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CDI fulfills California State Visual and
Performing Arts Content Standards
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“The children were totally
focused throughout the class
as they engaged in activities
that demonstrated the elements
of dance. . . . . Your expectations
were high and clearly demonstrated
a knowledge of the LAUSD
standards.”
-Leah Bass-Baylis, Dance
Advisor, LAUSD, 1999 |
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CDI fulfills the VAPA standards for
4th Grade Dance in the following ways
(See Standards)
1.1: Demanded by instructor through mirroring,
call and response.
1.2: Steps are assigned letters and performed
in various orders.
1.3 & 1.4: Live accompanist changes tempo,
dynamics. Students develop spatial “radar.”
1.5 & 1.6: Students analyze peers’ work:
act as "judges," "choreographers," "dance
doctors."
2.1: Students develop movement that is incorporated
into choreography. Memorize long sequences.
2.3: Through group movement and solos, students
understand and discuss choreographic processes.
2.4 Students learn three dances with a beginning,
middle and end; rehearse and clean choreography.
2.5: Thematic performances allow students
to invest movements with subtext and purpose.
2.6: Instructors demand complete focus and
commitment in classes, performances.
2.7: Built into class format.
3.1 & 3.3: Performance themes explore cultures.
3.2: Accompanist identifies music, discusses
historical context.
4.2: Watch peers, give feedback.
4.3 & 4.4: Classes have performance context:
Use energy, dance to counts, look at audience,
use facial expressions.
5.0: CDI’s mission: use dance to teach life
and learning skills.
5.1: Incorporate basic music theory, math
principles.
5.2: Dancers described as artists and athletes.
Students check heart rates.
5.3: Entrance games, group transitions,
games develop “dancer radar.”
5.4: The choreographic process is described
as writing a story: steps equal words, phrases
equal sentences, sections equal paragraphs,
and the whole piece equals the story.
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