Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.31.01 - Dance

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
The main goal of these standards is to provide the
			 criteria for dance teacher candidates in preparing them to implement a quality
			 dance education program. Such a program develops skillful and artistic movers
			 who master dance content and engage in seeing, knowing, moving, communicating,
			 and responding to dance and the arts through a variety of experiences,
			 including multi-subject, multicultural learning opportunities. These standards
			 are consistent with the teacher preparation standards of the National
			 Association of Schools of Dance (NASD), the standards of the National Dance
			 Education Organization (NDEO), and the dance standards found in the
Alabama Course of Study: Arts Education.
The standards build
			 upon the Alabama Core Teaching Standards.
(2)
Program Curriculum.
In
			 addition to meeting Rules
			 290-3-3-.02(6)
			 (a)1. -4.,
			 290-3-3-.02(6)
			 (e) 1. and 2.(i) and (iv),
			 290-3-3-.03,
			 290-3-3-.04,
			 and
			 290-3-3-.30,
			 the teaching field shall require an academic major of at least 32 semester
			 hours of credit with at least 19 semester hours of upper-division credit.
			 Additional information is provided in the definition for academic major in Rule
			 290-3-3-.01(2).
(a)
Common Body of Knowledge and Skills
			 in Dance.
1.
Performance
. Candidates develop skill in at least one
			 major area of performance to the highest possible level of technical skill and
			 conceptual understanding appropriate to the particular area of concentration
			 and its expressive possibilities.
2.
Choreography
.
			 Candidates develop basic knowledge and skills in choreography and demonstrate
			 their choreographic potential in traditional and/or experimental
			 approaches.
3.
Theoretical and Historical Studies
. Candidates:
(i) Develop an understanding of the common
			 elements and vocabulary of dance and of the interaction of these elements, and
			 are able to employ this knowledge in analysis.
(ii) Analyze dance perceptively and evaluate
			 dance critically.
(iii) Place dance
			 in historical, cultural, and stylistic contexts.
(iv) Form and defend individual
			 critiques.
(v) Have fundamental
			 knowledge of the body and of kinesiology as applicable to work in
			 dance.
4.
Knowledge and Skills.
Candidates demonstrate:
(i) Basic knowledge of dance
			 pedagogy.
(ii) Competence in
			 repertory, dance notation, history of dance, dance technologies, philosophy of
			 dance, music, anatomy and kinesiology, dance ethnology, production design, and
			 multi-disciplinary forms.
(iii)
			 Entry-level competence in the major area, including significant technical
			 mastery, capability to produce work and solve professional problems
			 independently, and a coherent set of artistic/intellectual goals that are
			 evident in their work.
(iv)
			 Competence through the development of a body of work for evaluation in the
			 major area of study.
(v) Ability to
			 form and defend analyses and critiques of dance and communicate dance ideas,
			 concepts, and requirements to professional and lay persons related to practice
			 of the major field of study.