understanding of the importance of presenting dance solely for its own
recognition and aesthetic analysis.
Collections of student work in dance may include documentation of their
learning through journal writing; reflections on dance performances or master
classes; videos of work; research papers on California choreographers, for ex-
ample; and charts of lighting designs. The collections may then be put on a
CD and serve the students well in their continuing academic or professional
pursuits. By creating portfolios and audition tapes, students can track their
individual growth, prepare themselves for graduation, and use when applying
for college entrance, scholarships, or employment in dance or when pursuing
a dance-related career.
Resources for the Dance Program
A wide variety of experiences provide students with opportunities to im-
prove personal and cultural understanding and insights and develop the knowl-
edge and skills required to be considered proficient in the dance content stan-
dards. Vital to the success of such a standards-based program are appropriate
equipment, instructional materials, and facilities as well as community resources
and parent involvement.
Equipment and Instructional Materials
Equipment and instructional materials for dance classes may include some
or all of the following:
- Instructional equipment and materials. The dance program should have
access to instructional and presentation equipment and materials,
including video cameras and playback equipment, films, audiotapes
and videos, prints, photographs, rhythm instruments, body mats, and
literature appropriate for each grade level, kindergarten through grade
twelve. The library media teacher should serve as a fundamental partner
in identifying and providing access to those resources. - Musical instruments. Percussion instruments, essential to any creative
movement class, are used for rhythmic training, locomotor activities,
and dance composition. Instruments having a pleasing timbre and
played by hand, such as bongo or plastic drums, are excellent choices.
Other percussion sound sources and instruments provide accompany-
ing sounds varying in tone, timbre, duration, and intensity. In most
dance studios students can find a piano as standard equipment and use
it effectively when working on movement qualities, rhythmic materials,
and phrasing. Additional material and equipment may include multiple-
speed CD or tape players.
Chapter 4
Guidance
for Visual and
Performing Arts
ProgramsDance