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Rule §117.309 Dance, Level Iv (One Credit), Adopted 2013

Published: 2015

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(a) General requirements. Students may fulfill fine
arts and elective requirements for graduation by successfully completing
one or more of the following dance courses: Principles of Dance IV,
Ballet IV, Modern/Contemporary Dance IV, Jazz IV, Tap IV, World Dance
Forms IV, Dance Composition/Improvisation IV, Dance Theory IV, Dance
Performance/Ensemble IV, Dance Production IV, Dance Wellness IV, Dance
History II, and International Baccalaureate (IB) Dance II (one credit
per course). The prerequisite for each Dance, Level IV course is one
credit of Dance, Level III in the corresponding discipline.
(b) Introduction.
  (1) The fine arts incorporate the study of dance, music,
theatre, and the visual arts to offer unique experiences and empower
students to explore realities, relationships, and ideas. These disciplines
engage and motivate all students through active learning, critical
thinking, and innovative problem solving. The fine arts develop cognitive
functioning and increase student academic achievement, higher-order
thinking, communication, and collaboration skills, making the fine
arts applicable to college readiness, career opportunities, workplace
environments, social skills, and everyday life. Students develop aesthetic
and cultural awareness through exploration, leading to creative expression.
Creativity, encouraged through the study of the fine arts, is essential
to nurture and develop the whole child.
  (2) Four basic strands--foundations: perception; creative
expression; historical and cultural relevance; and critical evaluation
and response--provide broad, unifying structures for organizing the
knowledge and skills students are expected to acquire. Dance students
develop perceptual thinking and movement abilities in daily life,
promoting an understanding of themselves and others. Students develop
movement principles and technical skills and explore choreographic
and performance qualities. Students develop self-discipline and healthy
bodies that move expressively, efficiently, and safely through space
and time with a sensitive kinesthetic awareness. Students recognize
dance as a vehicle for understanding historical and cultural relevance,
increasing an awareness of heritage and traditions of their own and
others, and enabling them to participate in a diverse society. Evaluating
and analyzing dance allows students to strengthen decision-making
skills, develop critical and creative thinking, and develop artistic
and creative processes. Students continue to explore technology and
its application to dance and movement, enabling them to make informed
decisions about dance.
  (3) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
  (1) Foundations: perception. The student develops an
awareness of the body's movement using sensory information while dancing.
The student is expected to:
    (A) evaluate kinesthetic and spatial awareness individually
and in groups;
    (B) develop a working knowledge of health, safety,
and wellness for dancers;
    (C) demonstrate and evaluate a working knowledge and
skills of dance genres, styles, and vocabulary; and
    (D) create designs and images found in natural and
constructed environments.
  (2) Creative expression: artistic process. The student
develops knowledge and skills of dance elements, choreographic processes,
and forms in a variety of dance genres and styles. The student is
expected to:
    (A) create and improvise dance studies using original
movement based on theme and variation to successfully communicate
an idea;
    (B) improvise, construct, and evaluate original movement
    (C) evaluate the expression of ideas and emotions through
movement; and
    (D) design compositional forms implementing advanced
dance elements for choreographic processes.
  (3) Creative expression: performance. The student demonstrates
knowledge and execution of technical dance skills in a variety of
dance genres and styles through performing. The student is expected
    (A) assess performance of memorized complex movement
sequences with rhythmical accuracy in dance genres and styles such
as ballet, modern dance, tap, jazz, musical theatre dance, and world
dance forms;
    (B) perform dance movements with a refined sense of
musicality and expressiveness and a wide range of spatial qualities;
    (C) evaluate the performance of projection, confidence,
and expression in the movement; and
    (D) design an effective warm-up and cool-down, implementing
the elements of proper conditioning for performing skills.
  (4) Historical and cultural relevance. The student
demonstrates an understanding of cultural, historical, and artistic
diversity. The student is expected to:
    (A) evaluate choreography in dances from various cultures
or historical periods;
    (B) research and create a project using technology
to illustrate an understanding of significant dance events or historical
figures in appropriate social, historical, and cultural contexts;
    (C) improvise and construct dances in various media
and content areas; and
    (D) evaluate historical and cultural dance forms using
  (5) Critical evaluation and response. The student makes
informed personal judgments about dance and the meaning and role of
dance in society. The student is expected to:
    (A) evaluate personal dance compositions and the work
of others;
    (B) create and reconstruct a choreographic study using
varied media and environments;
    (C) create a portfolio based on personal artistic works,
performance works, or research; and
    (D) perform and evaluate a choreographic study using
varied media and environments.

Source Note: The provisions of this §117.309 adopted to be effective July 28, 2013, 38 TexReg 4575