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Dance Theory III

TEKS StrandExpectations
Foundations – Perception:
The student develops an awareness of the body's movement using sensory information while dancing.
Dance Theory III is a continuation to dance as an academic discipline, profession and art form. This course supplies students with information and processes of inquiry to facilitate their own decision-making as they proceed in the field of dance and promotes critical thinking and cross-disciplinary skills that are the foundation for this course. Dance Theory III emphasizes development of the total dancer by integrating each student's physical, analytical, and creative growth. Students choose specific genres for in-depth, individualized training; they observe and discuss their own and each other's work in the process of developing their own particular artistic vision. Students will differentiate design and images in natural and constructed environments through movement creation and exploration.
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 dances' 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 may be explored. 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 Dance Theory III students. 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 student progress and discussion of their goals. The sophistication of assessment criteria grows in tandem with the artistic growth of the student, and 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

Topics to be covered may include: the relationship of dance technique to the overall field: repertory, dance in entertainment-jazz, musical theater, hip hop, ballroom; applied kinesiology as it relates to the efficiency of movement; dance as a product of culture; career preparation; dance production; labanotation; and strategies for effective learning, professional engagement, and longevity in the discipline. Through extensive viewing of video and live dance performance and subsequent writings and discussions, students learn to identify, describe, analyze, and interpret choreographic practices, characteristics of performers, different uses of production elements, and the aesthetic, political, social, and cultural contexts that characterize the state of the art today.

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.