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 117.206 - Dance, Middle School 2, Adopted 2013
Universal Citation: 19 TX Admin Code ยง 117.206
Current through Reg. 49, No. 38; September 20, 2024
(a) 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.
(b) 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) identify the concepts
of wellness for healthy lifestyles;
(C) demonstrate body science applications
through dance genres, styles, and vocabulary; and
(D) explore and demonstrate 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) identify basic principles of
proper body alignment;
(B) explore
and describe knowledge of dance composition elements, improvisation skills, and
choreographic processes;
(C)
distinguish between movement studies using rhythmical skills and spatial
directions; and
(D) explore and
demonstrate 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)
explore and demonstrate various dance genres and styles such as ballet, jazz,
tap, modern dance, musical theatre dance, and world dance forms;
(B) perform individually and in groups with
the intent to communicate and project to an audience;
(C) demonstrate the use of dance elements in
practice and performance incorporating technology; and
(D) demonstrate 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) recognize the cultural significance as
communicated through dance movement, identifying historical figures and their
contributions to dance history;
(B)
interpret movement characteristics of historical and cultural dance forms and
the contributions of their artists;
(C) recognize a dance representative of one's
heritage or environment; and
(D)
evaluate dance 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) demonstrate the quality and effectiveness
of dance performances while incorporating appropriate etiquette in the
classroom and performances;
(B)
interpret relationships between dance and other content subjects;
(C) demonstrate the content and choreographic
structures used by various American choreographers; and
(D) interpret and evaluate artistic decisions
of personal dance works.
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