PROFICIENT LEVEL
(Continued)Students identify and evaluate
the advantages and limitations of
viewing live and recorded dance
performances.ADVANCED LEVEL
(Continued)Students identify and evaluate
the advantages and limitations of
viewing live and recorded dance
performances and evaluate the use
of video in recording their own
performances.Chapter 4
Guidance
for Visual and
Performing Arts
Programs
DanceStudents discuss the training, On the basis of their investigation of
education, and experience they dance companies, students research
called on to complete their dance and determine the appropriate
performance and the potential use training, experience, and education
of that knowledge and skill in needed to pursue a variety of dance
various dance careers, such as and dance-related careers, including
performer, choreographer, teacher, becoming an artistic director or a
critic, or filmmaker. manager of a dance company.Role of Student Dance Performances
Inventive, careful planning can make beginning performances shared
experiences rather than “show” activities. When such performances represent
an outgrowth of the students’ capacity to move expressively and knowingly
according to their age and physical ability, schools can overcome the tendency
to produce high-powered performances with a few select students. The dance
material should be appropriate for the level, skills, learning situation, knowl-
edge, and understanding of the participants and the audience. Through these
performing experiences, students can exhibit their own choreographic ideas
and get feedback.
Students may present their beginning-level performances informally in a
classroom or studio. Applying their newly acquired skills, they demonstrate
their solution to a problem or evaluate a particular experience or technique in
dance. Next, as students become skillful, they may present more formal dances
outside the classroom or studio.
The visibility and popularity of performance groups may lead to conse-
quences not related directly to dance education. Often, schools receive requests
for their dance groups to perform, for example, at athletic events, assemblies,
student productions, parent meetings, community clubs, conferences, and civic
events. Although providing entertainment may be a valid activity for perfor-
mance groups, it should never interfere with the students’ dance education or