Ala. Admin. Code r. 290-3-3-.31.01

Current through Register Vol. 43, No. 1, October 31, 2024

Section 290-3-3-.31.01 - Dance

(1)Rationale. The main goal of these standards is to provide the criteria for dance teacher candidates in preparing them to implement a quality dance education program. Such a program develops skillful and artistic movers who master dance content and engage in seeing, knowing, moving, communicating, and responding to dance and the arts through a variety of experiences, including multi-subject, multicultural learning opportunities. These standards are consistent with the teacher preparation standards of the National Association of Schools of Dance (NASD), the standards of the National Dance Education Organization (NDEO), and the dance standards found in the Alabama Course of Study: Arts Education. The standards build upon the Alabama Core Teaching Standards.

(2)Program Curriculum. In addition to meeting Rules 290-3-3-.02(6) (a)1. -4., 290-3-3-.02(6) (e) 1. and 2.(i) and (iv), 290-3-3-.03, 290-3-3-.04, and 290-3-3-.30, the teaching field shall require an academic major of at least 32 semester hours of credit with at least 19 semester hours of upper-division credit. Additional information is provided in the definition for academic major in Rule 290-3-3-.01(2).

(a)Common Body of Knowledge and Skills in Dance.

1.Performance. Candidates develop skill in at least one major area of performance to the highest possible level of technical skill and conceptual understanding appropriate to the particular area of concentration and its expressive possibilities.

2.Choreography. Candidates develop basic knowledge and skills in choreography and demonstrate their choreographic potential in traditional and/or experimental approaches.

3.Theoretical and Historical Studies. Candidates:

(i) Develop an understanding of the common elements and vocabulary of dance and of the interaction of these elements, and are able to employ this knowledge in analysis.

(ii) Analyze dance perceptively and evaluate dance critically.

(iii) Place dance in historical, cultural, and stylistic contexts.

(iv) Form and defend individual critiques.

(v) Have fundamental knowledge of the body and of kinesiology as applicable to work in dance.

4.Knowledge and Skills. Candidates demonstrate:

(i) Basic knowledge of dance pedagogy.

(ii) Competence in repertory, dance notation, history of dance, dance technologies, philosophy of dance, music, anatomy and kinesiology, dance ethnology, production design, and multi-disciplinary forms.

(iii) Entry-level competence in the major area, including significant technical mastery, capability to produce work and solve professional problems independently, and a coherent set of artistic/intellectual goals that are evident in their work.

(iv) Competence through the development of a body of work for evaluation in the major area of study.

(v) Ability to form and defend analyses and critiques of dance and communicate dance ideas, concepts, and requirements to professional and lay persons related to practice of the major field of study.

(b)Dance Education. Dance educators understand, apply, and communicate the craft of dance composition.

1.Studio. The prospective dance teacher demonstrates proficiency in technique, improvisation, composition, repertory, and performance. Candidates:

(i) Attain an intermediate or advance level in at least two forms of technique.

(ii) Develop a physical and conceptual understanding of movement and its expressive possibilities, including issues associated with student health and safety.

(iii) Demonstrate an appreciation and understanding of dance forms and styles from diverse cultures

2.Theoretical and Historical Studies. The prospective dance teacher demonstrates knowledge of dance history, repertory, and ethnology; movement analysis; dance and movement sciences; and music and production. Candidates:

(i) Analyze dance perceptively and evaluate it critically.

(ii) Develop working vocabularies (physical, verbal, written) based on an understanding and interpretation of the common elements of dance and are able to employ this knowledge in analysis.

(iii) Place dance in historical, cultural, and stylistic contexts, and perceive dance as an evolving arts discipline.

(iv) Form, articulate, and defend individual critiques, critical analyses, and evaluations about dance.

(v) Demonstrate fundamental knowledge of the body, and understanding of the fundamentals of developmental kinesiology sufficient to correlate student learning and development with age and physical motor skills.

(c)Teaching Competencies. Candidates demonstrate:

1. Ability to teach dance at various levels to different age groups and in a variety of classroom, studio, and ensemble settings in ways that develop knowledge of how dance works syntactically as a communication medium and developmentally as an agent of civilizations.

2. Effective classroom, studio, and rehearsal management strategies.

3. Understanding of child growth and development and an understanding of principles of learning as they relate to dance.

4. Ability to assess aptitudes, experiential backgrounds, orientations of individuals and groups of students, and the nature of subject matter, and to plan educational programs to meet assessed needs.

5. Knowledge of current methods, materials, and repertories available in various fields and levels of dance education appropriate to the teaching specialization.

6. Ability to accept, amend, or reject methods and materials based on assessment of specific teaching situations.

7. Basic understanding of the principles and methods of developmental curricula and the short- and long-term units that comprise them.

8. Understanding of evaluative techniques and ability to apply them in assessing both the progress of students in dance and the objectives and procedures of the curriculum.

Ala. Admin. Code r. 290-3-3-.31.01

New Rule: Filed June 14, 1999; effective July 19, 1999. Repealed and New Rule: Filed September 11, 2003; effective October 16, 2003. Repealed and New Rule: Filed July 13, 2004; effective August 17, 2004. Repealed and New Rule: April 14, 2005; effective May 19, 2005. Repealed and New Rule: Filed August 6, 2007; effective September 10, 2007.

Amended by Alabama Administrative Monthly Volume XXXIII, Issue No. 11, August 31, 2015, eff. 9/17/2015.

Amended by Alabama Administrative Monthly Volume XXXVI, Issue No. 12, September 28, 2018, eff. 10/28/2018; operative 6/1/2019.

Author: Dr. Eric G. Mackey

Statutory Authority:Code of Ala. 1975, §§ 16-3-16, 16-23-14.