Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS
Subchapter B - MIDDLE SCHOOL, ADOPTED 2013
Section 117.205 - Dance, Middle School 1, Adopted 2013
Universal Citation: 19 TX Admin Code ยง 117.205
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements. Students in Grades 6, 7, or 8 enrolled in the first year of dance may select Dance, Middle School 1.
(b) Introduction.
(1) The fine arts incorporate the study of
dance, music, theatre, and the visual arts to offer unique experiences and
empower students to explore realities, relationships, and ideas. These
disciplines engage and motivate all students through active learning, critical
thinking, and innovative problem solving. The fine arts develop cognitive
functioning and increase student academic achievement, higher-order thinking,
communication, and collaboration skills, making the fine arts applicable to
college readiness, career opportunities, workplace environments, social skills,
and everyday life. Students develop aesthetic and cultural awareness through
exploration, leading to creative expression. Creativity, encouraged through the
study of the fine arts, is essential to nurture and develop the whole
child.
(2) Four basic
strands--foundations: perception; creative expression; historical and cultural
relevance; and critical evaluation and response--provide broad, unifying
structures for organizing the knowledge and skills students are expected to
acquire. Dance students develop perceptual thinking and movement abilities in
daily life, promoting an understanding of themselves and others. Students
develop movement principles and technical skills and explore choreographic and
performance qualities. Students develop self-discipline and healthy bodies that
move expressively, efficiently, and safely through space and time with a
sensitive kinesthetic awareness. Students recognize dance as a vehicle for
understanding historical and cultural relevance, increasing an awareness of
their heritage and traditions and those of others, and enabling them to
participate in a diverse society. Evaluating and analyzing dance allows
students to strengthen decision-making skills, develop critical and creative
thinking, and develop artistic creative processes. Students continue to explore
technology and its application to dance and movement, enabling them to make
informed decisions about dance.
(3)
Statements that contain the word "including" reference content that must be
mastered, while those containing the phrase "such as" are intended as possible
illustrative examples.
(c) Knowledge and skills.
(1) Foundations: perception. The student
develops an awareness of the body's movement using sensory information while
dancing. The student is expected to:
(A)
demonstrate basic kinesthetic and spatial awareness individually and in
groups;
(B) recognize the concepts
of wellness for healthy lifestyles;
(C) define body science applications through
dance genres, styles, and vocabulary; and
(D) identify dance movement elements through
space, energy, and time.
(2) Creative expression: artistic process.
The student develops knowledge and skills of dance elements, choreographic
processes, and forms in a variety of dance genres and styles. The student is
expected to:
(A) recognize basic principles
of proper body alignment;
(B)
define knowledge of dance composition elements, improvisation skills, and
choreographic processes;
(C)
identify movement studies using rhythmical skills and spatial directions;
and
(D) recognize expressions of
ideas or emotions individually and in groups.
(3) Creative expression: performance. The
student develops knowledge and execution of technical dance skills and a
variety of dance genres and styles through performing. The student is expected
to:
(A) identify various dance genres and
styles such as ballet, jazz, tap, modern dance, musical theatre dance, and
world dance forms;
(B) perform in
groups with the intent to communicate to an audience;
(C) define the use of dance elements in
practice and performance incorporating technology; and
(D) identify an effective warm-up and
cool-down using elements of proper conditioning for performing
skills.
(4) Historical
and cultural relevance. The student demonstrates an understanding of cultural,
historical, and artistic diversity. The student is expected to:
(A) define the cultural significance as
communicated through dance movement, identifying historical figures and their
contributions to dance history;
(B)
identify movement characteristics of historical and cultural dance forms and
the contributions of their artists;
(C) identify a dance representative of one's
heritage or environment; and
(D)
understand dances in various media and other content areas.
(5) Critical evaluation and
response. The student makes informed personal judgments about dance and the
meaning and role of dance in society. The student is expected to:
(A) define the quality and effectiveness of
dance performances while incorporating appropriate etiquette in the classroom
and performances;
(B) identify
relationships between dance and other content subjects;
(C) define the content and choreographic
structures used by various American choreographers; and
(D) define artistic decisions of personal
dance works.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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