make up the human experience. By studying the historical, cultural, social, and
contemporary expressions of dance, students uncover the influence of one cul-
tural style on another. As they share personal cultural experiences and ideas,
they can connect elements of individual traditions with those of shared cul-
tures. Through the study of the history of dance, students can examine histori-
cal and cultural concepts, events, and themes in diverse contexts.
An Example of Historical and Cultural Context in High School Dance
Many cultures have long traditions of formal dance performance. For
example, casino-style dancing came to California after being adapted from
music and movement that originated in West Africa. First, the dance and
music of West Africa migrated to Cuba. The remarkable melting pot of
cultures on the island contributed to a unique cultural experience in the
Americas. In the 1930s a dance form called Rueda de Casino raged
throughout Cuba and eventually reached Miami and the rest of the United
States. Couples dance together in pairs or with other couples. Through
calls and signals different movement combinations cause pairs to turn and
switch partners. Dancing to salsa timing (stepping on the first beat) results
in a fast-paced, beautifully synchronized, exciting dance that inspires
young people to be part of a community and celebrate their individual
skills. This is just one example of how dance defines the historic influences
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of different cultures within the state.
Aesthetic Valuing
Aesthetic valuing enables students to make critical judgments about the
quality and success of dance compositions and performances based on their
own knowledge, experiences, and perceptions. Through oral and written analy-
ses, they reveal their opinions, newly acquired knowledge, and criteria for
evaluating dance. The criteria for making critical judgments emerging from
discussions between students and teachers are often guided by professional
examples and expert opinion. When viewing a dance performance in class, on
video, or at a live concert, students critique the performance, using appropriate
aesthetic criteria. They might consider, for example, whether the performer
exhibits proper posture, balance, and coordination or maintains consistent and
appropriate rhythm throughout the performance.
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Connections, Relationships, Applications
Described as an exciting, vibrant art useful in an educational setting, dance
helps students develop by unifying their physical, mental, and emotional lives.
Dance education programs include opportunities for the development of criti-
cal thinking and analytical skills, cooperation and teamwork, self-expression
and self-awareness, organization and problem solving, cultural literacy, and
communication of emotions through movement. These important abilities can
be applied to situations occurring in the workplace and throughout life.
Chapter 4
Guidance
for Visual and
Performing Arts
Programs
Dance
