Florida's Preinternational Baccalaureate Dance (#0300650) 


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Course Standards

Name Description
DA.912.C.1.2: Apply replication, physical rehearsal, and cognitive rehearsal to aid in the mental and physical retention of patterns, complex steps, and sequences performed by another dancer.
Clarifications:
e.g., mind/body connection, watching, following, marking, visualizing, imagery, using rhythmic clues
DA.912.C.1.3: Develop and articulate criteria for use in critiquing dance, drawing on background knowledge and personal experience, to show independence in one’s response.
Clarifications:
e.g., journal entries, discussion
DA.912.C.1.4: Weigh and discuss the personal significance of using both physical and cognitive rehearsal over time to strengthen one’s own retention of patterns, complex steps, and sequences for rehearsal and performance.
DA.912.C.2.1: Analyze movement from varying perspectives and experiment with a variety of creative solutions to solve technical or choreographic challenges.
Clarifications:
e.g., improvisation, trial and error, collaboration
DA.912.C.2.2: Make informed critical assessments of the quality and effectiveness of one’s own technique and performance quality, based on criteria developed from a variety of sources, to support personal competence and artistic growth.
Clarifications:
e.g., exemplary models, critical processes, background knowledge, experience, self-assessment, constructive criticism, comparison to other works
DA.912.C.2.3: Develop a plan to improve technique, performance quality, and/or compositional work with artistic intent.
DA.912.C.2.4: Evaluate nuances of movement and their relationship to style, choreographic elements, and/or other dancers, and apply this knowledge to alter personal performance.
DA.912.C.3.1: Critique the quality and effectiveness of performances based on exemplary models and self-established criteria.
Clarifications:
e.g., use of movements, elements, principles of design, lighting, costumes, music
DA.912.C.3.2: Assess artistic or personal challenges, holistically and in parts, to explore and weigh potential solutions to problems in technique or composition.
Clarifications:
e.g., time management, refining dance steps, research
DA.912.F.1.1: Study and/or perform exemplary works by choreographers who use new and emerging technology to stimulate the imagination.
Clarifications:
e.g., Alwin Nikolais, Pilobolus, Elizabeth Streb, Cirque du Soleil
DA.912.F.1.3: Employ acquired knowledge to stimulate creative risk-taking and broaden one’s own dance technique, performance, and choreography.
DA.912.F.2.2: Investigate local, regional, state, national, and global resources to support dance-related work and study.
Clarifications:
e.g., cultural organizations, private dance studios, grants, scholarships, job-search services
DA.912.F.3.2: Synthesize information and make use of a variety of experiences and resources from outside dance class to inform and inspire one’s work as a dancer.
Clarifications:
e.g., private studio work, school subjects, athletics, outside interests, news, personal life, music, poetry, environment
DA.912.F.3.4: Design a repertory list and/or résumé for application to higher education or the workforce that highlights marketable skills and knowledge gained through dance training.
DA.912.F.3.6: Practice conditioning methods that complement the physical instrument, and determine the degree of personal improvement in established dance techniques.
Clarifications:
e.g., Feldenkrais, Bartenieff, Pilates, yoga, cardio routines
DA.912.F.3.7: Create and follow a plan to meet deadlines for projects to show initiative and self-direction.
Clarifications:
e.g., collaboration, scheduling, accountability, follow-through
DA.912.F.3.8: Demonstrate effective teamwork and accountability, using compromise, collaboration, and conflict resolution, to set and achieve goals as required in the work environment.
DA.912.F.3.10: Use accurate anatomical terminology to identify planes, regions, bones, muscles, and tissues.
DA.912.H.1.1: Explore and select music from a broad range of cultures to accompany, support, and/or inspire choreography.
DA.912.H.1.2: Study dance works created by artists of diverse backgrounds, and use their work as inspiration for performance or creating new works.
DA.912.H.1.3: Adhere to copyright laws for choreography and music licensing to show respect for the intellectual property of others.
DA.912.H.1.4: Observe, practice, and/or discuss a broad range of historical, cultural, or social dances to broaden a personal perspective of the world.
DA.912.H.3.2: Explain the importance of story or internal logic in dance and identify commonalities with other narrative formats.
Clarifications:
e.g., literature, theatre, program music
DA.912.H.3.3: Explain the importance of proper nutrition, injury prevention, and safe practices to optimal performance and the life-long health of a dancer.
DA.912.H.3.4: Improvise or choreograph and share a dance piece that demonstrates and kinesthetically reinforces understanding of a process studied in another content area.
Clarifications:
e.g., language arts: story line; math: formulas; music: creating a composition; science: chemical reactions; social studies: historically significant event
DA.912.H.3.5: Use, proficiently and accurately, the world language(s) appropriate to the study of a dance genre.
DA.912.O.1.2: Apply standards of class and performance etiquette consistently to attain optimal working conditions.
Clarifications:
e.g., appropriate attire, professional respect, traditions, procedures
DA.912.O.1.3: Dissect or assemble a step, pattern, or combination to show understanding of the movement, terminology, and progression.
Clarifications:
e.g., tendu-dégagé-grand battement-grand jeté
DA.912.O.1.5: Construct a dance that uses specific choreographic structures to express an idea and show understanding of continuity and framework.
Clarifications:
e.g., ABA, ABCA, ABACA, narrative, motif, beginning-middle-end, motif manipulation
DA.912.O.2.1: Manipulate elements, principles of design, or choreographic devices creatively to make something new, and evaluate the effectiveness of the changes.
Clarifications:
e.g., groupings, patterns, directions, levels, tempo, sequence, placement of climax
DA.912.O.3.1: Perform dance pieces to express feelings, ideas, cultural identity, music, and other abstract concepts through movements, steps, pantomime, and gestures.
DA.912.O.3.2: Use imagery, analogy, and metaphor to improve body alignment and/or enhance the quality of movements, steps, phrases, or dances.
DA.912.O.3.3: Investigate and describe, using accurate dance terminology, the purposes, possible variations, and connections of dance vocabulary.
DA.912.O.3.5: Use accurate dance and theatre terminology to communicate effectively with teachers, directors, dancers, and technical crews.
Clarifications:
e.g., stage directions, lighting, equipment
DA.912.S.1.1: Synthesize a variety of choreographic principles and structures to create a dance.
Clarifications:
e.g., unity, variety, contrast, repetition, transition
DA.912.S.1.2: Generate choreographic ideas through improvisation and physical brainstorming.
DA.912.S.1.3: Identify muscular and skeletal structures that facilitate or inhibit rotation, flexion, and/or extension.
DA.912.S.1.4: Create dance studies using dance vocabulary and innovative movement.
DA.912.S.2.1: Sustain focused attention, respect, and discipline during class, rehearsal, and performance.
DA.912.S.2.2: Apply corrections and concepts from previously learned steps to different material to improve processing of new information.
Clarifications:
e.g., repetition, revision, refinement, focus
DA.912.S.2.3: Demonstrate ability to manipulate, reverse, and reorganize combinations to increase complexity of sequences.
DA.912.S.2.4: Demonstrate retention of directions, corrections, and memorization of dance from previous rehearsals and classes.
DA.912.S.3.1: Articulate and consistently apply principles of alignment to axial, locomotor, and non-locomotor movement.
DA.912.S.3.2: Develop and maintain flexibility, strength, and stamina for wellness and performance.
DA.912.S.3.3: Initiate movement transitions and change of weight, in and through space, with clear intention and expression appropriate to one or more dance forms.
DA.912.S.3.4: Perform dance vocabulary with musicality and sensitivity.
Clarifications:
e.g., on the counts, fill the music, emulate musical nuance
DA.912.S.3.5: Maintain balance while performing movements that are vertical, off-vertical, or use a reduced base of support.
Clarifications:
e.g., rise, one foot to two feet, hand
DA.912.S.3.6: Use resistance, energy, time, and focus to vary expression and intent.
DA.912.S.3.7: Move with agility, alone and relative to others, to perform complex dance sequences.
DA.912.S.3.8: Articulate and apply a stylistically appropriate sense of line to enhance artistry in one or more dance forms.
Clarifications:
e.g., arabesque, lateral T, jazz hands
DA.912.S.3.9: Demonstrate mastery of dance technique to perform technical skills in complex patterns with rhythmic acuity, musicality, and clear intent, purpose, expression, and accuracy.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
PE.912.C.2.2: Apply terminology and etiquette in dance.
PE.912.C.2.3: Analyze the movement performance of self and others.
Clarifications:
Some examples are video analysis and checklist.
PE.912.C.2.25: Analyze and evaluate the risks, safety procedures, rules and equipment associated with specific course activities.
PE.912.M.1.7: Perform advanced dance sequences from a variety of dances accurately.
Clarifications:
Some examples of dances are hip-hop, social, step and line.
PE.912.M.1.15: Select and apply sport/activity specific warm-up and cool-down techniques.
PE.912.M.1.19: Use correct body alignment, strength, flexibility and coordination in the performance of technical movements.
HE.912.C.1.1: Predict how healthy behaviors can affect health status.
Clarifications:
Making positive choices/avoiding risky behaviors: healthy food, substance abuse, and healthy relationship skills; regular medical and dental screenings; regular physical activity, and workplace safety.
HE.912.C.1.4: Propose strategies to reduce or prevent injuries and health problems.
Clarifications:
Mandatory passenger-restraint/helmet laws, refusal skills, mandatory immunizations, healthy relationship skills, and improved inspection of food sources.
TH.912.C.2.7: Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
TH.912.F.3.7: Use social networking or other communication technology appropriately to advertise for a production or school event.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

Students in this Pre-IB course, designed for dancers who have mastered the basics in two or more dance forms, builds technical and creative skills with a focus on developing the aesthetic quality of movement in the ensemble and as an individual. In addition, the purpose of this Pre-IB course is to prepare students for the International Baccalaureate Diploma Programme (DP). As such, this course will provide academic rigor and relevance through a comprehensive curriculum based on the state academic standards (SAS) and standards taught with reference to the unique facets of the IB. These facets include interrelatedness of subject areas, a holistic view of knowledge, intercultural awareness, embracing international issues, and communication as fundamental to learning. Instructional design must provide students with values and opportunities that enable them to develop respect for others and an appreciation of similarities and differences. Learning how to learn and how to critically evaluate information is as important as the content of the disciplines themselves.


GENERAL NOTES

Special Note. Pre-IB courses have been created by individual schools or school districts since before the MYP started. These courses mapped backwards the Diploma Programme (DP) to prepare students as early as age 14. The IB was never involved in creating or approving these courses. The IB acknowledges that it is important for students to receive preparation for taking part in the DP, and that preparation is the MYP. The IB designed the MYP to address the whole child, which, as a result, has a very different philosophical approach that aims at educating all students aged 11-16. Pre-IB courses usually deal with content, with less emphasis upon the needs of the whole child or the affective domain than the MYP. A school can have a course that it calls “pre-IB” as long as it makes it clear that the course and any supporting material have been developed independently of the IB. For this reason, the school must name the course along the lines of, for example, the “Any School pre-IB course”.

The IB does not recognize pre-IB courses or courses labeled IB by different school districts which are not an official part of the IBDP or IBCC curriculum. Typically, students enrolled in grade 9 or 10 are not in the IBDP or IBCC programmes.
https://ibanswers.ibo.org/app/answers/detail/a_id/5414/kw/pre-ib. Florida’s Pre-IB courses should only be used in schools where MYP is not offered in order to prepare students to enter the IBDP. Teachers of Florida’s Pre-IB courses should have undergone IB training in order to ensure seamless articulation for students within the subject area.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf


QUALIFICATIONS

As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any field when certification reflects a bachelor or higher degree.


General Information

Course Number: 0300650 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Dance > SubSubject: General >
Abbreviated Title: FL PRE-IB DANCE
Number of Credits: One (1) credit
Course Attributes:
  • Honors
  • Florida Standards Course
Course Type: Core Academic Course Course Level: 3
Course Status: State Board Approved
Grade Level(s): 9,10
Graduation Requirement: Performing/Fine Arts



Educator Certifications

Dance (Elementary and Secondary Grades K-12)


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