Dance and PE TEKS

§117.306. Dance, Level I (One Credit), Adopted 2013.

(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following dance courses: Principles of Dance I, Ballet I, Modern/Contemporary Dance I, Jazz I, Tap I, World Dance Forms I, Dance Composition/Improvisation I, Dance Theory I, Dance Performance/Ensemble I, Dance and Media Communication I, Dance Production I, and Dance Wellness I (one credit per course). The prerequisite for Dance and Media Communication I is Dance, Middle School 1, 2, or 3.

(b) Introduction.

(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

(2) Four basic strands--foundations: perception; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Dance students develop perceptual thinking and movement abilities in daily life, promoting an understanding of themselves and others. Students develop movement principles and technical skills and explore choreographic and performance qualities. Students develop self-discipline and healthy bodies that move expressively, efficiently, and safely through space and time with a sensitive kinesthetic awareness. Students recognize dance as a vehicle for understanding historical and cultural relevance, increasing an awareness of heritage and traditions of their own and others, and enabling them to participate in a diverse society. Evaluating and analyzing dance allows students to strengthen decision-making skills, develop critical and creative thinking, and develop artistic and creative processes. Students continue to explore technology and its application to dance and movement, enabling them to make informed decisions about dance.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) Foundations: perception. The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

(A) define basic kinesthetic and spatial awareness individually and in groups;

(B) identify a comprehensive understanding of health, safety, and wellness for dancers;

(C) recognize knowledge of dance genres, styles, and vocabulary; and

(D) identify images found in the environment through movement.

(2) Creative expression: artistic process. The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

(A) explain basic principles of proper body alignment;

(B) explore, improvise, and demonstrate original movement during the creative process;

(C) express ideas and emotions through movement; and

(D) create basic compositional forms using fundamental dance elements for choreographic processes.

(3) Creative expression: performance. The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

(A) perform memorized movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

(B) identify the effective use of dance elements in practice and performance;

(C) perform basic compositional forms using fundamental choreographic processes; and

(D) understand the principles of an effective warm-up and cool-down, implementing elements of proper conditioning for performing skills.

(4) Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

(A) perform the characteristics of dances from several diverse cultures or historical periods;

(B) perform dance phrases or dances from several time periods with an understanding of historical and social contexts;

(C) identify historical figures in dance history and their significance; and

(D) identify dance in various media and content areas.

(5) Critical evaluation and response. The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

(A) incorporate appropriate movement vocabulary when identifying qualities and discussing meaning of performance or production in dance;

(B) demonstrate appropriate audience behavior and etiquette in the classroom and at performances;

(C) identify relationships between dance and other content areas; and

(D) identify knowledge and skills of technology in dance.

Source: The provisions of this §117.306 adopted to be effective July 28, 2013, 38 TexReg 4575.

§117.307. Dance, Level II (One Credit), Adopted 2013.

(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following dance courses: Principles of Dance II, Ballet II, Modern/Contemporary Dance II, Jazz II, Tap II, World Dance Forms II, Dance Composition/Improvisation II, Dance Theory II, Dance Performance/Ensemble II, Dance Production II, Dance Wellness II, and Dance and Media Communications II (one credit per course). The prerequisite for each Dance, Level II course is one credit of Dance, Level I in the corresponding discipline.

(b) Introduction.

(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

(2) Four basic strands--foundations: perception; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Dance students develop perceptual thinking and movement abilities in daily life, promoting an understanding of themselves and others. Students develop movement principles and technical skills and explore choreographic and performance qualities. Students develop self-discipline and healthy bodies that move expressively, efficiently, and safely through space and time with a sensitive kinesthetic awareness. Students recognize dance as a vehicle for understanding historical and cultural relevance, increasing an awareness of heritage and traditions of their own and others, and enabling them to participate in a diverse society. Evaluating and analyzing dance allows students to strengthen decision-making skills, develop critical and creative thinking, and develop artistic and creative processes. Students will continue to explore technology and its application to dance and movement, enabling them to make informed decisions about dance.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) Foundations: perception. The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

(A) demonstrate kinesthetic and spatial awareness individually and in groups;

(B) expand a comprehensive understanding of health, safety, and wellness for dancers;

(C) demonstrate effective knowledge of dance genres, styles, and vocabulary; and

(D) interpret details in movement in natural and constructed environments.

(2) Creative expression: artistic process. The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

(A) expand a comprehensive understanding of principles of proper body alignment;

(B) explore, improvise, and perform original movement during the creative process;

(C) expand the expression of ideas and emotions through movement; and

(D) create enhanced compositional forms using fundamental dance elements for choreographic processes.

(3) Creative expression: performance. The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

(A) perform extended movement patterns with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

(B) demonstrate the elements of dance effectively;

(C) perform enhanced compositional forms using sound choreographic processes; and

(D) implement an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.

(4) Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

(A) analyze dances of various cultures or historical periods;

(B) choreograph short dance phrases that exhibit an understanding of various historical periods and social contexts;

(C) perform dances in various media and content areas; and

(D) interpret historical and cultural dance forms using technology.

(5) Critical evaluation and response. The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

(A) identify characteristics of a variety of dances;

(B) analyze qualities of performance and proper etiquette in dance;

(C) identify similarities of form and expression in dance and other content areas; and

(D) apply knowledge and skills of technology in dance.

Source: The provisions of this §117.307 adopted to be effective July 28, 2013, 38 TexReg 4575.

§117.308. Dance, Level III (One Credit), Adopted 2013.

(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following dance courses: Principles of Dance III, Ballet III, Modern/Contemporary Dance III, Jazz III, Tap III, World Dance Forms III, Dance Composition/Improvisation III, Dance Theory III, Dance Performance/Ensemble III, Dance Production III, Dance Wellness III, Dance History I, and International Baccalaureate (IB) Dance I (one credit per course). The prerequisite for each Dance, Level III course is one credit of Dance, Level II in the corresponding discipline, excluding Dance History I and IB Dance I courses.

(b) Introduction.

(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

(2) Four basic strands--foundations: perception; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Dance students develop perceptual thinking and movement abilities in daily life, promoting an understanding of themselves and others. Students develop movement principles and technical skills and explore choreographic and performance qualities. Students develop self-discipline and healthy bodies that move expressively, efficiently, and safely through space and time with a sensitive kinesthetic awareness. Students recognize dance as a vehicle for understanding historical and cultural relevance, increasing an awareness of heritage and traditions of their own and others, and enabling them to participate in a diverse society. Evaluating and analyzing dance allows students to strengthen decision-making skills, develop critical and creative thinking, and develop artistic and creative processes. Students continue to explore technology and its application to dance and movement, enabling them to make informed decisions about dance.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) Foundations: perception. The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

(A) analyze kinesthetic and spatial awareness individually and in groups;

(B) distinguish a comprehensive understanding of health, safety, and wellness for dancers;

(C) compare knowledge and skills of dance genres, styles, and vocabulary; and

(D) differentiate designs and images in natural and constructed environments.

(2) Creative expression: artistic process. The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

(A) create dance studies using original movement based on theme and variation;

(B) experiment, improvise, and perform original movement during the creative process;

(C) compare and contrast the expression of ideas and emotions through movement; and

(D) differentiate compositional forms using intermediate dance elements for choreographic processes.

(3) Creative expression: performance. The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

(A) perform and examine memorized complex movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

(B) execute a wide range of dynamics in quality movement;

(C) perform with projection, confidence, and expression when executing dance movements; and

(D) distinguish an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.

(4) Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

(A) compare similarities and differences in steps, styles, and traditions from various cultures or historical periods;

(B) recognize and evaluate dances as they relate to various historical periods and social contexts;

(C) create and experiment with dances in various media and content areas; and

(D) research historical and cultural dance forms using technology.

(5) Critical evaluation and response. The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

(A) compare characteristics and qualities of a variety of dances;

(B) analyze dance from a variety of perspectives such as those of dance critic, performer, choreographer, and audience member;

(C) understand the relationship of dance performance skills and other content areas; and

(D) experiment with knowledge and skills of technology through a dance portfolio.

Source: The provisions of this §117.308 adopted to be effective July 28, 2013, 38 TexReg 4575.

§117.309. Dance, Level IV (One Credit), Adopted 2013.

(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following dance courses: Principles of Dance IV, Ballet IV, Modern/Contemporary Dance IV, Jazz IV, Tap IV, World Dance Forms IV, Dance Composition/Improvisation IV, Dance Theory IV, Dance Performance/Ensemble IV, Dance Production IV, Dance Wellness IV, Dance History II, and International Baccalaureate (IB) Dance II (one credit per course). The prerequisite for each Dance, Level IV course is one credit of Dance, Level III in the corresponding discipline.

(b) Introduction.

(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

(2) Four basic strands--foundations: perception; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Dance students develop perceptual thinking and movement abilities in daily life, promoting an understanding of themselves and others. Students develop movement principles and technical skills and explore choreographic and performance qualities. Students develop self-discipline and healthy bodies that move expressively, efficiently, and safely through space and time with a sensitive kinesthetic awareness. Students recognize dance as a vehicle for understanding historical and cultural relevance, increasing an awareness of heritage and traditions of their own and others, and enabling them to participate in a diverse society. Evaluating and analyzing dance allows students to strengthen decision-making skills, develop critical and creative thinking, and develop artistic and creative processes. Students continue to explore technology and its application to dance and movement, enabling them to make informed decisions about dance.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(c) Knowledge and skills.

(1) Foundations: perception. The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

(A) evaluate kinesthetic and spatial awareness individually and in groups;

(B) develop a working knowledge of health, safety, and wellness for dancers;

(C) demonstrate and evaluate a working knowledge and skills of dance genres, styles, and vocabulary; and

(D) create designs and images found in natural and constructed environments.

(2) Creative expression: artistic process. The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

(A) create and improvise dance studies using original movement based on theme and variation to successfully communicate an idea;

(B) improvise, construct, and evaluate original movement studies;

(C) evaluate the expression of ideas and emotions through movement; and

(D) design compositional forms implementing advanced dance elements for choreographic processes.

(3) Creative expression: performance. The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

(A) assess performance of memorized complex movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

(B) perform dance movements with a refined sense of musicality and expressiveness and a wide range of spatial qualities;

(C) evaluate the performance of projection, confidence, and expression in the movement; and

(D) design an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.

(4) Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

(A) evaluate choreography in dances from various cultures or historical periods;

(B) research and create a project using technology to illustrate an understanding of significant dance events or historical figures in appropriate social, historical, and cultural contexts;

(C) improvise and construct dances in various media and content areas; and

(D) evaluate historical and cultural dance forms using technology.

(5) Critical evaluation and response. The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

(A) evaluate personal dance compositions and the work of others;

(B) create and reconstruct a choreographic study using varied media and environments;

(C) create a portfolio based on personal artistic works, performance works, or research; and

(D) perform and evaluate a choreographic study using varied media and environments.

Source: The provisions of this §117.309 adopted to be effective July 28, 2013, 38 TexReg 4575.

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Foundations of Personal Fitness (One-Half Credit)

(a) General requirements. This course is the recommended prerequisite for all other physical education courses.

(b) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical activity and health throughout the lifespan.

(2) Foundations of Personal Fitness represents a new approach in physical education and the concept of personal fitness. The basic purpose of this course is to motivate students to strive for lifetime personal fitness with an emphasis on the health-related components of physical fitness. The knowledge and skills taught in this course include teaching students about the process of becoming fit as well as achieving some degree of fitness within the class. The concept of wellness, or striving to reach optimal levels of health, is the corner stone of this course and is exemplified by one of the course objectives-students designing their own personal fitness program.

(c) Knowledge and skills.

(1) Movement. While participating in physical activity, the student applies physiological and biomechanical principles to improve health-related fitness. The student is expected to:

(A) apply physiological principles related to exercise and training such as warm-up/cool down, overload, frequency, intensity, specificity, or progression; and

(B) apply biomechanical principles related to exercise and training such as force, leverage, and type of contraction.

(2) Social development. During physical activity, the student develops positive self-management and social skills needed to work independently and with others. The student is expected to:

(A) apply rules, procedures, and etiquette; and

(B) recognize and resolve conflicts during physical activity.

(3) Physical activity and health. The student applies safety practices associated with physical activity. The student is expected to:

(A) demonstrate safety procedures such as spotting during gymnastics and using non-skid footwear;

(B) describe examples and exercises that may be harmful or unsafe;

(C) explain the relationship between fluid balance, physical activity, and environmental conditions such as loss of water and salt during exercise; and

(D) identify the effects of substance abuse on physical performance.

(4) Physical activity and health. The student applies fitness principles during a personal fitness program. The student is expected to:

(A) explain the relationship between physical fitness and health;

(B) participate in a variety of activities that develop health-related physical fitness activities including aerobic exercise to develop cardiovascular efficiency;

(C) demonstrate the skill-related components of physical fitness such as agility, balance, coordination, power, reaction time, and speed;

(D) compare and contrast health-related and skill-related fitness;

(E) describe methods of evaluating health-related fitness such as Cooper's 1.5 mile run test;

(F) list and describe the components of exercise prescription such as overload principle, type, progression, or specificity;

(G) design and implement a personal fitness program; and

(H) evaluate consumer issues related to physical fitness such as marketing claims promoting fitness products and services.

(5) Physical activity and health. The student comprehends practices that impact daily performance, physical activity, and health. The student is expected to:

(A) investigate positive and negative attitudes towards exercise and physical activities;

(B) describe physical fitness activities that can be used for stress reduction;

(C) explain how over training may contribute to negative health problems such as bulimia and anorexia;

(D) analyze the relationship between sound nutritional practices and physical activity;

(E) explain myths associated with physical activity and nutritional practices;

(F) analyze methods of weight control such as diet, exercise, or combination of both; and

(G) identify changeable risk factors such as inactivity, smoking, nutrition, and stress that affect physical activity and health.

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Aerobic Activities (One-Half Credit)

(a) General requirements. The recommended prerequisite for this course is Foundations of Personal Fitness.

(b) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical-activity and health throughout the lifespan.

(2) Students in aerobic activities are exposed to a variety of activities that promote health-related fitness. A major expectation of this course is for the student to design a personal fitness program that uses aerobic activities as a foundation.

(c) Knowledge and skills.

(1) Physical activity and health. The student develops the ability to perform a level of competency in aerobic activities. The student is expected to:

(A) exhibit a level of competency in two or more aerobic activities that may include aerobic dance, aqua aerobics, cycling, jogging, power walking, recreational dance, and step aerobics; and

(B) consistently perform skills, strategies, and rules at a basic level of competency.

(2) Movement. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to:

(A) use internal and external information to modify movement during performance;

(B) describe appropriate practices and procedures to improve skill and strategy in an activity;

(C) develop an appropriate conditioning program for the selected activity; and

(D) identify correctly the critical elements for successful performance within the context of the activity.

(3) Physical activity and health. The student exhibits a physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge through aerobic activity. The student is expected to:

(A) select and participate in aerobic activities that provide for enjoyment and challenge;

(B) analyze and evaluate personal fitness status in terms of cardiovascular endurance, muscular strength and endurance, flexibility, and body composition;

(C) analyze and compare health and fitness benefits derived from participating in selected aerobic activities;

(D) establish realistic yet challenging health-related fitness goals;

(E) develop and participate in a personal fitness program that has the potential to provide identified goals;

(F) describe two training principles appropriate for enhancing flexibility, muscular strength and endurance, and cardiorespiratory endurance;

(G) select and use appropriate technology tools to evaluate, monitor, and improve physical development; and

(H) explain the effects of substance abuse on personal health and performance in physical activity.

(4) Physical activity and health. The student understands and applies safety practices associated with aerobic activities. The student is expected to:

(A) evaluate risks and safety factors that may effect aerobic activity preferences throughout the life span;

(B) identify and apply rules and procedures that are designed for safe participation;

(C) explain why and how a rule provides safe practices in participation; and

(D) describe equipment and practices that decrease the likelihood of injury such as proper footwear.

(5) Social development. The student develops positive personal and social skills needed to work independently and with others in aerobic activities. The student is expected to:

(A) evaluate personal skills and set realistic goals for improvement;

(B) respond to challenges, successes, and failures in physical activities in socially appropriate ways;

(C) accept successes and performance limitations of self and others, exhibit appropriate behavior/responses, and recognize that improvement is possible with appropriate practice; and

(D) anticipate potentially dangerous consequences of participating in selected aerobic activities.