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Performance standards describe more specifically what students should know and be able to do in dance and are expressed as measurable outcomes across the grades pre-kindergarten to eighth grade and into high school at three levels of proficiency.
• What are the implications for understanding the scope of this information for dance, arts education, and U.S. education? • What recommendations for the future of dance arts education may grow out of this project?
In high school, students begin moving from creative, free‐form dance to a more formal understanding of dance forms and traditions. Curriculum focuses on interpretation and performance as students develop skills and gain more in‐depth understanding of dance vocabulary, movement, principles, and conventions.
Select and compare different dances and discuss their intent and artistic expression. Explain how the relationships among the elements of dance, use of body, dance technique, and context enhance meaning and support intent using genre specific dance
2 kwi 2018 · Dance and theater are mostly seen as second-class citizens in schools. It’s not just dance, of course. The success of Dancing Classrooms is an example of the well-documented relationship between physical activity and educational achievement.
Classwork will deepen students' alignment, strength, flexibility, coordination, rhythm, dynamics and spatial awareness. The concepts of ballet and codified classical modern dance are explored, along with somatic awareness, efficient athleticism, and creative voice.
1 sty 2023 · PDF | The essay is a defense for the presence of dance in the curriculum of elementary and secondary education. Why should we have dance in schools?... | Find, read and cite all the...
