Dance
Dancing is an experience in movement. Whether accompanied by
words, music, sounds, or silence, bodily movement represents an
important means of expression. For many generations and in many cultures,
people have danced socially to entertain one another, communicate their deep -
est feelings and emotions, and celebrate their humanity. Although some may
think that dance amounts merely to “learning the steps,” they should acknowl -
edge that to become conversant with the ideas and expressions that embody
dance, students must develop certain skills.
Dance embodies control,
perception, flexibility, and
rhythm along with an aware -
ness of one’s movements be sung can be danced.
within an environment and
in combination with other
dancers. When controlled,
shaped, and elaborated, movements produce dance. As students define,
embellish, pattern, exaggerate, repeat, and coordinate their ordinary bodily
movements with other movements and gestures, they become more skillful in
dancing. Those experiences help to transform the students into purposeful,
expressive beings.
The vocabulary of dance includes the basic elements of time, space, and
force or energy. In a well-planned dance education program, students grow in
understanding dance and its elements through direct experience. The craft,
skill, and knowledge they gain as they advance through the grades constitute a
discipline distinct and separate from physical education.
Standards-Based Curriculum for Dance
All students should recognize that they dance somewhere every day through
gesture, body language, and nonverbal communication. Accordingly, dance
should be made part of the school curriculum. In the primary grades students
explore and experiment with movement, becoming aware of their kinesthetic
intelligence. With continued sequential study as described in the content stan -
dards, they acquire increased bodily awareness and control and develop confi -
dence as they make their own choices.
A well-planned curriculum for a standards-based dance program is articu -
lated from kindergarten through grade twelve. Such a curriculum provides
opportunities for students to dance, create dances, and observe and appreciate
dances. By reading about, writing about, talking about, and reflecting on
dances from a variety of cultures and historical periods, they become aware of
Chapter 4
Guidance
for Visual and
Performing Arts
ProgramsThat which cannot be spoken can be sung; that which cannot—Old French saying