Dance History and Aesthetics 2 Honors (#0300460) 


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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.1.1: Research and reflect on historically significant and/or exemplary works of dance as inspiration for creating with artistic intent.
DA.912.C.1.3: Develop and articulate criteria for use in critiquing dance, drawing on background knowledge and personal experience, to show independence in one’s response.
Clarifications:
e.g., journal entries, discussion
DA.912.C.2.4: Evaluate nuances of movement and their relationship to style, choreographic elements, and/or other dancers, and apply this knowledge to alter personal performance.
DA.912.C.3.1: Critique the quality and effectiveness of performances based on exemplary models and self-established criteria.
Clarifications:
e.g., use of movements, elements, principles of design, lighting, costumes, music
DA.912.F.1.1: Study and/or perform exemplary works by choreographers who use new and emerging technology to stimulate the imagination.
Clarifications:
e.g., Alwin Nikolais, Pilobolus, Elizabeth Streb, Cirque du Soleil
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.1.3: Employ acquired knowledge to stimulate creative risk-taking and broaden one’s own dance technique, performance, and choreography.
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.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.H.1.1: Explore and select music from a broad range of cultures to accompany, support, and/or inspire choreography.
DA.912.H.1.2: Study dance works created by artists of diverse backgrounds, and use their work as inspiration for performance or creating new works.
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.1.4: Observe, practice, and/or discuss a broad range of historical, cultural, or social dances to broaden a personal perspective of the world.
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.1.6: Survey specific, exemplary repertory and summarize why it has been judged, over time, as having a high level of technique, aesthetic appeal, cultural influence, and/or social value.
Clarifications:
e.g., Swan Lake, Serenade, West Side Story, Revelations
DA.912.H.2.1: Survey cultural trends and historically significant events, in parallel with the history of dance, to understand how each helped shape dance as an art form.
Clarifications:
e.g., court dances on ballet, West African dance on modern, dance artist, society, music, costuming, sets, technology, venues
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.3.1: Compare the creative processes used by a choreographer with those used by other creative individuals, noting the connections in the way they conceive, create, and/or present their work.
Clarifications:
e.g., other performing and visual artists, inventors, scientists
DA.912.H.3.5: Use, proficiently and accurately, the world language(s) appropriate to the study of a dance genre.
DA.912.O.1.1: Compare dances of different styles, genres, and forms to show understanding of how the different structures and movements give the dance identity.
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.1.3: Dissect or assemble a step, pattern, or combination to show understanding of the movement, terminology, and progression.
Clarifications:
e.g., tendu-dégagé-grand battement-grand jeté
DA.912.O.1.4: Analyze, design, and facilitate an instructional sequence to show understanding of how the structure of dance classes relates to the overall development of the dancer.
Clarifications:
e.g., purposes of warm-ups, progressions, phrase work
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.3.1: Perform dance pieces to express feelings, ideas, cultural identity, music, and other abstract concepts through movements, steps, pantomime, and gestures.
DA.912.O.3.3: Investigate and describe, using accurate dance terminology, the purposes, possible variations, and connections of dance vocabulary.
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.2.4 (Archived Standard): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.5 (Archived Standard): Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
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.
LAFS.1112.WHST.3.9 (Archived Standard): Draw evidence from informational texts to support analysis, reflection, and research.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
PE.912.C.2.5: Analyze the relationship between music and dance.



General Course Information and Notes

VERSION DESCRIPTION

Students study the global origins, influences of dance forms, styles, and choreographers in dance History prior to the 20th century, researching the political, social, and ethnic influences of these early dance periods. Students analyze, assess, discuss, and write about dance performances. Public performances may serve as a resource for specific instructional goals. Students may be expected to attend one or more performances outside the school day to support, extend, and assess learning in the classroom.

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


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.


General Information

Course Number: 0300460 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: DANCE HIST/AESTHS 2 H
Number of Credits: One (1) credit
Course Attributes:
  • Honors
  • Florida Standards Course
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)


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