Course Standards
In addition to the listed benchmarks and standards, the following mathematical practices are required content:MAFS.K12.MP.5.1: Use appropriate tools strategically.
MAFS.K12.MP.6.1: Attend to precision.
MAFS.K12.MP.7.1: Look for and make use of structure.
In addition to the listed benchmarks and standards, the following clusters and Language Arts standards are required content:
LAFS.1112.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
| Name | Description |
| DA.912.C.2.2: | Make informed critical assessments of the quality and effectiveness of one’s own technique and performance quality, based on criteria developed from a variety of sources, to support personal competence and artistic growth. |
| DA.912.C.2.3: | Develop a plan to improve technique, performance quality, and/or compositional work with artistic intent. |
| DA.912.F.1.2: | Imagine, then describe and/or demonstrate, ways to incorporate new, emerging, or familiar technology in the creation of an innovative dance project or product. |
| DA.912.F.2.1: | Investigate and report potential careers, requirements for employment, markets, potential salaries, and the degree of competition in dance and dance-related fields. |
| DA.912.F.2.2: | Investigate local, regional, state, national, and global resources to support dance-related work and study. |
| DA.912.F.2.3: | Research the breadth and depth to which a dance company or performing arts center enhances the local and regional economy. |
| DA.912.F.3.2: | Synthesize information and make use of a variety of experiences and resources from outside dance class to inform and inspire one’s work as a dancer. |
| DA.912.F.3.3: | Demonstrate preparedness to audition for schools, companies, and/or commercial work in dance. |
| DA.912.F.3.4: | Design a repertory list and/or résumé for application to higher education or the workforce that highlights marketable skills and knowledge gained through dance training. |
| DA.912.F.3.7: | Create and follow a plan to meet deadlines for projects to show initiative and self-direction. |
| DA.912.F.3.8: | Demonstrate effective teamwork and accountability, using compromise, collaboration, and conflict resolution, to set and achieve goals as required in the work environment. |
| DA.912.H.1.3: | Adhere to copyright laws for choreography and music licensing to show respect for the intellectual property of others. |
| DA.912.H.1.5: | Research the purposes, past and present, of dance in varied cultures and document its social and political impact on cultures over time. |
| DA.912.H.2.2: | Explore how perceptions of gender, race, age, and physical ability have challenged dance artists in various cultures, and how changing perceptions have affected dance as an art form. |
| DA.912.H.2.3: | Hypothesize how dance will look in the future and defend that hypothesis, based on history and social trends, to show understanding of their importance to the development of dance. |
| DA.912.H.3.3: | Explain the importance of proper nutrition, injury prevention, and safe practices to optimal performance and the life-long health of a dancer. |
| DA.912.O.1.2: | Apply standards of class and performance etiquette consistently to attain optimal working conditions. |
| DA.912.O.2.2: | Observe and research innovative artists and their bodies of work to identify and analyze how they departed from convention. |
| DA.912.O.2.3: | Create or adapt a dance piece for potential installation in a variety of venues or with a different set of performers. |
| DA.912.O.3.4: | Devise and/or use a method of recording or documenting choreography to remember and archive works. |
| DA.912.O.3.5: | Use accurate dance and theatre terminology to communicate effectively with teachers, directors, dancers, and technical crews. |
| DA.912.S.2.1: | Sustain focused attention, respect, and discipline during class, rehearsal, and performance. |
| LAFS.1112.RST.2.4 (Archived Standard): | Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. |
| LAFS.1112.SL.1.2 (Archived Standard): | Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| LAFS.1112.SL.1.3 (Archived Standard): | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. |
| LAFS.1112.SL.2.4 (Archived Standard): | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
| LAFS.1112.WHST.2.6 (Archived Standard): | Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
| LAFS.1112.WHST.3.7 (Archived Standard): | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
General Course Information and Notes
VERSION DESCRIPTION
Students participate in primarily student-led discussions on topics generally selected by class members pertaining to career matches to their own skills. Topics may include, but are not limited to, résumé building; audition preparation; and careers in the field of dance performance, production, management, education, therapy, and arts administration. A capstone project or internship may be expected at the completion of this course. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.General Notes
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
General Information
| Course Number: 0300620 |
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Dance > SubSubject: General > |
| Abbreviated Title: DAN CAR PREP HON | |
| Number of Credits: One (1) credit | |
Course Attributes:
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| Course Type: Core Academic Course | Course Level: 3 |
| Course Status: Terminated | |
| Grade Level(s): 9,10,11,12 | |
| Graduation Requirement: Performing/Fine Arts | |
Educator Certifications
| Dance (Elementary and Secondary Grades K-12) |
Qualifications
As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:
Any field when certification reflects a bachelor or higher degree.