Visual and Performing Arts Framework-Complete - Free Downloads (CA Dept of Education)

Chapter 4

Guidance

for Visual and

Performing Arts

Programs

Dance

Dance

PROFICIENT LEVEL

First year of instruction

Students view the dance productions

of two different dance companies

and compare and contrast the styles

and production qualities (e.g., the

Pilobolus Dance Theatre and the

San Francisco Ballet).

Students explain and defend their

personal preference for one of the

styles and choreographic forms by

using a criteria-based assessment.

Sample Standards-Based Unit of Study

Grades Nine Through Twelve

S

tandards-based instruction reinforces the importance of a rigorous,

comprehensive arts education. Recognizing that performance classes are

not intended to focus on appreciation, teachers should provide a variety of

opportunities to meet standards while preparing students to perform quality

works in dance. The following unit of study is an example of how to maintain

the integrity of performance classes by focusing on developing dancing skills

while providing a comprehensive approach to dance education. It also

recognizes that many high school dance classes have both beginning and

advanced students in one class and provide different opportunities according

to experience.

This unit of study helps students to create individualized movement

patterns, work with partners, and combine movement patterns. Revising and

refining a choreographic approach based on good decision-making skills, they

develop fully realized dance documentation for use inside and outside class.

ADVANCED LEVEL

Two or more years of

additional instruction

Students research and view the

dance productions of two different

dance companies and compare and

contrast the styles and production

qualities. Reading and analyzing

program notes from both compa-

nies, they determine cultural influ-

ences, stylistic nuances, and clarity

of intent.

Students analyze their own prefer-

ences for one of the styles and cho-

reographic forms as to how their

own preferences and criteria for

dance performance and choreogra-

phy have evolved over time.