Current through February 27, 2024
If a public school offers a course of instruction in dance
theory and practice in sixth grade, such instruction must be designed so that
pupils meet the following standards of performance by the completion of the
course:
1. Creation of new dance by
conceiving and developing dance, alone and with others, which must be
determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and
ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Develop choreography using a variety of
stimuli; and
(2) Identify movements
using vocabulary commonly used in the field of dance when creating
choreography.
(b)
Organize and develop dance and ideas relating to dance, as demonstrated by the
ability of the pupil to:
(1) Manipulate
choreography to develop a dance that conveys artistic intent; and
(2) Develop criteria to choreograph a dance
that communicates personal or cultural meaning.
(c) Refine, complete and present dance, as
demonstrated by the ability of the pupil to record a dance sequence using
writing, symbols or media technology.
2. Performance of dance that involves
interpretation and presentation of dance, alone and with others, which must be
determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for
presentation, as demonstrated by the ability of the pupil to:
(1) Refine skills for establishing pathways,
levels and patterns when dancing with a partner and ensembles;
(2) Demonstrate timing and use of accented
and unaccented beats; and
(3)
Distinguish between and apply bound and free-flowing movements.
(b) Develop and refine technique
and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate technical skills to execute
changes of movement and transitions;
(2) Demonstrate and discuss safe practices of
body use and self-care to prevent injury; and
(3) Collaborate with an ensemble of pupils to
refine dances and identify effective and ineffective formulations.
(c) Convey meaning through the
presentation of dance, as demonstrated by the ability of the pupil to:
(1) Adapt dance to alternative performance
venues; and
(2) Compare and
contrast the manner in which production elements enhance a dance
performance.
3. Understanding and evaluating, alone and
with others, how dance conveys meaning, which must be determined by evaluating
the ability of the pupil to:
(a) Perceive and
analyze dance, as demonstrated by the ability of the pupil to:
(1) Demonstrate recurring patterns of
movement and their relationships in dance; and
(2) Explain how elements of dance are used in
a variety of genres, styles or cultural movement practices.
(b) Interpret intent and meaning
in dance, as demonstrated by the ability of the pupil to explain how movements
communicate artistic practices and the main idea of a dance.
(c) Apply prescribed criteria to evaluate
dance, as demonstrated by the ability of the pupil to explain and critique the
characteristics and intent of a dance from a genre, style or cultural
movement.
4. Using
external context when creating, evaluating and finding personal meaning in
dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal
experience to dance, as demonstrated by the ability of the pupil to:
(1) Compare and contrast the observed
characteristics of the movements used in a dance to attitudes and preferences
concerning movement; and
(2) Create
a study of dance that expresses a specific point of view.
(b) Analyze dance in light of societal,
cultural and historical context to create a deeper understanding of the dance,
as demonstrated by the ability of the pupil to demonstrate how the movements
and qualities of a dance communicate the cultural, historical or
community-related purpose or meaning of the dance.
Added to
NAC by Bd. of Education by
R043-18A,
eff. 12/19/2018
NRS
385.080,
385.114 and
389.021
