reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part XLV - Bulletin 996-Standards for Approval of Teacher and/or Educational Leader Preparation Programs › Chapter 11 - Teacher Preparation Program Accountability › Section XLV-1101 - Programmatic Intervention [Formerly section 501] (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(10);
				  R.S.
				  17:7(6),
				  R.S.
				  17:7.2.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XLV - Bulletin 996-Standards for Approval of Teacher and/or Educational Leader Preparation Programs › Chapter 13 - Identifications of Acronyms › Section XLV-1301 - Acronyms [Formerly Section 601]

Current through Register Vol. 50, No. 6, June 20, 2024
A. Listed below are the full identifications
				of acronyms used in this publication.
BESE
-Board of Elementary and Secondary
				  Education.
BOR
- Board of Regents.
CAEP
-Council for Accreditation of Educator
				  Preparation.
CCSS
-Common Core State Standards.
CHEA
-Council for Higher Education.
CDA-
Child Development Associates credential
CHEA
-Council for Higher Education.
ECAC
- Early Childhood Ancillary Certificate
IEP
-individualized education plan.
IEP
-individualized education plan.
K -12
-kindergarten through twelfth
				  grade.
LDOE
-Louisiana Department of
				  Education.
LEAP 2 1
-Louisiana Educational Assessment
				  Program for the 21st century.
LSDAS
-Louisiana School and District
				  Accountability System.
NCATE
-National Council for the
				  Accreditation of Teacher Education.
PK-3
-pre-kindergarten through third
				  grade.
PK-12
-pre-kindergarten through twelfth
				  grade.
TEAC
-Teacher Education Accreditation
				  Council.
USDOE
-U.S. Department of Education.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(10),
				  R.S.
				  17:7(6), and
				  R.S.
				  17:7.2.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 1 - General Provisions › Section LI-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The arts-dance,
				music, theatre arts, and visual arts, are fundamental to the intellectual,
				social, emotional, and physical development of Louisiana students in the
				twenty-first century. The arts draw on a range of intelligence, aesthetics, and
				learning styles not addressed in most educational environments.
B. Students of the arts are encouraged to use
				their imaginations, to develop personal discipline, and to find multiple
				solutions to problems. They learn to respond to events and experiences with
				confidence and to communicate their feelings and viewpoints through appropriate
				creative outlets.
C. Business
				demands workers who possess an ability to communicate, to be flexible, and to
				diagnose problems and find creative solutions. The arts preceded speech as
				man's first language; they assisted in the development of the skills of
				communication and the integration of basic skills of reading, writing, science,
				and mathematics. These skills help students shape their lives, their
				communities, and their nation. The arts make all subjects come alive.
D. The Louisiana Arts Content Standards bring
				together the basic content of the four disciplines of dance, music, theatre
				arts, and visual arts, into one common set of standards essential for a
				comprehensive arts education. The twenty-first century, the age of information,
				requires more from the next generation of students. The relevance of education
				in a rapidly changing society will depend on converging the aims of education
				and the workforce for well-rounded, educated students who will be productive
				members of society. The arts will assist in the achievement of these aims with
				the implementation of these rigorous and challenging content
				standards.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:24.4 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 1 - General Provisions › Section LI-103 - Standards of Arts Education

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Creative Expression. Creative Expression is the ability to imagine, organize
				and interpret ideas for expression in the process of creating and producing art
				forms which involve inspiration, analysis, and problem solving.
1. Standard. Students develop creative
				expression through the application of knowledge, ideas, communication skills,
				organization abilities, and imagination.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 1 - General Provisions › Section LI-105 - Definitions

Current through Register Vol. 50, No. 6, June 20, 2024
Assessment
-a process through which evidence
				  is gathered in a range of
content areas
to determine both a
				  student's understanding and the ability to apply that understanding.
Benchmark-
a broad statement of process
				  and/or content that is used as a reference to develop curricula and to assess
				  student progress.
Content Area
-a field of study or branch of
				  knowledge formally referred to as a subject area or discipline.
Content Standard
-a description of what
				  students should know and be able to do through subject matter, knowledge,
				  proficiencies, etc., gained as a result of their education.
Focus
-a statement describing the importance
				  of a content strand.
Foundation Skills
-processes that are common
				  to all areas and levels of education and that are intended to suggest methods
				  and objectives of instructional strategies.
Framework
-a document for a
content
				  area
that reflects national standards and provides a guiding vision of
				  its content and purpose.
Integrated
-the combining the elements
				  across the strands within a particular
content area
or
framework
.
Interdisciplinary
-the combining of the
				  elements across the various
content areas
or
frameworks
.
Performance Standards
-the level of
				  knowledge or proficiency that students should manifest as a result of their
				  education.
Strands
-categories within particular
content areas
, which may vary from discipline to
				  discipline
. Strands
are interrelated and should be
integrated
, rather than taught in isolation.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:24.4 et
				  seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 1 - General Provisions › Section LI-107 - Foundation Skills

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				following foundation skills shall apply to all students in all disciplines.
				These foundation skills are listed numerically in parentheses after each
				benchmark in this Part LI.
1. Communication-a
				process by which information is exchanged and a concept of "meaning" is created
				and shared between individuals through a common system of symbols, signs, or
				behavior. Students should be able to communicate clearly, fluently,
				strategically, technologically, critically, and creatively in society and in a
				variety of workplaces. This process can best be accomplished through use of the
				following skills:
a. reading;
b. writing;
c. speaking;
d. listening;
e. viewing; and
f. visually representing.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter A - Creative Expression › Section LI-301 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. Creative
				  expression opens an avenue for the application of individual ideas, feelings,
				  and expressions. The use of a variety of media and techniques provides an
				  opportunity for the individual to develop, organize, and interpret knowledge
				  for communication. The skills of analysis, problem solving, cooperative
				  involvement, and disciplined behavior contribute to a successful school
				  environment and prepare the individual to become a productive member of
				  society.
B. Standard. Students
				  develop creative expression through the application of knowledge, ideas,
				  communication skills, organizational abilities, and imagination.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter A - Creative Expression › Section LI-303 - Benchmarks K-4

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades K-4,
				  students should know and be able to:
D-CE-E1
Use kinesthetic awareness, proper use of space,
								and the ability to move safely
(1, 2, 5)
D-CE-E2
Explore and demonstrate basic movements and the
								elements of dance (space, time, and energy)
(1, 2)
D-CE-E3
Recognize and explore dance as a way to create and
								communicate ideas and feelings
(1, 4)
D-CE-E4
Explore the process of making a dance; improvise
								to create a dance phrase
(1, 2)
D-CE-E5
Execute improvised and set movement patterns with
								concentration and focus individually and in groups
(1, 4, 5)
D-CE-E6
Identify relationship among dance, other arts, and
								disciplines outside the arts
(1, 4)
D-CE-E7
Develop awareness of technical dimensions of
								dance, such as costumes, performance space, and set design
(2, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter A - Creative Expression › Section LI-305 - Benchmarks 5-8

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 5-8,
				  students should know and be able to:
D-CE-M1
Demonstrate self-monitoring and effective use of
								space
(2, 5)
D-CE-M2
Use the elements of dance to execute basic
								movements with increased skill and develop a movement vocabulary
(1, 4)
D-CE-M3
Demonstrate the ability to use dance as a language
								and means of communication
(1, 4)
D-CE-M4
Use improvisation, choreography, and choreographic
								forms to sequence movements into dance phrases
(2, 3)
D-CE-M5
Perform informal and formal dance compositions
								individually and in groups
(1, 4, 5)
D-CE-M6
Understand and express relationships among dance,
								other arts, and disciplines outside the arts
(1, 4)
D-CE-M7
Engage in individual and collaborative use of
								technical dimensions of dance and explore how use of current technology can
								enhance dance ideas
(2, 3, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter A - Creative Expression › Section LI-307 - Benchmarks 9-12

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 9-12,
				  students should know and be able to:
D-CE-H1
Incorporate kinesthetic awareness, use of space,
								and self-evaluation to refine performance skills
(2, 4, 5)
D-CE-H2
Use the elements of dance to develop technical
								skills and expand or refine movement vocabulary
(1, 4)
D-CE-H3
Utilize dance as an expression of individual ideas
								and feelings
(1, 4, 5)
D-CE-H4
Incorporate improvisation, choreography, and
								choreographic forms into dance compositions
(2, 3)
D-CE-H5
Present and evaluate dance compositions designed
								to display skills and techniques
(1, 2, 4, 5)
D-CE-H6
Present a multi-disciplinary dance project
(1, 2, 4, 5)
D-CE-H7
Manipulate technical dimensions of dance
								individually and collaboratively
(2, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter A - Creative Expression › Section LI-309 - Creative Expression-Grade Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
Grade Cluster
K4
58
912
Benchmark 1
Use kinesthetic awareness, proper use of space and
								the ability to move safely (1, 2, 5)
Demonstrate self-monitoring and effective use of
								space (2, 5)
Incorporate kinesthetic awareness, use of space
								and self-evaluation to refine performance skills (2, 4, 5)
Benchmark 2
Explore and demonstrate basic movements and the
								elements of dance (space, time, and energy) (1, 2)
Use the elements of dance to execute basic
								movements with increased skill and develop a movement vocabulary (1, 4)
Use the elements of dance to develop technical
								skills and expand or refine movement vocabulary (1, 4)
Benchmark 3
Recognize and explore dance as a way to create and
								communicate ideas and feelings (1, 4)
Demonstrate the ability to use dance as a language
								and means of communication (1, 4)
Utilize dance as an expression of individual ideas
								and feelings (1, 4, 5)
Benchmark 4
Explore the process of making a dance; improvise
								to create a dance phrase (1, 2)
Use improvisation, choreography, and choreographic
								forms to sequence movements into dance phrases ( 2, 3)
Incorporate improvisation, choreography and
								choreographic forms into dance compositions (2, 3)
Benchmark 5
Execute improvised and set movement patterns with
								concentration and focus individually and in groups
(1, 4, 5)
Perform informal and formal dance compositions
								individually and in groups (1, 4, 5)
Present and evaluate dance compositions designed
								to display skills and techniques (1, 2, 4, 5)
Benchmark 6
Identify relationships among dance, other arts,
								and disciplines outside the arts (1, 4)
Understand and express relationships among dance,
								other arts, and disciplines outside the arts
(1, 4)
Present a multi-disciplinary dance project (1, 2,
								4, 5)
Benchmark 7
Develop awareness of technical dimensions of
								dance, such as costumes, performance space, and set design (2, 4)
Engage in individual and collaborative use of
								technical dimensions of dance and explore how use of current technology can
								enhance dance ideas
(2, 3, 5)
Manipulate technical dimensions of dance
								individually and collaboratively (2, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter B - Aesthetic Perception › Section LI-311 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. The study
				  of aesthetics, or the philosophy of the arts, cultivates the direct experience
				  of the senses and supplies the individual with a structure for perceiving and
				  responding to the arts. A grasp of aesthetics empowers the individual to
				  experience beauty in many forms, to appreciate artistic expression, and to
				  develop insight into the creations and performances of others. By questioning
				  concepts, weighing evidence, and examining intuitive reactions, the individual
				  becomes increasingly discriminating in formulating preferences and conclusions
				  about the values inherent in art. Aesthetic perception promotes creativity,
				  flexible thinking, and the pursuit of excellence.
B. Standard. Students develop aesthetic
				  perception through the knowledge of art forms and respect for their
				  commonalities and differences.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter B - Aesthetic Perception › Section LI-313 - Benchmarks K-4

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades K-4,
				  students should know and be able to:
D-AP-E1
Recognize the elements of dance and apply basic
								dance vocabulary
(1, 4)
D-AP-E2
Recognize and respond to concepts of beauty and
								taste in the ideas and creations of others through the study of dance
(1, 4, 5)
D-AP-E3
Identify and discuss how dance affects thoughts
								and feelings
(1, 2, 4)
D-AP-E4
Recognize that there are many possibilities and
								choices available in the process of creating a dance
(3, 4)
D-AP-E5
Develop a basic understanding of the processes of
								creating, performing, and observing dance
(2, 5)
D-AP-E6
Recognize how dance differs from other forms of
								human movement and share personal feelings or preferences about dance
(1, 2, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter B - Aesthetic Perception › Section LI-315 - Benchmarks 5-8

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 5-8,
				  students should know and be able to:
D-AP-M1
Understand the elements of dance and apply
								expanded dance vocabulary
(1, 4)
D-AP-M2
Recognize that concepts of beauty differ from
								culture to culture and that taste varies from person to person
(1, 4, 5)
D-AP-M3
Describe the sensory, emotional, and intellectual
								impact of works of dance
(1, 2, 4)
D-AP-M4
Demonstrate awareness of various new ideas,
								possibilities, options, and situations pertaining to creating dance
(1, 4)
D-AP-M5
Identify and discuss appropriate behaviors for
								creators, performers, and observers of dance
(1, 4, 5)
D-AP-M6
Discuss the question, "What is dance?" and express
								intuitive reactions and personal responses to dance
(1, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter B - Aesthetic Perception › Section LI-317 - Benchmarks 9-12

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 9-12,
				  students should know and be able to:
D-AP-H1
Understand the elements of dance and apply
								advanced dance vocabulary
(1, 4)
D-AP-H2
Distinguish unique characteristics of dance as it
								reflects concepts of beauty and quality of life in various cultures
(1, 4, 5)
D-AP-H3
Analyze and express the impact of dance on
								intellect, and emotions
(1, 4, 5)
D-AP-H4
Compare and contrast multiple possibilities and
								options available for artistic expression through dance
(1, 4)
D-AP-H5
Discuss the significance of collaboration and
								other group dynamics in creating, performing and observing dance
(1, 4, 5)
D-AP-H6
Question/weigh evidence and information, examine
								intuitive reactions, and articulate personal attitudes toward dance
(1, 2, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter B - Aesthetic Perception › Section LI-319 - Aesthetic Perception-Grade Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
Grade Cluster
K-4
5-8
9-12
Benchmark 1
Recognize the elements of dance and apply basic
								dance vocabulary (1, 4)
Understand the elements of dance and apply
								expanded dance vocabulary (1, 4)
Understand the elements of dance and apply
								advanced dance vocabulary (1, 4)
Benchmark 2
Recognize and respond to concepts of beauty and
								taste in the ideas and creations of others through the study of dance (1, 4, 5)
Recognize that concepts of beauty differ from
								culture to culture and that taste varies from person to person (1, 4, 5)
Distinguish unique characteristics of dance as it
								reflects concepts of beauty and quality of life in various cultures (1, 4, 5)
Benchmark 3
Identify and discuss how dance affects thoughts
								and feelings (1, 2, 4)
Describe the sensory, emotional and intellectual
								impact of works of dance (1, 2, 4)
Analyze and express the impact of dance on
								intellect and emotions (1, 4, 5)
Benchmark 4
Recognize that there are many possibilities and
								choices available in the process of creating a dance (3, 4)
Demonstrate awareness of various new ideas,
								possibilities, options, and situations pertaining to creating dance (1, 4)
Compare and contrast multiple possibilities and
								options available for artistic expression through dance
(1, 4)
Benchmark 5
Develop a basic understanding of the processes of
								creating, performing, and observing dance (2, 5)
Identify and discuss appropriate behaviors for
								creators, performers, and observers of dance (1, 4, 5)
Discuss the significance of collaboration and
								other group dynamics in creating, performing, and observing dance (1, 4, 5)
Benchmark 6
Recognize how dance differs from other forms of
								human movement and share personal feelings or preferences about dance (1, 2, 4)
Discuss the question, "What is dance?" and express
								intuitive reactions and personal responses to dance (1, 4)
Question/weigh evidence and information, examine
								intuitive reactions, and articulate personal attitudes toward dance (1, 2, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter C - Historical and Cultural Perspective › Section LI-321 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  Historical and cultural perspective is the vehicle for understanding works of
				  art in time and place. The arts survive through times of interruption and
				  neglect; they outlive governments, creeds, societies, and even the
				  civilizations that spawned them. The artist is a harbinger of change, a
				  translator of social thought, an analyst of cultures, a poetic scientist, and a
				  recorder of history. To understand creative output in the history of the arts
				  is to understand history itself.
B.
				  Standard. Students develop historical and cultural perspective by recognizing
				  and understanding that the arts throughout history are a record of human
				  experience with a past, present, and future.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter C - Historical and Cultural Perspective › Section LI-323 - Benchmarks K-4

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades K-4,
				  students should know and be able to:
D-HP-E1
Recognize and discuss the role of dance in
								cultural/historical contexts, including celebrations, ceremonies, and special
								occasions
(1, 4)
D-HP-E2
Recognize basic differences between dance styles
								and identify styles of dance in various cultures
(1, 3, 4)
D-HP-E3
Recognize great dance works, innovators, and
								performers who have shaped the history of dance
(1, 4)
D-HP-E4
Recognize careers in dance and identify roles of
								dancers in various cultures and time periods
(4)
D-HP-E5
Recognize universal themes in dance and how dance
								communicates a universal language
(1, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter C - Historical and Cultural Perspective › Section LI-325 - Benchmarks 5-8

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 5-8,
				  students should know and be able to:
D-HP-M1
Compare the role of dance in various cultures and
								discuss dance in cultural, historical, and contemporary contexts
(1, 4)
D-HP-M2
Identify differences in styles of dance and
								distinguish among dance styles from various cultures and time periods
(1, 4)
D-HP-M3
Identify and discuss the influences of great dance
								works, innovators, and performers who have shaped the history of dance
(1, 4)
D-HP-M4
Identify, describe, and compare contemporary
								careers and professions in dance
(1, 4, 5)
D-HP-M5
Identify and discuss universal themes exhibited in
								dance from various cultures
(1, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter C - Historical and Cultural Perspective › Section LI-327 - Benchmarks 9-12

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 912,
				  students should know and be able to:
D-HP-H1
Explain the art of dance in relation to cultural
								values and prevailing social, political, and economic conditions
(1, 4, 5)
D-HP-H2
Compare, contrast, and categorize styles of dance
								representative of various cultures and time periods
(1, 4)
D-HP-H3
Compare and contrast current dance innovators and
								trends with past innovators and their contributions to dance
(3, 4)
D-HP-H4
Investigate and assess roles, careers, and career
								opportunities in dance production
(1, 4)
D-HP-H5
Analyze universal themes as exhibited in dance
								from various cultures
(3, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter C - Historical and Cultural Perspective › Section LI-329 - Historical and Cultural Perspective Grade Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
Grade Cluster
K-4
5-8
9-12
Benchmark 1
Recognize and discuss the role of dance in
								cultural/historical contexts, including celebrations, ceremonies, and special
								occasions (1, 4)
Compare the role of dance in various cultures and
								discuss dance in cultural, historical, and contemporary contexts (1, 4)
Explain the art of dance in relation to cultural
								values and prevailing social, political, and economic conditions (1, 4, 5)
Benchmark 2
Recognize basic differences between dance styles
								and identify styles of dance in various cultures (1, 3, 4)
Identify differences in styles of dance and
								distinguish among dance styles from various cultures and time periods (1, 4)
Compare, contrast, and categorize styles of dance
								representative of various cultures and time periods (1, 4)
Benchmark 3
Recognize great dance works, innovators, and
								performers who have shaped the history of dance (1, 4)
Identify and discuss the influences of great dance
								works, innovators, and performers who have shaped the history of dance (1, 4)
Compare and contrast current dance innovators and
								trends with past innovators and their contributions to dance (3, 4)
Benchmark 4
Recognize careers in dance and identify roles of
								dancers in various cultures and time periods (4)
Identify, describe, and compare contemporary
								careers and professions in dance (1, 4, 5)
Investigate and assess roles, careers, and career
								opportunities in dance production (1, 4)
Benchmark 5
Recognize universal themes in dance and how dance
								communicates a universal language (1, 4)
Identify and discuss universal themes exhibited in
								dance from various cultures (1, 4)
Analyze universal themes as exhibited in dance
								from various cultures (3, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter D - Critical Analysis › Section LI-331 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. Critical
				  analysis is the process of inquiry associated with an individual's knowledge of
				  the arts. Communication about the arts in a structured way provides the
				  individual with means to describe, analyze, interpret, and make critical,
				  reasoned judgments about the form and content of the arts.
B. Standard. Students make informed verbal
				  and written observations about the arts by developing skills for critical
				  analysis through the study of and exposure to the arts.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter D - Critical Analysis › Section LI-333 - Benchmarks K-4

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades K-4,
				  students should know and be able to:
D-CA-E1
Observe and identify the basic movements in dance
(3, 4)
D-CA-E2
Identify basic examples of the dance elements in
								various works of dance
(4)
D-CA-E3
Recognize and discuss the sequencing of movements
								in dance
(1, 4)
D-CA-E4
Identify the main theme or story idea presented in
								a dance
(1, 4)
D-CA-E5
Identify and discuss basic ways of changing dance
								movements to improve a dance
(1, 2, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter D - Critical Analysis › Section LI-335 - Benchmarks 5-8

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 5-8,
				  students should know and be able to:
D-CA-M1
Recognize and describe movement content and
								expression in dance
(1, 4)
D-CA-M2
Identify how elements of dance are used in a work
								to communicate the choreographic intent
(1, 2, 4)
D-CA-M3
Describe the use of choreographic principles such
								as unity, contrast, continuity, and climax in dance
(1, 4)
D-CA-M4
Describe the main theme, story idea, or political
								message conveyed in a dance
(1, 4)
D-CA-M5
Critique works of dance using expanded dance
								vocabulary
(1, 2, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter D - Critical Analysis › Section LI-337 - Benchmarks 9-12

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 9-12,
				  students should know and be able to:
D-CA-H1
Explain the manipulation of movement content and
								how it influences expression in a dance
(1, 4)
D-CA-H2
Explain how elements of dance communicate the
								choreographic intent in various works
(1, 2, 4)
D-CA-H3
Apply understanding of choreographic principles
								and choreographic forms to analyze and explain dance
(1, 4)
D-CA-H4
Describe the social theme conveyed in a dance and
								how personal experience influences interpretation of dance
(1, 4, 5)
D-CA-H5
Critique works of dance using advanced dance
								vocabulary
(1, 2, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 3 - Dance › Subchapter D - Critical Analysis › Section LI-339 - Critical Analysis-Grade Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
Grade Cluster
K-4
5-8
9-12
Benchmark 1
Observe and identify the basic movements in dance
								(3, 4)
Recognize and describe movement content and
								expression in dance (1, 4)
Explain the manipulation of movement content and
								how it influences expression in a dance (1, 4)
Benchmark 2
Identify basic examples of the dance elements in
								various works of dance (4)
Identify how elements of dance are used in a work
								to communicate the choreographic intent (1, 2, 4)
Explain how elements of dance communicate the
								choreographic intent in various works (1, 2, 4)
Benchmark 3
Recognize and discuss the sequencing of movements
								in dance (1, 4)
Describe the use of choreographic principles such
								as unity, contrast, continuity, and climax in dance (1, 4)
Apply understanding of choreographic principles
								and choreographic forms to analyze and explain dance (1, 4)
Benchmark 4
Identify the main theme or story idea presented in
								a dance (1, 4)
Describe the main theme, story idea, or political
								message conveyed in a dance (1, 4)
Describe the social theme conveyed in a dance and
								how personal experience influences interpretation of dance (1, 4, 5)
Benchmark 5
Identify and discuss basic ways of changing dance
								movements to improve a dance (1, 2, 4)
Critique works of dance using expanded dance
								vocabulary (1, 2, 5)
Critique works of dance using advanced dance
								vocabulary (1, 2, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 5 - Music › Subchapter A - Creative Expression › Section LI-501 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. Creative
				  expression opens an avenue for the application of individual ideas, feelings,
				  and expressions. The use of a variety of media and techniques provides an
				  opportunity for the individual to develop, organize, and interpret knowledge
				  for communication. The skills of analysis, problem solving, cooperative
				  involvement, and disciplined behavior contribute to a successful school
				  environment and prepare the individual to become a productive member of
				  society.
B. Standard. Students
				  develop creative expression through the application of knowledge, ideas,
				  communication skills, organizational abilities, and imagination.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 5 - Music › Subchapter A - Creative Expression › Section LI-503 - Benchmarks K-4

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades K-4,
				  students should know and be able to:
M-CE-E1
Recognize and imitate simple melodies and rhythmic
								patterns using voice, musical instruments, or other sound sources
(3)
M-CE-E2
Recognize basic notational symbols and express
								vocabulary that conveys precise musical meanings
(3, 4)
M-CE-E3
Improvise or compose and perform simple musical
								ideas, such as echoing melody or short rhythmic patterns
(1, 4)
M-CE-E4
Explore and express basic elements of music
								through voice, musical instruments, electronic technology, or available media
(3)
M-CE-E5
Participate in organized musical activities
								including singing, playing, and movement
(1, 2, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 5 - Music › Subchapter A - Creative Expression › Section LI-505 - Benchmarks 5-8

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 58,
				  students should know and be able to:
M-CE-M1
Recognize and perform melodic and rhythmic
								patterns using voice, musical instruments, or other sound sources, both
								individually and in ensembles
(1, 3, 4)
M-CE-M2
Interpret notational symbols and vocabulary that
								convey precise musical meanings
(2, 3, 4)
M-CE-M3
Improvise, or compose and perform written music
(1, 4)
M-CE-M4
Recognize and demonstrate elements of music, using
								voice, musical instruments, electronic technology, or other available media
(3, 4)
M-CE-M5
Perform in organized activities including singing,
								playing, and movement
(1, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 5 - Music › Subchapter A - Creative Expression › Section LI-507 - Benchmarks 9-12

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 9-12,
				  students should know and be able to:
M-CE-H1
Create and improvise advanced musical forms using
								voice, musical instruments, or other sound sources, both individually and in
								ensembles
(1, 2, 4)
M-CE-H2
Apply with technical accuracy notational symbols
								and vocabulary that convey precise musical meanings
(2, 3, 4)
M-CE-H3
Improvise, or compose and perform advanced
								compositions
(1, 4)
M-CE-H4
Interpret and apply elements of music using
								preferred medium of performance
(3, 4, 5)
M-CE-H5
Perform in musical ensembles using a preferred
								performance medium
(1, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 5 - Music › Subchapter A - Creative Expression › Section LI-509 - Creative Expression-Grade Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
Grade Cluster
K-4
5-8
9-12
Benchmark 1
Recognize and imitate simple melodies and rhythmic
								patterns using voice, musical instruments, or other sound sources (3)
Recognize and perform melodic and rhythmic
								patterns using voice, musical instruments, or other sound sources, both
								individually and in ensembles (1, 3, 4)
Create and improvise advanced musical forms using
								voice, musical instruments, or other sound sources, both individually and in
								ensembles (1, 2, 4)
Benchmark 2
Recognize basic notational symbols and express
								vocabulary that conveys precise musical meanings (3, 4)
Interpret notational symbols and vocabulary that
								convey precise musical meanings (2, 3, 4)
Apply with technical accuracy notational symbols
								and vocabulary that convey precise musical meanings (2, 3, 4)
Benchmark 3
Improvise or compose and perform simple musical
								ideas, such as echoing melody or short rhythmic patterns (1, 4)
Improvise or compose and perform written music (1,
								4)
Improvise or compose and perform advanced
								compositions (1, 4)
Benchmark 4
Explore and express basic elements of music
								through voice, musical instruments, electronic technology, or available media
								(3)
Recognize and demonstrate elements of music, using
								voice, musical instruments, electronic technology, or other available media (3,
								4)
Interpret and apply elements of music using
								preferred medium of performance (3, 4, 5)
Benchmark 5
Participate in organized musical activities
								including singing, playing, and movement (1, 2, 5)
Perform in organized musical activities including
								singing, playing, and movement (1, 5)
Perform in musical ensembles using preferred
								performance medium (1, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 5 - Music › Subchapter B - Aesthetic Perception › Section LI-511 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. The study
				  of aesthetics, or the philosophy of the arts, cultivates the direct experience
				  of the senses and supplies the individual with a structure for perceiving and
				  responding to the arts. A grasp of aesthetics empowers the individual to
				  experience beauty in many forms, to appreciate artistic expression, and to
				  develop insight into the creations and performances of others. By questioning
				  concepts, weighing evidence, and examining intuitive reactions, the individual
				  becomes increasingly discriminating in formulating preferences and conclusions
				  about the values inherent in art. Aesthetic perception promotes creativity,
				  flexible thinking, and the pursuit of excellence.
B. Standard. Students develop aesthetic
				  perception through the knowledge of art forms and respect for their
				  commonalities and differences.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 5 - Music › Subchapter B - Aesthetic Perception › Section LI-513 - Benchmarks K-4

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades K-4,
				  students should know and be able to:
M-AP-E1
Understand and apply basic music vocabulary to
								describe aesthetic qualities of musical compositions
(1, 4)
M-AP-E2
Recognize and respond to concepts of beauty and
								taste in the ideas and creations of others through the study of music
(1, 4, 5)
M-AP-E3
Demonstrate awareness of where and how music is
								used in daily life and within the community
(1, 4, 5)
M-AP-E4
Recognize that there are many possibilities and
								choices available in the creative processes of music
(4)
M-AP-E5
Participate in guided inquiry into the basic
								question, "What is music?" and share personal feelings or preferences about
								music
(1, 5)
M-AP-E6
Recognize and demonstrate behavior appropriate for
								various musical environments
(4, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 5 - Music › Subchapter B - Aesthetic Perception › Section LI-515 - Benchmarks 5-8

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 5-8,
				  students should know and be able to:
M-AP-M1
Understand and apply expanded music vocabulary to
								describe aesthetic qualities of musical compositions
(1, 4)
M-AP-M2
Recognize that concepts of beauty differ by
								culture and that taste varies from person to person
(1, 4, 5)
M-AP-M3
Describe the emotional and intellectual impact of
								music in various contexts
(1, 4, 5)
M-AP-M4
Demonstrate awareness of various traditional and
								technological options pertaining to creative processes in music
(1, 4)
M-AP-M5
Discuss the question, "What is music?" and express
								intuitive reactions and personal responses to various works
(1, 4)
M-AP-M6
Demonstrate and discuss behavior appropriate for
								various musical environments
(1, 4, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 5 - Music › Subchapter B - Aesthetic Perception › Section LI-517 - Benchmarks 9-12

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 9-12,
				  students should know and be able to:
M-AP-H1
Understand and apply advanced music vocabulary to
								describe aesthetic qualities of musical compositions
(1, 4)
M-AP-H2
Distinguish unique characteristics of music as it
								reflects concepts of beauty and qualify of life in various cultures
(1, 4, 5)
M-AP-H3
Analyze and express the impact of music on
								intellect and emotions
(1, 4, 5)
M-AP-H4
Compare and contrast traditional and technological
								options available for artistic expression in music
(1, 4)
M-AP-H5
Question/weigh evidence and information, examine
								intuitive reactions, and articulate personal attitudes toward musical works
(1, 2, 5)
M-AP-H6
Evaluate and discuss appropriateness of behavior
								for different types of musical environments
(2, 4, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 5 - Music › Subchapter B - Aesthetic Perception › Section LI-519 - Aesthetic Perception-Grade Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
Grade Cluster
K-4
5-8
9-12
Benchmark 1
Understand and apply basic music vocabulary to
								describe aesthetic qualities of musical compositions (1, 4)
Understand and apply expanded music vocabulary to
								describe aesthetic qualities of musical compositions (1, 4)
Understand and apply advanced music vocabulary to
								describe aesthetic qualities of musical compositions (1, 4)
Benchmark 2
Recognize and respond to concepts of beauty and
								taste in the ideas and creations of others through the study of music (1, 4, 5)
Recognize that concepts of beauty differ by
								culture and that taste varies from person to person (1, 4, 5)
Distinguish unique characteristics of music as it
								reflects concepts of beauty and quality of life in various cultures (1, 4, 5)
Benchmark 3
Demonstrate awareness of where and how music is
								used in daily life and within the community (1, 4, 5)
Describe the emotional and intellectual impact of
								music in various contexts (1, 4, 5)
Analyze and express the impact of music on
								intellect and emotions (1, 4, 5)
Benchmark 4
Recognize that there are many possibilities and
								choices available in the creative processes of music (4)
Demonstrate awareness of various traditional and
								technological options pertaining to creative processes in music (1, 4)
Compare and contrast traditional and technological
								options available for artistic expression in music (1, 4)
Benchmark 5
Participate in guided inquiry into the basic
								question "What is music?" and share personal feelings or preferences about
								music (1, 5)
Discuss the question "What is music?" and express
								intuitive reactions and personal responses to various works (1, 4)
Question/weigh evidence and information, examine
								intuitive reactions, and articulate personal attitudes toward musical works (1,
								2, 5)
Benchmark 6
Recognize and demonstrate behavior appropriate for
								various musical environments
(4, 5)
Demonstrate and discuss behavior appropriate for
								various musical environments
(1, 4, 5)
Evaluate and discuss appropriateness of behavior
								for different types of musical environments (2, 4, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 5 - Music › Subchapter C - Historical and Cultural Perspective › Section LI-521 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  Historical and cultural perspective is the vehicle for understanding works of
				  art in time and place. The arts survive through times of interruption and
				  neglect; they outlive governments, creeds, societies, and even the
				  civilizations that spawned them. The artist is a harbinger of change, a
				  translator of social thought, an analyst of cultures, a poetic scientist, and a
				  recorder of history. To understand creative output in the history of the arts
				  is to understand history itself.
B.
				  Standard. Students develop historical and cultural perspective by recognizing
				  and understanding that the arts throughout history are a record of human
				  experience with a past, present, and future.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.