杨贵妃传媒視頻

The standards provide general goals for dance learning from which educators and administrators can develop objectives for a more specific curriculum. They outline a well-balanced range of dance experiences and list the content and skills appropriate at each level of achievement. Learning dance involves a graduated sequence of movement experiences. The standards provide a very general developmental progression of goals and objectives.

The standards provide a foundation from which creativity in the classroom or studio can spring. They are purposely generalized, so that individual teachers or localities are at liberty to design creative curricula based on community values and beliefs. The use of standards has been criticized as inhibiting to creativity. On the contrary, application of the standards is limited only by the scope of the goals, the objectives of the curriculum designed, and the creativity of the individual teacher.

The standards also provide a guidepost for assessment by defining general expectation levels. The structure to assess student achievement is implied in the creation of standards. For this purpose, a rubric is developed for each of the Content and Achievement Standards. This rubric can be used to assess student development by either showing a portrait at one point in time, or through a series of progressive reports.

The standards help both teachers and students understand the learning embedded in dance and movement experiences. Research has demonstrated that, while movement for children can provide many connections to content in dance and other disciplines, conscious and explicit reference to these connections must be provided for the learning to be understood and retained (Caterall, 2002). An understanding of the standards can help teachers recognize the knowledge that the children are internalizing. It will help focus an approach to the learning of dance and the dance of learning.

In summary, the standards can be used by:

Administrators to

• Develop curriculum.
• Inform teachers and parents of excellence in dance education.
• Advocate for dance education.

Dance teachers to

• Learn age-appropriate development in dance.
• Develop course curricula or syllabi.
• Plan classroom activities.
• Inspire creative ideas for choreography.
• Assess student learning.

Students to

• Understand the learning expectations of their dance education.
• Inspire new creative ideas.
• Assess their own learning.
• Connect dance education experiences to other avenues of learning and life.

Photo by Jingsheng Xu and Greensboro Chinese Association