Source: http://resources.cedfa.org/Side-by-Side-Comparisons/Dance/Dance-Comparisons-High-School.html
Timestamp: 2019-02-17 15:52:43
Document Index: 612390320

Matched Legal Cases: ['§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117']

Dance TEKS for 9th - 12th Grades
High School Dance TEKS Comparison
§117.56. Dance, Level I. Adopted 1998 §117.52. Dance Level I (One Credit). 2015.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing the following dance course: Dance I (one credit). (a) General requirements. The student may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following dance courses: Foundations of Dance I, Ballet I, Modern/Contemporary I, Jazz I, Tap I, World Dance Forms I, Dance Composition/Improvisation I, Dance Theory I, Dance Performance/Ensemble I, Dance Production I, Dance Wellness I (one credit per course)
(b) Introduction. (b) Introduction.
(1) (1) The Fine Arts, as universal languages, incorporate the study of dance, music, theatre, and the visual arts to offer unparalleled experiences and empower students to explore realities, relationships, and ideas. The Fine Arts engage and motivate all students through active learning, critical thinking, and innovative problem-solving. Our disciplines develop cognitive functioning and increase student academic achievement, higher order thinking skills, communication, and collaboration. Students develop relevant aesthetic and cultural awareness through exploration leading to creative expression. Creativity is essential and the student of the Fine Arts nurtures and develops the whole child.
(2) Four basic strands - perception, creative expression/performance, historical and cultural heritage, and critical evaluation - provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Dance students develop perceptual thinking and moving abilities in daily life that promote understanding of themselves and others and allow them to interact effectively in the community. By mastering movement principles and skills, students develop self-discipline, and healthy bodies that move expressively, efficiently, and safely through space and time with controlled energy. Students recognize dance as a vehicle for understanding cultural and historical contexts, increasing awareness of their own and others' heritage and traditions, thus helping them to participate in a diverse society. Evaluating and analyzing dance strengthen decision-making skills, develop critical and creative thinking, and enable students to make informed decisions about dance and the world around them. (2) In Dance I students understand the five basic strands: Foundations: Perception, Creative Expression: Artistic Process, Creative Expression: Performance, Historical and Cultural Relevance, and Critical Evaluation and Response. The strands 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 will develop movement principles and technical skills, and explore choreographic and performance qualities. Students will 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 heritage and traditions of theirs and others, enabling them to participate in a diverse society. Evaluating and analyzing dance strengthens decision-making skills, develops critical and creative thinking, and develops artistic and creative processes. Students will 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 illustration examples.
(c) Knowledge and skills. (c) Knowledge and skills.
-1 Perception. The student develops an awareness of the body's movement, using sensory information while dancing. The student is expected to: -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 with others (A) basic kinesthetic and spatial awareness individually and in groups
(B) sensitivity toward others when working in groups (B) a comprehensive understanding of health, safety and wellness for dancers
(C) express ideas and emotions through movement (C) recognize knowledge of dance genres, styles, and vocabulary
(D) interpret images found in the environment through movement. (D) identify images found in the environment through movement
-2 Creative expression/performance. The student applies body sciences and fitness principles to dance. The student is expected to -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) communicate using appropriate anatomical terminology (A) explain basic principles of proper skeletal alignment
(B) demonstrate basic principles of proper skeletal alignment (B) explore, improvise, and demonstrate original movement during creative process
(C) practice an effective warm-up and cool- down, using elements of proper conditioning (C) express ideas and emotions through movement
(D) create basic compositional forms using fundamental dance elements for choreographic processes
(3) Creative expression/performance. The student develops knowledge and skills of dance elements and of choreographic processes and forms in a variety of dance styles. The student is expected to: -3 Creative expression: performance. 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) with rhythmical accuracy in several dance styles, including classical ballet, tap, modern, and ethnic dance (A) perform memorized movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance , tap, jazz, musical theatre dance, and world dance forms
(B) identify the effective use of dance elements in practice and performance (B) identify the effective use of dance elements in practice and performance
(C) improvise and demonstrate original movement (C) perform basic compositional forms using fundamental choreographic processes
(D) perform basic compositional forms, using fundamental choreographic processes. (D) understands the principles of an effective warm-up and cool-down implementing elements of proper conditioning for performing skills
(4) Historical/cultural heritage. The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to: -4 Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:
(A) the characteristics of dances from several diverse cultures (A) perform the characteristics of dances from several diverse cultures or historical periods;
(B) perform dance phrases or dances from several time periods with an understanding of historical and social contexts (B) dance phrases or dances from several time periods with an understanding of historical and social contexts
(C) identify historical figures and their significance in dance history. (C) Identify historical figures and their significance in dance history
(D) identify dance in various media and content areas
-5 Response/evaluation. The student makes informed judgments about dance's form, meaning, and role in society. The student is expected to: (5) Critical evaluation and Response. The student makes informed personal judgments about dance forms, its meaning, and its role in society. The student is expected to:
(A) incorporate appropriate movement vocabulary when identifying qualities and discussing meaning of performance and production in dance (A) incorporate appropriate movement vocabulary when identifying qualities and discussing meaning of performance or production in dance
(B) demonstrate appropriate audience behavior and etiquette in the classroom and at performances (B) appropriate audience behavior and etiquette in the classroom and at performances
(C) identify relationships between dance and other fine art subjects (C) identify relationships between dance and other content areas
(D) distinguish commonalities between dance and subject areas such as English, mathematics, science, and social studies. (D) identify knowledge and skills of technology in dance
§117.57. Dance, Level II. Adopted 1998 §117.307 Dance, Level II (One Credit), Adopted 2015.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing the following dance course: Dance II (one credit). Dance I is a prerequisite for Dance II `	 (a) General requirements. The student may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following dance courses: Principles of Dance II, Ballet II, Modern/Contemporary II, Jazz II, Tap II World Dance Forms II, Dance Composition/Improvisation II, Dance Theory II, Dance Performance/Ensemble II, Dance Production II, Dance Wellness II, and Dance and Media Communications II (one credit per course). The prerequisite for each Level II dance course is one credit of Dance Level I in the corresponding discipline.
(1) (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. This makes 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 is essential and the study of the fine arts nurtures and develops the whole child.
(2) Four basic strands - perception, creative expression/performance, historical and cultural heritage, and critical evaluation - provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Dance students develop perceptual thinking and moving abilities in daily life that promote understanding of themselves and others and allow them to interact effectively in the community. By mastering movement principles and skills, students develop self-discipline, and healthy bodies that move expressively, efficiently, and safely through space and time with controlled energy. Students recognize dance as a vehicle for understanding cultural and historical contexts, increasing awareness of their own and others' heritage and traditions, thus helping them to participate in a diverse society. Evaluating and analyzing dance strengthen decision-making skills, develop critical and creative thinking, and enable students to make informed decisions about dance and the world around them. (2) In Dance Level II, students understand the five basic strand and sub-strands: foundations: perception, creative expression: artistic process, creative expression: performance, historical and cultural relevance, and critical evaluation and response. The strands and sub-strands 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 will develop movement principles and technical skills, and explore choreographic and performance qualities. Students will 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 heritage and traditions of theirs and others, enabling them to participate in a diverse society. Evaluating and analyzing dance strengthens decision-making skills, develops critical and creative thinking, and develops artistic and creative processes. Students will 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 intented as possible illustration examples.
(A) demonstrate a developing kinesthetic and spatial awareness (A) demonstrate kinesthetic and spatial awareness individually and in groups
(B) demonstrate respect for others when working in groups (B) expand a comprehensive understanding of health, safety and wellness for dancers;
(C) demonstrate effectively the connection between emotions and movement (C) demonstrate effectively knowledge of dance genres, styles, and vocabulary
(D) identify details in movement in natural and constructed environments (D) interpret details in movement in natural and constructed environment
(A) communicate using appropriate anatomical and dance terminology (A) a comprehensive understanding of principles of proper body alignment
(B) perform with proper skeletal alignment (B) explore, improvise, and perform original movement during creative process
(C) exhibit strength, flexibility, and endurance in dance training and performances (C) expand the expression of ideas and emotions through movement
(D) incorporate proper conditioning and injury prevention practices (D) create enhanced compositional forms using fundamental dance elements for choreographic processes
(3) Creative expression/performance. The student develops knowledge and skills of dance elements and of choreographic processes and forms in a variety of dance styles. The student is expected to: -3 Creative expression: performance. The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:
(A) perform extended movement patterns with rhythmic accuracy in traditional concert dance styles (A) perform extended movement patterns with rhythmical accuracy in dance genres and styles such as ballet, modern dance , tap, jazz, musical theatre dance, and world dance forms
(B) demonstrate the elements of dance effectively (B) demonstrate the elements of dance effectively
(C) improvise dance phrases, using the concept of abstraction (C) perform enhanced compositional forms using sound choreographic processes
(D) incorporate choreographic processes such as retrograde and inversion in dance styles (D) implement an effective warm-up and cool-down employing the elements of proper conditioning for performing skills
(A) perform dances of various cultures (A) analyze dances of various cultures or historical periods
(B) choreograph short dance phrases that exhibit an understanding of various historical periods (B) choreograph short dance phrases that exhibit an understanding of various historical periods and social contexts
(C) perform dances in various mediums such as musical theatre, film, and video (C) perform dances in various media and content areas
(D) interpret historical and cultural dance forms using technology
-5 Response/evaluation. The student makes informed judgments about dance's form, meaning, and role in society. The student is expected to: (5) Critical evaluation and Response. The student makes informed personal judgments about dance, its meaning, and its role in society. The student is expected to:
(A) identify characteristics of a variety of dances (A) identify characteristics of a variety of dances
(B) analyze qualities of performance and production in dance (B) analyze qualities of performance and proper etiquette in dance
(C) identify similarities of form and expression in dancer and other fine arts (C) identify similarities of form and expression in dance and other content areas
(D) identify and apply dance and dance-related skills such as creative problem-solving, cooperation, and self discipline to various work experience (D) apply knowledge and skills of technology in dance
§117.58 Dance, Level III. Adopted 1998. §117.308 Dance, Level III (One Credit), Adopted 2015.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing the following dance course: Dance III (one credit). Dance I and Dance II are prerequisites for Dance III (a) General requirements. The student may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following dance courses: Principles of Dance III, Ballet III, Modern/Contemporary III, Jazz III, Tap III World Dance Forms III, Dance Composition/Improvisation III, Dance Theory III, Dance Performance/Ensemble III, Dance Production III, Dance Wellness III, Dance History I, Dance International Baccalaureate (IB) I, (one credit per course) The prerequisites for each Level III dance course is one credit of Dance Level II in the corresponding discipline, excluding Dance History I, Dance International Baccalaureate (IB) I courses.
(2) Four basic strands - perception, creative expression/performance, historical and cultural heritage, and critical evaluation - provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Dance students develop perceptual thinking and moving abilities in daily life that promote understanding of themselves and others and allow them to interact effectively in the community. By mastering movement principles and skills, students develop self-discipline, and healthy bodies that move expressively, efficiently, and safely through space and time with controlled energy. Students recognize dance as a vehicle for understanding cultural and historical contexts, increasing awareness of their own and others' heritage and traditions, thus helping them to participate in a diverse society. Evaluating and analyzing dance strengthen decision-making skills, develop critical and creative thinking, and enable students to make informed decisions about dance and the world around them. (2) In Dance Level III, students understand the five basic strand and sub-strands: foundations: perception, creative expression: artistic process/ performance, historical and cultural relevance, and critical evaluation and response. The strands and sub-strands 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 will develop movement principles and technical skills, and explore choreographic and performance qualities. Students will 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 heritage and traditions of theirs and others, enabling them to participate in a diverse society. Evaluating and analyzing dance strengthens decision-making skills, develops critical and creative thinking, and develops artistic and creative processes. Students will 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 indented as possible illustration examples.
(A) demonstrate a kinesthetic and spatial awareness (A) kinesthetic and spatial awareness individually and in groups
(B) work respectfully with others (B) distinguish a comprehensive understanding of health, safety and wellness for dancers
(C) demonstrate effectively the connection between emotions, ideas, and movement (C) compare knowledge and skills of dance genres, styles, and vocabulary
(D) designs and images in natural and constructed environments (D) differentiate designs and images in natural and constructed environment
(2) Creative expression/performance. The student applies body sciences and fitness principles to dance. The student is expected to -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) communicate using appropriate anatomical and dance terminology (A) create dance studies using original movement based on theme and variation
(B) perform using basic principles of skeletal alignment (B) experiment, improvise, and perform original movement during creative process
(C) exhibit strength, flexibility, and endurance in training and performances (C) and contrast the expression of ideas and emotions through movement
(D) injury prevention procedures when exercising, practicing, and performing (D) differentiate compositional forms using intermediate dance elements for choreographic processes
(A) perform memorized complex movement sequences with rhythmic accuracy in traditional concert dance styles (A) perform and examine memorized complex movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance , tap, jazz, musical theatre dance, and world dance forms
(B) demonstrate a wide range of dynamics in quality movement (B) execute a wide range of dynamics in quality movement
(C) perform with projection, confidence, and expression when executing dance movements (C) with projection, confidence, and expression when executing dance movements
(D) create dance studies, using original movement, based on theme, variation, and/or chance (D) an effective warm-up and cool-down implementing the elements of proper conditioning for performing skills
(A) describe similarities and differences in steps, styles, and traditions in dances from various cultures and historical periods (A) compare similarities and differences in steps, styles, and traditions from various cultures or historical periods
(B) a dance based on an historical event or theme (B) and evaluate dances as they relate to various historical periods and social contexts
(C) create and experiment with dances in various media and content areas
(D) research historical and cultural dance forms using technology
(A) compare characteristics and qualities of a variety of dances (A) compare characteristics and qualities of a variety of dances
(B) dance from a variety of perspectives such as those of dance critic, performer, choreographer, and audience member (B) analyze dance from a variety of perspectives such as those of dance critic, performer, choreographer, and audience member
(C) compare and contrast the use of form and expression in dance with their use in art, music, theatre, and other subject areas (C) understand the relationship of dance performance skills and other content areas
(D) identify opportunities in dance as a profession (D) experiment with knowledge and skills of technology through a dance portfolio
§117.59 Dance, Level IV. Adopted 1998.. Adopted 1998. §117.309 Dance, Level IV (One Credit), Adopted 2015.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing the following dance course: Dance IV (one credit). Dance I, Dance II, and Dance III are prerequisites for Dance IV (a) General requirements. The student may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following dance courses: Principles of Dance IV, Ballet IV, Modern/Contemporary IV, Jazz IV, Tap IV, World Dance Forms IV, Dance Composition/Improvisation IV, Dance Theory IV, Dance Performance/Ensemble IV, Dance Production IV, Dance Wellness IV, Dance History II, Dance International Baccalaureate (IB) II, (one credit per course) The prerequisites for each Level IV dance course is one credit of Dance Level III in the corresponding discipline.
(A) demonstrate refined kinesthetic and spatial awareness, using self-evaluation, insights, movement inflection, and interpretation (A) evaluate kinesthetic and spatial awareness individually and in groups
(B) peers with understanding and respect (B) a working knowledge of health, safety and wellness for dancers
(C) nonverbally using dance movements (C) and evaluate a working knowledge and skills of dance genres, styles and vocabulary
(D) designs and images found in natural and constructed environments to dance (D) create designs and images found in natural and constructed environment
(A) communicate using anatomical and dance terminology correctly (A) and improvise dance studies using original movement based on theme and variation to successfully communicate an idea
(B) an effective personal conditioning program (B) improvise, construct, and evaluate original movement studies
(C) demonstrate a knowledge of injury prevention rules and other health-related principles when exercising, practicing, and performing (C) evaluate the expression of ideas and emotions through movement
(D) design compositional forms implementing advanced dance elements for choreographic processes
(A) demonstrate consistency in performing advanced technical dance skills in traditional concert dance styles (A) performance of memorized complex movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance , tap, jazz, musical theatre dance, and world dance forms
(B) perform dance movements with a refined sense of rhythm and musicality and with clarity, expressiveness, and a wide range of spatial qualities (B) perform dance movements with a refined sense of musicality, expressiveness, and a wide range of spatial qualities
(C) original dances, using improvisation and other choreographic processes (C) the performance of projection, confidence, and expression in the movement
(D) a solo and/or group dance using thematic development, variation, and resolution to successfully communicate an idea (D) design an effective warm-up and cool- down implementing the elements of proper conditioning for performing skills
(A) analyze choreography in dances from various cultures; and (A) evaluate choreography in dances from various cultures or historical periods
(B) research and create a project illustrating an understanding of significant dance events or historical figures in appropriate social, historical, and cultural contexts (B) research and create a project using technology to illustrate an understanding of significant dance events or historical figures in appropriate social, historical, and cultural contexts
(C) improvise and construct dances in various media and content areas
(D) evaluate historical and cultural dance forms using technology
(A) evaluate personal work and the work of others, using a valid rationale and demonstrating sensitivity toward others (A) evaluate personal dance compositions and the work of others
(B) analyze the role of dance and other fine arts in society (B) create and reconstruct a choreographic study using varied media and environments
(C) technology's effects on the professions of dance and the other fine arts (C) create a portfolio based on personal artistic works, performance works, or research
(D) perform and evaluate a choreographic study using varied media and environments