification and usage; awareness of matter, space, time, and energy/force).

Development of Life Skills and Career Competencies
  • 5.3 Synthesize information from a variety of health-related resources to maintain physical and emotional health. 
  • 5.4 Determine the appropriate training, experience, and education needed to pursue a variety of dance and dance-related careers.

 

 

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