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High School Dance - Ballet III New Class Ideas

TEKS StrandExpectations
Foundations – Perception:
The student develops an awareness of the body's movement using sensory information while dancing.
Ballet III emphasizes development of the total dancer by integrating each student's physical, analytical, and creative growth. Students observe and discuss their own and each other's work in the process of developing their own particular artistic vision.
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.
Interpretations of traditional dances are based on research into the ballet's cultural and historical contexts to ensure the work accurately represents its tradition. Consideration of costume, lighting, music, set, and props is part of all performance planning. Students focus on integrating disparate elements of a performance into a cohesive whole and research others' interpretations to shed light on their own work. Solo and ensemble work are both essential to Ballet III. Students examine the concepts of theme and variation, gesture, and motivation of movement. They build their own bases of criticism and re-evaluate previously learned arrangements, improvisations, and original creations from this new perspective.
Creative Expression – Performance:
The student develops knowledge and execution of technical dance skills and a variety of dance genres and styles through performing.
Students continue the warm-up, barre, and floor exercises with heightened attention to body alignment in all aspects of training. Learning the audition process is important for Ballet III. They will explore a wider range of dynamics in quality of movement, performance with confidence, projection and expression.
Historical and Cultural Relevance:
The student demonstrates an understanding of cultural, historical, and artistic diversity.
Traditional dances are identified by specific techniques, sequences, and phrases developed over years of performance. Students learn the dances alongside studies of the cultures from which they originated. They become familiar with different schools of dance by the schools' particular techniques and methods, and they pay particular attention to learning the nuances of each dance. They create, experiment and research dances in various media and content areas using technology
Critical Evaluation and Response:
The student makes informed personal judgements about dance and the meaning and role of dance in society

Assessment centers on observation and discussion of student work. Journals, portfolios, individual research, and notes on vocational opportunities may be part of the review of students' progress and discussion of their goals. The sophistication of assessment criteria grows in tandem with the artistic growth of the student.

Students extend their assessment of work to include examination of the creative process including the variety of perspectives in analysis (dance critic, performer, choreographer, and audience member). In becoming independent thinkers and consumers in the dance community, students evaluate the live and video performances of others and apply their evaluative skills to reflections on their own work.

Example

Katrina Rowan's Ballet III students research a professional ballet company. They identify audition processes, stylistic characteristics of the dancers, the history of the dance company, the repertoire that is performed, their choreographic methods, and avenues that various dancers in the company have utilized in preparation for their professional careers. Students present their findings to the class, demonstrating aspects of the company's unique style as part of their presentations. Ms. Rowan and the other students assess the presentations using established criteria. Students record their presentations, review, and self-assess on the same criteria.

Differentiation Strategies for Students with Special Needs
 
©Copyright 2015, Center for Educator Development in Fine Arts (CEDFA). This chart is developed by the Center for Educator Development in Fine Arts (CEDFA) as a resource for Texas teachers. All rights reserved.
Center for Educator Development in Fine Arts (CEDFA)
9233 Partridge Circle
Austin, TX 78758
Phone: 512-491-8087
©Copyright 2015; Center for Educator Development in Fine Arts all rights reserved.