Maya Angelou Community High School
Social Justice Schools
Fine and Performing Arts Academy 2011-October2013
Dance Class Information 2011- October 2013
Adhere to all gym expectations and respect P.E. teachers and coaches.
- Students are expected to do all assigned work. No late work will be accepted unless authorized.
- Students are to keep a 11/2” binder with paper and a writing apparatus and a 3- hole-punch pouch.
- Students are to make up tests and quizzes upon the week he/she returns from an absence. It is the student’s responsibility to make other arrangements as needed to make up tests/quizzes.
- All work is to be done in black or blue ink. Assignments written in pencil may not be corrected if it is not readable.
- Students maintain positive relationships by respecting all members of the class.
- Students are to respect expectations of Maya Angelou Community High School regarding behavior.
- Students accept responsibility of dance program dress code pertaining to each class/dance genre.
- Students respect cleanliness of dance class by not eating food, candy, or chewing gum. Sealed water bottle is permissible.
- Students maintain positive relationship by not having any electronic device (ex. Cell phone, MP3 player, cords hanging from the ears, etc.) out during dance class; such items will be confiscated. Exception to this obligation, you have been given teacher permission due to choreographic/performance duties.
This is the typical grade scale for the academy. Each individual teacher may adjust the scale to best accommodate the student’s achievements.
100-90% = A
89-80% = B
79-70% = C
69-60% = D
The grade earned in dance is weighted in different areas
1. Dressing out, adhering to dress code, wearing proper shoes = 10%
2. Participation = 30%
3. Performance = 30%
4. Individual and group projects, class work = 30%
California Dance Content Standards below identify those standards that students are expected to master upon successful completion of dance courses:
Grades Nine Through Twelve, Proficient
1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.
Development of Motor Skills and Technical Expertise
1.1 Demonstrate refined physical coordination when performing movement phrases (e.g., alignment, agility, balance, strength).
1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent.
1.3 Perform in multiple dance genres (e.g., modern, ballet, jazz, tap, traditional/recreational).
Comprehension and Analysis of Dance Elements
1.4 Demonstrate clarity in intent while applying kinesthetic principles for all dance elements.
Development of Dance Vocabulary
1.5 Apply knowledge of dance vocabulary to distinguish how movement looks physically in space, time, and force/energy)
2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Dance
Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.
Creation/Invention of Dance Movements
2.1 Create a body of works of dance demonstrating originality, unity, and clarity of intent.
Application of Choreographic Principles and Processes to Creating Dance
2.2 Identify and apply basic music elements (e.g., rhythm, meter, tempo, timbre) to construct and perform dances.
2.3 Design a dance that utilizes an established dance style of genre.
Communication of Meaning in Dance
2.4 Perform original works that employ personal artistic intent and communicate effectively.
2.5 Perform works by various dance artists communicating the original intent of the work while employing personal artistic intent and interpretation.
Development of Partner and Group Skills
2.6 Collaborate with peers in the development of choreography in groups (e.g., duets, trios, small ensembles).
2.7 Demonstrate originality in using partner or group relationships to define spatial patterns and the use of overall performing space.
3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of Dance
Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as if relates to dance and dancers.
Development of Dance
3.1 Identify and perform folk/traditional, social, and theatrical dances with appropriate stylistic nuances.
3.2 Describe the ways in which folk/traditional, social, and theatrical dances reflect their specific cultural context.
History and Function of Dance
3.3 Explain how the works of dance by major choreographers communicate universal themes and sociopolitical issues in their historical/cultural contexts (e.g., seventeenth-century Italy, eighteenth-century France, the women’s suffrage movement, dance in the French courts, Chinese Cultural Revolution).
Diversity of Dance
3.4 Explain how dancers from various cultures and historical periods reflect diversity and values (e.g., ethnicity, gender, body types, and religious intent).
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance
Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.
Description, Analysis, and Criticism of Dance
4.1 Describe how the qualities of a theatrical production contribute to the success of a dance performance (e.g., music, lighting, costumes, text, set design).
4.2 Apply criteria-based assessments appropriate to various dance forms (e.g., concert jazz, street, liturgical).
4.3 Defend personal preferences about dance styles and choreographic forms, using criteria-based assessment.
Meaning and Impact of Dance
4.4 Research and identify dances from different historic periods of cultures and make connections between social change and artistic expression in dance.
4.5 Identify and evaluate the advantages and limitations of viewing live and recorded dance performances.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers.
Students apply what they learn to dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.
Connections and Applications Across Disciplines
5.1 Demonstrate effective use of technology for recording, analyzing, and creating dances.
5.2 Apply concepts from anatomy, physiology, and physics to the study and practice of dance techniques.
Development of Life Skills and Career Competencies
5.3 Explain how dancing presents opportunities and challenges to maintain physical and emotional health and how to apply that information to current training and lifelong habits.
5.4 Explain how participation in dance develops creative skills for lifelong learning and well-being that are interpersonal and intrapersonal.
5.5 Examine the training, education, and experience needed to pursue dance career options (e.g., performer, choreographer, dance therapist, teacher, historian, critic, and filmmaker).