8710.4310 TEACHERS OF DANCE FORM I-C MATRIX

Request for Initial Program Approval (RIPA)

MATRIX Form I-C

8710.4310 Teachers of Dance

Identify coding used to indicate placement of standards here: (example: K=knowledge, A= assessed)

Subp. 3. Subject matter standard. A candidate for licensure as a teacher of dance must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A and B.

A. Teachers of dance must demonstrate competency in:

Dance 110

Dance 201

Dance 109

Dance 310

Dance 232

Dance 231

Dance 100

Dance 124

Dance 246

Dance 399

(1) theories and practices of at least two dance forms in the context of performance;

KA

KA

(2) theories and practices of choreography in the context of performance;

KA

(3) theories and practices of improvisation as applied to choreography and performance;

KA

(4) analysis, interpretation, and evaluation of technique, performance, and choreographic aspects of dance;

KA

(5) understanding theories and practices of dance in diverse cultures and historical periods;

KA

KA

(6) theories and practices of design and technical production in dance in the context of performance;

KA

(7) understanding human anatomy and physiology, and health and safety practices related to dance;

KA

(8) theories and practices of creative dance;

KA

KA

(9) understanding ethical issues in dance;

KA

(10) comparing and contrasting the processes of creating, performing, and responding in dance with the processes and content in other arts areas;

KA

(11) comparing and contrasting the processes of creating, performing, and responding in dance with the processes and content in the humanities, the sciences, and other subject areas; and

KA

KA

(12) analyzing the economics and career opportunities of dance creation, performance, analysis, and technology.

KA

B. A teacher of dance must demonstrate integration of content with an understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of dance shall:

ED 290

ED 330

ED 342

ED 375

(1) understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents;

KA

(2) understand and apply the research base for and the best practices of kindergarten and primary, intermediate, and middle and high school education;

KA

KA

(3) develop curriculum goals and purposes based on the central concepts of dance and know how to apply instructional strategies and materials for achieving student standards in dance;

KA

(4) understand the role and alignment of district, school, and department mission and goals in program planning;

KA

(5) understand the need for and how to connect students’ academic experiences with everyday life, the workplace, and further educational opportunities;

KA

(6) know how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities;

KA

(7) understand the role and purpose of cocurricular and extracurricular activities in the teaching and learning process;

KA

(8) understand the impact of reading ability on student achievement in dance studies, recognize the varying reading comprehension and fluency levels represented by students, and possess the strategies to assist students to read dance content more effectively; and

KA

(9) apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with kindergarten and primary, intermediate, and middle level and high school students within a range of educational programming models.

KA

KA

KA

KA