Dance (2013)

The candidate possesses knowledge of the basic concepts, vocabulary, skills, and techniques of dance including elements, organizational principles, dance styles, techniques, and kinesthetic intelligence as primary tools for dance.

• 1.A – Understands the elements of dance—space (place, range, direction, level, shape, pathway, and relationship); time (tempo, beat, and rhythm); and energy.
• 1.B – Understands and applies basic principles of anatomy, nutrition, kinesiology, movement analysis, and injury prevention.
• 1.C – Understands and demonstrates principles of organizing movement (e.g., sequence).
• 1.D – Understands and explains how the body and mind are components of kinesthetic intelligence.
• 1.E – Develops and models appropriate interaction between the artist/performer and the audience.
• 1.F – Demonstrates developmentally appropriate learning experiences in dance.
• 1.G – Defines and demonstrates the basic concepts and vocabulary of dance.
• 1.H – Understands and analyzes the similarities and differences of various historical and cultural dance styles and genre (e.g., tap dance, ballet, modern, and world dances).

The competent dance teacher possesses the knowledge and skills needed to communicate by creating, performing, and responding to dance.

• 2.A – Understands that the meaning and purpose of dance come from its expressive and communicative properties.
• 2.B – Understands and explains the artistic processes of creating, performing, and responding.
• 2.C – Understands, creates, and performs dance using choreographic processes (e.g., conceptualizing, problem solving, and refining).
• 2.D – Understands, creates, and performs dance using choreographic forms (e.g., abstract, narrative, ABA, rondo, canon, theme and variation, and call/response).
• 2.E – Understands and demonstrates the supporting components of dance production (e.g., scenery, costumes, lighting, sound, props, media, technologies, and collaboration with theatre professionals).
• 2.F – Understands the responding process (describe, analyze, interpret, and evaluate).
• 2.G – Demonstrates an understanding of child/adolescent development, the principles of learning, and the role of dance in education.
• 2.H – Demonstrates an understanding of current age and needs appropriate methods (e.g., differentiation and accommodation) and materials in dance education.
• 2.I – Demonstrates an understanding of current best practices in assessment of student learning including the state developed arts classroom based performance assessments for dance.
• 2.J – Demonstrates use of expressive qualities, movement elements, and technical proficiency in creating and performing dance.
• 2.K – Analyzes and critiques dance using the basic concepts and vocabulary of dance.

The competent dance teacher relates knowledge and skills within and across the arts, to other content areas, and in professional careers.

• 3.A – Understand ways that learning in dance can support understanding of concepts and topics across multiple academic subject areas, by focusing on concepts shared by multiple subjects, as well as by using the arts to illustrate and explore non arts content.
• 3.B – Understand ways that learning in dance can support students with different learning styles and varying language skills, which can support student learning across all subject areas.
• 3.C – Understands ways that learning in dance can support the development of 21st century skills, habits of mind, social and emotional learning, and can contribute to success in and out of school.
• 3.D – Understands and identifies careers related to dance and its production.

The competent dance teacher understands and analyzes the role of dance within a variety of cultures and from different historical periods.

• 4.A – Understands how dance shapes and reflects ideas, beliefs, or themes in a variety of cultures throughout history.
• 4.B – Understands how societal changes, technology, and media have influenced dances.
• 4.C – Describes the role and function of dance and movement in various cultures from different historical periods.
• 4.D – Analyzes important influences, developments, and innovations in the history of various dance genres.

The competent dance teacher investigates and understands the relationship between dance and contemporary issues.

• 5.A – Understands the value of representing diversity, equality, and fairness in dance instruction.
• 5.B – Understands the use and misuse (plagiarism) of preexisting art works.
• 5.C – Articulates and justifies the appropriate use of preexisting artistic works.
• 5.D – Understands the relationship of the first amendment to dance education.
• 5.E – Applies first amendment issues to decision making in dance education.
• 5.F – Understands and articulates rationale for the role of dance in the school curriculum, including the philosophical and social basis for dance education.