This course is an enhancement of developed ability through introduction of advanced dance, vocabulary, musicality, and aesthetics. This course will build on all content/skills/activities from Introduction to Dance and Dance I.

STANDARDS MET				CONTENT/SKILLS/ACTIVITIES
A	B	C	D
				Movement Elements in Performing Arts
1-3		1, 2		a. Demonstrate a high level of consistency and reliability in performing technical skills.
1-3, 6		2, 4		b. Perform technical skills with artistic expression, demonstrating clarity, musicality, and stylistic nuance in a broad dynamic range.
1, 2		2, 4		c. Demonstrate projection while performing dance skills.
1-3		1-4		d. Refine technique through self-evaluation and correction.
				e. Demonstrate skill in balancing, suspending, initiating, isolations, and tilts.
				Choreographic Principles, Processes, and Structure
1-5		1, 2		a. Demonstrate further development and refinement of skills to create a small group dance with coherence and aesthetic unity.
		1-5		b. Accurately describe how a choreographer manipulated and developed the basic movement content in a dance.
				Create and Communicate Meaning
	5	1, 3, 4	1, 2, 5	a. Examine ways that a dance creates and conveys meaning by considering the dance from a variety of perspectives.
1-4	4, 5	1-4		b. Compare and contrast how meaning is communicated in two personal choreographic works.
				Critical and Creative Thinking Skills in Dance
1, 5	9	6	1, 2, 6, 8	a. Discuss how skills developed in dance are applicable to a variety of careers.
1-3, 5, 7	1-4,6-8	1-4	3, 4, 6	b. Analyze the style of a choreographer (e.g., George Balanchine, Alvin Ailey, and Laura Dean), or cultural form (e.g., bharata natyam, and classical ballet).
	1-4,6-8		1-7	c. Analyze issues of ethnicity, gender, social/economic class, age, and/or physical condition in relation to dance.

STANDARDS MET				CONTENT/SKILLS/ACTIVITIES
A	B	C	D
				Demonstrate and Understand Dance
	2-6, 8	2	6	a. Create a time line illustrating important dance events in the twentieth century, placing them in their social/historical/cultural/political contexts.
	1-4, 7, 8	1-3	1-6	b. Compare and contrast the role and significance of dance in two different social/historical/cultural/political contexts.
				Dance and Healthful Living
	8, 9		3, 6, 7	a. Discuss challenges facing professional performers in maintaining healthful lifestyles.
				Dance and Other Disciplines
	1-4	1-4	2, 3, 5, 6	a. Compare one choreographic work to one other artwork from the same culture and time period in terms of how those works reflect the artistic/cultural/historical context.
3, 4, 6			1, 6	b. Create an interdisciplinary project using media technology, such as video or computer, that present dance in a new or enhanced form (e.g., video dance, video/computer-aided live performance, or animation).

DANCE ASSESSMENTS

• Critiques • Dance Rubric • Journaling • Mastery of assigned literature • Participation in class • Reports • Research • Self-evaluation • Short and long combinations • Student generated: tests, choreography, videos • Student audience critique • Teacher evaluation of overall performance • Video performance • Written tests