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Dance standards and purpose of dance:FotPhttps://www.cde.state.co.us/coarts/cas-da-standards-p12-2022SStandards in resent a completed work of art. These stages include: observing or studying the stimulus or intent, becoming engaged with that intent; tapping into feelings, memories and the imagination that relate to the intent, problem solving by creating a shorter dance study or longer dance, and using critical thinking skills to analyze and evaluate the finished product.3.Historical and Cultural ContextThis standard focuses on understanding the global and cultural relevance of dance. The goal is to understand how dance shapes and reflects cultures and history over time, and acknowledge dance in society as creative, expressive, communicable, and social.4.Reflect, Connect, and RespondThis standard focuses on reflecting upon dance, connecting it with other disciplines, responding to it to discuss and analyze dance as art. Critique and analysis of new dance works, reconstructions, and masterworks allows for distinguishing and understanding of aesthetic values and artistic intent.Pathways for Secondary DanceInstead of grade levels, the dance standards in the secondary years are differentiated for skill development: Novice, Emerging, Intermediate, Proficient, and Exemplary. The purpose of the pathways is to give secondary students engaging in dance the opportunity to enter into the dance classroom at their current skill level. These levels allow for multiple points of entry and personalized placement to provide rigorous and appropriate dance experiences for students at any grade level.Novice: A typical entry point for self-selected dance participation for a student at or above sixth grade. This student is likely new to dance or has one year or less of previous participation. This level could also be used for a teacher who is teaching a non-performance class with students who have little or no dance experience.Emerging: For students with a level of understanding of approximately two full school years of dance participation.reThe four standards of dance are:1.Movement, Technique, and PerformanceThe goal of this standard is to develop students’ competence and confidence during a performance. In exploring movement vocabulary and developing skill and technique, students gain a better understanding of their bodies in relation to space, time and energy. Technical expertise and artistic expression through reflective practice, study, and self-evaluation of one’s own abilities and the abilities of others is essential to developing movement skills for performance.2.Create, Compose and ChoreographCreating in dance involves using the dance elements of space, time, and energy to explore, improvise, and develop movement phrases, sequences and dances. Choreography is the art of dance making using meaning, intent, and principles of structure and design. In dance, there are a number of levels or stages in the creative process that define and are involved in solving artistic problems in order to present a completed work of art. These stages include: observing or studying the stimulus or intent, becoming engaged with that intent; tapping into feelings, memories and the imagination that relate to the intent, problem solving by creating a shorter dance study or longer dance, and using critical thinking skills to analyze and evaluate the finished product.3.Historical and Cultural ContextThis standard focuses on understanding the global and cultural relevance of dance. The goal is to understand how dance shapes and reflects cultures and history over time, and acknowledge dance in society as creative, expressive, communicable, and social.4.Reflect, Connect, and RespondThis standard focuses on reflecting upon dance, connecting it with other disciplines, responding to it to discuss and analyze dance as art. Critique and analysis of new dance works, reconstructions, and masterworks allows for distinguishing and understanding of aesthetic values and artistic intent.Purpose of Fundamental and Extended Pathways in Dance Fundamental Pathway – When approaching the revision of the Colorado Academic Standards for Dance, all subcommittee members were adamant that instruction in dance is fundamental to the education of all students preschool through high school. The fundamental pathway is meant to enrich each student in movement literacy and expression and to be accessible to anyone entering the pathway at any stage of their education. Graduate competencies for the fundamental pathway ensure that all graduates have dance in their personal repertoire to apply toward life-building decisions and experiences.Extended Pathway – The extended pathway is intended to provide students who are seeking a possible career in dance opportunities to be better prepared to meet the requirements relative to postsecondary options such as university, professional, and apprenticeships. Graduate competencies for the extended pathway ensure that public school graduates in the state of Colorado are competitive in their field for further advancement.The four standards of dance are:1.Movement, Technique, and PerformanceThe goal of this standard is to develop students’ competence and confidence during a performance. In exploring movement vocabulary and developing skill and technique, students gain a better understanding of their bodies in relation to space, time and energy. Technical expertise and artistic expression through reflective practice, study, and self-evaluation of one’s own abilities and the abilities of others is essential to developing movement skills for performance.2.Create, Compose and ChoreographCreating in dance involves using the dance elements of space, time, and energy to explore, improvise, and develop movement phrases, sequences and dances. Choreography is the art of dance making using meaning, intent, and principles of structure and design. In dance, there are a number of levels or stages in the creative process that define and are involved in solving artistic problems in order to present a completed work of art. These stages include: observing or studying the stimulus or intent, becoming engaged with that intent; tapping into feelings, memories and the imagination that relate to the intent, problem solving by creating a shorter dance study or longer dance, and using critical thinking skills to analyze and evaluate the finished product.3.Historical and Cultural ContextThis standard focuses on understanding the global and cultural relevance of dance. The goal is to understand how dance shapes and reflects cultures and history over time, and acknowledge dance in society as creative, expressive, communicable, and social.4.Reflect, Connect, and RespondThis standard focuses on reflecting upon dance, connecting it with other disciplines, responding to it to discuss and analyze dance as art. Critique and analysis of new dance works, reconstructions, and masterworks allows for distinguishing and understanding of aesthetic values and artistic intent.Purpose of Fundamental and Extended Pathways in Dance Fundamental Pathway – When approaching the revision of the Colorado Academic Standards for Dance, all subcommittee members were adamant that instruction in dance is fundamental to the education of all students preschool through high school. The fundamental pathway is meant to enrich each student in movement literacy and expression and to be accessible to anyone entering the pathway at any stage of their education. Graduate competencies for the fundamental pathway ensure that all graduates have dance in their personal repertoire to apply toward life-building decisions and experiences.Extended Pathway – The extended pathway is intended to provide students who are seeking a possible career in dance opportunities to be better prepared to meet the requirements relative to postsecondary options such as university, professional, and apprenticeships. Graduate competencies for the extended pathway ensure that public school graduates in the state of Colorado are competitive in their field for further advancement.pared Prepared Graduates in Dance1.Apply Technical Dance Skills and Language of Movement to retain and execute choreography. 2.Apply kinesthetic awareness to develop lifelong and safe movement practices.3.Participate in the dance production process in multiple roles.4.Apply elements of dance in movement improvisation.5.Compose a dance study applying the knowledge of the Elements of Dance and Principles of Choreography within the creative process. 6.Research, perform, identify and differentiate the Language of Movement from various cultures and eras.7.Investigate and synthesize how dance developed in terms of the culture or era in which it is experienced.8.Critique, analyze, reflect upon, and understand new works, reconstructions and masterworks using the Language of Movement.9.Analyze connections between all content areas, mass media and careers.Graduates in Dance1.Apply Technical Dance Skills and Language of Movement to retain and execute choreography. 2.Apply kinesthetic awareness to develop lifelong and safe movement practices.3.Participate in the dance production process in multiple roles.4.Apply elements of dance in movement improvisation.5.Compose a dance study applying the knowledge of the Elements of Dance and Principles of Choreography within the creative process. 6.Research, perform, identify and differentiate the Language of Movement from various cultures and eras.7.Investigate and synthesize how dance developed in terms of the culture or era in which it is experienced.8.Critique, analyze, reflect upon, and understand new works, reconstructions and masterworks using the Language of Movement.9.Analyze connections between all content areas, mass media and careers.
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