| 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.Clarifications:
e.g., exemplary models, critical processes, background knowledge, experience, self-assessment, constructive criticism, comparison to other works |
|
| 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.Clarifications:
e.g., synchronous virtual performance, visual projections, motion-response technology, lighting |
|
| 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.Clarifications:
e.g., dancer, teacher, artistic director, stage manager, videographer, costumer, agent, Pilates teacher, dance therapist, nutritionist |
|
| DA.912.F.2.2: | Investigate local, regional, state, national, and global resources to support dance-related work and study.Clarifications:
e.g., cultural organizations, private dance studios, grants, scholarships, job-search services |
|
| 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.Clarifications:
e.g., hotel stays, ticket sales, local eateries, building rent, tech crews, ushers, printers |
|
| 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.Clarifications:
e.g., private studio work, school subjects, athletics, outside interests, news, personal life, music, poetry, environment |
|
| DA.912.F.3.3: | Demonstrate preparedness to audition for schools, companies, and/or commercial work in dance.Clarifications:
e.g., attire, etiquette, professional presentation, technique, conditioning |
|
| 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.Clarifications:
e.g., collaboration, scheduling, accountability, follow-through |
|
| 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.Clarifications:
e.g., appropriate attire, professional respect, traditions, procedures |
|
| DA.912.O.2.2: | Observe and research innovative artists and their bodies of work to identify and analyze how they departed from convention.Clarifications:
e.g., Marius Petipa, George Balanchine, Anthony Tudor, Martha Graham, Fred Astaire, Gregory Hines/Savion Glover, Pearl Primus, Alvin Ailey, Agnes de Mille |
|
| 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.Clarifications:
e.g., accommodations for: environment, space, dancers with special needs, levels of ability, site specifics |
|
| DA.912.O.3.4: | Devise and/or use a method of recording or documenting choreography to remember and archive works.Clarifications:
e.g., notes, video, Labanotation |
|
| DA.912.O.3.5: | Use accurate dance and theatre terminology to communicate effectively with teachers, directors, dancers, and technical crews.Clarifications:
e.g., stage directions, lighting, equipment |
|
| 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. |
