Texas Discovering Dance Program

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.

The materials in the scope and sequence include educator-facing resources in the Teacher’s Guide that identify the Texas Essential Knowledge and Skills (TEKS) and concepts in this course. The scope and sequence is mapped out by weeks, including learning objectives, the TEKS being taught, student and educator resources, and assessment tools. The resources provide two versions of the scope and sequence: a semester and a full year.

The materials include educator-facing planning resources that identify when the TEKS are introduced and reinforced across units and lessons. The scope and sequence supports educators in understanding the progression of dance concepts and the instructional expectations across the course. For example, chapter 3, “Elements of Dance,” includes fundamental dance elements that are referenced in the scope and sequence in the Teacher’s Guide outlining the TEKS and concepts taught in the course.

Evaluation for 1.1b
Materials include suggested pacing to support effective implementation for various instructional schedules (e.g., rotational schedules) and various instructional calendars (e.g., varying number of instructional days).

The materials include documents in the Teacher’s Guide with various pacing guides. The full-year scope and sequence is organized by nine-week quarters with lessons varying from one to two weeks. The semester scope and sequence is organized with weekly lessons. Educators can use these guides with any instructional calendar.

The materials also include course calendars and unit pacing suggestions in the Teacher’s Guide. These support implementation across varying instructional calendars while maintaining coverage of dance concepts and TEKS-aligned learning outcomes. The scope and sequence includes the TEKS and pacing guidance for a one-semester course, with linked instructional resources throughout.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.

The materials include rationales for the unit order and explanations for connections across the course. The “Teaching Focus” section, contained in the “Teaching Resources” quick link in the Teacher’s Guide, explains to educators how to teach the concepts and lessons provided. Other resources in this section guide educators on lesson planning, assessment tools, and instructional delivery to support conceptual understanding and connections throughout the course. For example, the chapter 1 “Teaching Resources” include learning objectives, guidance for specific classroom activities, teaching focus for assessment tools, portfolio development, Individualized Education Program (IEP) accommodations, and websites for reference.

The materials include explanations in the print text describing how units are sequenced to build student understanding from foundational dance concepts to more advanced performance and choreography skills. The materials explain the unit organization, course structure, and presentation of key concepts throughout the textbook.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

The materials include protocols and guidance for both the units and the lessons. The “Did You Know” section in the print text includes information for students to internalize and use in real-world scenarios. The Teacher’s Guide provides guidance to support lesson internalization and instructional implementation in all three of the “Teaching Focus” sections of chapter 3, “Teaching Resources.”

The materials include explanations in the print text describing how units are sequenced to build student understanding from foundational dance concepts to more advanced performance and choreography skills. The materials explain the unit organization, course structure, and presentation of key concepts throughout the textbook.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

The materials include resources and guidance for instructional leaders to support educators in implementing materials through “Quick Links” charts in the Teacher’s Guide, providing access to instructional materials. In chapter 3, materials include instructional resources (a PowerPoint presentation), teaching tips in “Teaching Resources,” assessment tools (“Teaching Focus: Assessing a Movement Sequence”), and supplemental materials to support implementation, such as printable posters.

The materials include educator guidance and planning protocols in the Teacher’s Guide that support educators in multiple ways, including internalizing the unit expectations, instructional goals, assessments, pacing, the materials required before instruction, lesson planning, and accommodations. Chapter 1 resources cover lesson planning, assessments, presentations, IEP accommodations, and other support for teaching Dance I.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic and discipline-specific vocabulary necessary to effectively teach the concepts in the unit.

The materials include academic and discipline-specific vocabulary in the “Quick Links” provided in the Teacher’s Guide. For example, a dedicated document in the chapter 3 “Quick Links” provides vocabulary with definitions that relate to the concepts in the chapter. Unit overviews outline the concepts. Chapter overviews list learning objectives, an enduring understanding statement, and an essential question.

The materials include unit overview resources that provide educators with background knowledge related to the dance concepts, movement principles, choreography, performance skills, and artistic expression addressed within each instructional unit. Each unit in the Teacher’s Guide includes a “Quick Links” chart for easy access to supplemental materials, including downloadable vocabulary terms and definitions. A “Teaching Resources” section in each chapter provides the background knowledge needed to teach the concepts.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

The materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student. They are listed as “Newsletters” in the Teacher’s Guide. Each unit also includes a take-home family support newsletter designed to communicate instructional goals and student learning expectations.

These newsletters provide suggestions for supporting student progress and engaging with families to promote the learning of dance outside the classroom. For example, the newsletter that accompanies “Part 1: Foundations of Dance” provides families with information for each chapter in part 1 and includes a section called “Helping Your Student Succeed.” This section includes prompts for families to start conversations with their students to encourage communication and partnership in the learning process.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

The materials include lesson plans that meet the content and language standards aligned with the TEKS in the Teacher’s Guide. “Teaching Resources” contained in each chapter have “Quick Links” charts, and these charts provide direct access to all the materials needed. For example, the educator resources contain annotated lesson plans on how to create a resume and how to audition. Also included are PowerPoint presentations, rubrics, and videos.

The materials include structured lesson plans in the Teacher’s Guide with clearly identified components aligned to the TEKS, including lesson objectives, instructional tasks, student activities, discussion opportunities, instructional materials, and formative assessments. The chapter 1 “Teaching Resources” provide guidance, templates, and examples to assist educators in creating their own lessons.

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, supplies, technology) and the suggested timing for each lesson component.

The lesson overviews provided in the Teacher’s Guide identify the educator and student materials necessary for lesson implementation, including music resources, technology, movement space, and instructional supplies. Each chapter offers educator resources that provide content, assessments, and pacing that educators are encouraged to deliver and implement in lessons. The materials listed for use in chapter 5 include a PowerPoint presentation that outlines the history of dance with video clips to support the content, along with worksheets, handouts, and assignments. The materials also provide assessment tools with pre-made rubrics and quizzes. The Student Web Resource provides students with resources such as journaling prompts, portfolio templates, and rubrics that directly connect with the content in each lesson.

The materials provide the educator with resources, including scope and sequence, pacing guidance, and instructional planning support, for lesson delivery. The Student Web Resource provides access to all chapter materials, including videos, vocabulary flash cards, worksheets, handouts, and practice quizzes.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).

The Teacher’s Guide provides guidance for extended student practice through supplemental instructional activities connected to the lesson objectives. Each chapter’s teaching resources include “Expand Your Focus” sections with extension activities for enrichment and differentiation for advanced students. In the chapter 2 “Teaching Resources,” the “Expand Your Focus” activity expands on the concept of safety in dance by introducing students to the POLICE acronym which updates the previous RICE (Rest, Ice, Compression, Elevation) advice and advises on methods to treat soft-tissue injuries.

The materials provide enrichment and practice activities that support choreography development, movement analysis, rehearsal preparation, creative exploration, and student reflection beyond the lesson instruction. In the Teacher’s Guide, journaling prompts, handouts, and assignments provide students with extended reflection, evaluation, and self-assessment of concepts. For example, the journaling prompts for chapter 4 encourage students to reflect on movement types and how events such as weather can be translated into movement. Each chapter implements portfolio assignments as an extension activity for students who comprehend the material and demonstrate readiness for higher-order thinking exercises for the specific lesson.

Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions, including skills demonstration.

The materials include a variety of instructional assessments at the unit and lesson level that vary in types of tasks, such as individual and group assignments, self-assessments, interactive chapter quizzes, performance tasks, and portfolio evidence. In the “Assessment Tools” section of each “Quick Links” chart in the Teacher’s Guide, educators can find formative assessments, summative assessments, and rubrics for each chapter.

The Teacher’s Guide provides multiple assessment formats, including observations, movement demonstrations, choreography tasks, written reflections, discussion activities, and performance-based assessments. There are links to downloadable resources such as chapter quizzes, answer keys, assessment rubrics, and unit exam resources for each chapter and unit.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

The materials include educator guidance describing the purpose of the instructional assessments used throughout lessons and units to monitor student learning and skill development. Each chapter in the Teacher’s Guide includes assessments, vocabulary, short-answer questions, quizzes, rubrics, self-assessments, portfolio assessments, and performance tasks. The “Teaching Resources” for each chapter define the intended purpose of instructional assessments.

The materials include a definition and purpose for the types of instructional assessment.
Each “Quick Links” chart contains resources and assessments, which provides a quick overview of chapter assessments. Educators can download all assessment tools and modify them to meet individual instructional needs.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The materials provide guidance for educators administering instructional assessments, including directions for performance tasks, observation activities, and student demonstrations. Each chapter additionally contains learning objectives, cross-references to educator resources, and assessment tools. For example, the rubric provided in the “Assessment Tools” for chapter 7 defines assessment items such as etiquette, formations, and footwork for accurate and consistent evaluation.

The “Assessment Tools” in the Teacher’s Guide additionally support lesson activities and assessment-related instruction. Additionally, the “Assessment Tools” in chapter 9 encourage student self-assessment in addition to traditional forms, such as written quizzes.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

Educators can utilize diagnostic, formative, and summative assessments that are aligned with the TEKS and objectives by accessing the scope and sequence for each chapter in the Teacher’s Guide. Assessments in chapter 2 include an alignment assessment, several individual and group assignments, a dance rubric, and a chapter quiz.

The materials include opportunities for students to demonstrate mastery of dance TEKS through performance-based assessments, written responses, choreography projects, and reflective activities. Assessments in the Teacher’s Guide are aligned with each chapter’s objectives for the course, unit, and/or lesson.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

The materials include assessment activities requiring students to demonstrate understanding through movement, execution, and performance evaluation. Students are assessed by a rubric, choreography development, dance analysis, reflection, genre specific vocabulary, and dance history. Assessment tools aligned with the TEKS are provided in the Teacher’s Guide for each chapter. In chapter 5 , students study the history of dance and are assessed on the performance of dances from different time periods, as outlined by dance TEKS 4.B.

Assessments in the Teacher’s Guide “Quick Links” require students to demonstrate understanding through a variety of mediums. Assessment tools include: movement execution, quizzes, choreography development, dance analysis, reflection, unit exams, skills assessments, and performance evaluation. For example, the options for assessment in chapter 13 are a performance rating scale, a rubric template, a student reflection, and a written quiz.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The materials provide rubrics for performance assessments including guidance for the interpretation of student progress and movement quality. These rubrics contain detailed criteria and scoring instructions and are included in each chapter in the “Teacher Resources” section of the Teacher’s Guide. The “Modern Dance Rubric Template” in chapter 10 outlines assessment items such as foot and arm positions, rhythm and timing, and professional etiquette, with rating options from “excellent” to “developing.”

The rubrics also include definitions for the rating options to ensure consistent evaluation. The chapter 10 “Modern Dance Rubric Template” in the “Teaching Resources” of the Teacher’s Guide defines an “excellent” rating to be precise technique with complete integration of principles and performance present, noted as 90–100 percent of the performance. A “developing” rating is defined as unclear technique with some application of principles, noted as 70–79 percent of the performance.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The materials in the chapter 5 “Teaching Resources” include instructional recommendations for adjusting practice activities, choreography tasks, and performance experiences based on student assessment performance. The notes in the “Expand Your Focus” section detail expanding on a study of preserved dance, spiraling skills from previous chapters, based on student needs.

The “Dance Rubric Template,” located in the “Quick Links” for each chapter in the Teacher’s Guide, is a detailed assessment tool designed to assess student performance quality, comprehension, and retention. This evaluation assists educators in identifying areas in need of remediation and allows them to appropriately adjust instruction.

Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.

The materials include educator tools in the Teacher’s Guide for monitoring student progress related to dance technique, choreography development, performance skills, and artistic literacy. Specific tools used for assessment and tracking students’ progress and growth include alignment checklists and assessments, fitness assessments, and portfolio assignments, as evidenced in the “Quick Links” in chapter 2.

Select lessons include “Assessing Your Development” in the “Assessment Tools” of the Teacher’s Guide, which allows students to evaluate their own development in concepts included in the lesson. The assessment in chapter 9 encourages students to assess their development and understanding of their awareness of personal space, performing movement in time to the music, and applying technique to movement.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and/or paired (scaffolded) lessons for students who have not yet reached proficiency on content and skills in the course TEKS.

Educators have access to guidance for differentiated instruction in the Teacher’s Guide. The “Differentiated Instruction” section provides supports and strategies to meet students’ individual needs. The materials highlight the provided teaching resources for chapter 1, including journaling, portfolio development, assessment tools, IEPs, inclusive dance classes, and cultural competency. Educators can modify the worksheets, activities, slides, and rubrics to meet student needs. The materials provide visuals, vocabulary support, and strategies for group work. For example, for group work, the guidance suggests that educators provide group members with a checklist for task completion and assign specific roles within the group.

The materials also include activities for lesson extension offered for each chapter in the “Quick Links” of the Teacher’s Guide. The extension activities and assignments allow for differentiated instruction for all levels of proficiency. Suggested pacing allows educators to adjust delivery for students who have not reached proficiency, while other students can explore the extension activity. The “Expand Your Focus” activity in chapter 9 includes a list of films that explore ballet across different eras for students to study.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic and discipline-specific language).

The Teacher’s Guide includes discipline-specific vocabulary support, instructional resources, and student- and educator-facing guidance to support students’ understanding of academic and dance-specific language throughout the course. In the student-facing web resource, vocabulary flash cards provide definitions of content-specific words and concepts for each chapter. In chapter 3, students quiz themselves with vocabulary flash cards on the meanings of words such as aesthetic principles, creative process, and improvisation. In addition, vocabulary words are in bold in the textbook, with their definitions following.

The Teacher’s Guide also provides embedded instructional supports, contextual explanations, and teaching resources that help students understand unfamiliar cultural, historical, and dance-related references. The print text includes features that help students understand unfamiliar references and concepts. The “Did You Know?” sidebars in each chapter provide additional context and direct students to resources such as the Library of Congress website. The “Did You Know?” sidebar in chapter 4 addresses the etymology of the term choreographer, tracing its evolution from dance arranger and dance supervisor to its current form. Photographs and illustrations throughout the text, along with a traditional glossary in the back of the textbook, also support comprehension.

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in content and skills in the course TEKS.

In the “Differentiated Instruction” section of the Teacher’s Guide, the materials reference extension activities that deepen students’ understanding through advanced choreography, leadership opportunities, creative movement exploration, performance analysis, and independent artistic decision-making. The “Expand Your Focus” section of the “Teacher Resources,” included in select lessons, provides additional assignments and projects that further challenge more experienced or proficient dance students. For example, one of the “Expand Your Focus” sections for chapter 14 encourages students to research movie and Broadway dance scenes.

The “Teaching Resources” sections in the Teacher’s Guide include portfolio assignments, choreography activities, and instructional extensions. These resources provide opportunities for enrichment and extended application of dance content and skills throughout the course instruction. For example, educators can use the “Resume Starter” activity in chapter 16 as an extension assignment, walking students through the process of compiling a resume.

Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials include educator guidance on IEPs, inclusive dance classes, accommodations, modifiable resources, and adaptable rubrics in the Teacher’s Guide. In the chapter 1 “Teaching Resources” one highlighted objective addresses planning for an inclusive dance class and IEP accommodations. This resource provides suggestions for managing the class, presentation options, varied response ideas, and break and assessment timing.

The materials in the Teacher’s Guide include activities, PowerPoint slides, rubrics, and assessments that educators can modify and download to meet diverse student needs. The “Expand Your Focus” section of the chapter 1 “Teaching Resources” provides guidance on how to meet IEP goals and how to identify and support unique needs in dance.

Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The materials provide visual demonstrations, modeling, and movement-based learning experiences that support student understanding of the instructional content. The “Teaching Resources” in the Teacher’s Guide include educator-facing discussion prompts, reflective questions, and instructional supports that help educators model and explain dance concepts and skills. In chapter 3, the “Teaching Resources” include instructional materials with guidance for journaling prompts and classroom activities. One classroom activity lists topics educators can use to prompt students to brainstorm ideas for movement and dance sequences. Topics include translating everyday tasks into dance movement and identifying photos and artwork to inspire movement.

Educators have access to video clips in the “Teaching Resources” of the Teacher’s Guide that demonstrate specific content, such as movement qualities and locomotor versus non-locomotor movements. Video clips for chapter 13 include demonstrations of warm-up steps, power moves, and instructional material.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

The materials in the Teacher’s Guide provide a variety of instructional approaches for effective lesson delivery and facilitation. The “Teaching Focus” sections in the “Teaching Resources” provide flexibility for performance tasks, movement activities, and instructional participation. Educators may adapt activities, pacing, and instructional delivery to support student access and participation. For instance, in chapter 5, the “Teaching Focus” titled “Recreating a Dance from the Past” suggests that educators can adapt the assignment to any historical period or dance genre. Educators can use the included presentation and historical dance rating scales to evaluate the assignment and convert them into rubrics if needed.

The “Quick Links” for each chapter in the Teacher’s Guide also include multiple methods for delivering content. In chapter 7, the “Quick Links” outlines videos, recommended websites, activities, a PowerPoint presentation, and extension opportunities to ensure effective delivery to a varied audience.

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The materials include educator-facing instructional guidance that supports the adaptation of learning activities and movement experiences to students’ learning needs and instructional circumstances. The “Teaching Resources” in chapter 5 of the Teacher’s Guide, contain materials that support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for educators and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The materials include guidance for educators on facilitating individual, partner, small-group, and whole-group instructional activities to support effective lesson implementation. In chapter 11, the materials in the Teacher’s Guide support multiple practice types through activities for students to complete independently or in groups. For example, the guidance and recommended structure for “Teaching Focus: Aesthetic Principles” is listed under “Student Activities Directions.”

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic and discipline-specific language.

Educators have access to web resources that include video clips in the “Teaching Resources” section of most chapters in the Teacher’s Guide, especially those on dance technique. Video clips demonstrate various body movements and techniques. Emergent bilingual (EB) students can internalize content with these video clips by accessing the visual and verbal reference during class or independent practice. Video clips for chapter 12 include demonstrations of tap dance, like a toe tap, shuffle, and flaps, for students to view.

The Student Web Resource includes vocabulary flash cards throughout the chapters to support repeated practice with academic and discipline-specific dance terminology. The flash cards for chapter 9 provide students with the opportunity to identify and internalize ballet vocabulary, including terms such as barre, en l’air, and turnout.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The “Differentiation Instructions” link in the Teacher’s Guide provides vocabulary practice activities, video demonstrations, worksheets, and rubrics. The instructional resources and supports can be modified and differentiated to accommodate various levels of language proficiency. The guidance for vocabulary support outlines multiple avenues for incorporating academic vocabulary and skills into lessons, including a list at the beginning of each chapter, words highlighted in the text, flash cards in the web resource, and the traditional glossary in the student text.

The materials also focus on movement activities that provide opportunities for bilingual students to collaborate with peers. In chapter 8, the “Teaching Resources” in the Teacher’s Guide include the activity “Learn a Cultural Dance Step, Share a Cultural Dance Step,” which asks students to select a dance step to map and teach to a partner, providing prompts to ensure productive interactions.

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic and discipline-specific vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The materials provide support for EB students in building vocabulary. The chapter 5 flash cards in the Student Web Resource, for example, provide students with definitions of terms related to the history of dance to support comprehension of academic language in written form. These flash cards outline terms for concepts in both the current lesson and future lessons, building background knowledge. Some of the terms highlighted in the chapter 2 flash cards include alignment, range of motion (ROM), and full-foot position, all of which are addressed in future lessons. Educators can use the flash cards to connect many vocabulary words cross-linguistically, such as referencing French ballet terms in chapter 9.

The “Differentiated Instruction” section in the Teacher’s Guide guides educators in encouraging students to express dance content orally. Group work allows students to communicate collaboratively, develop academic language, and increase comprehension. Video and audio clips provide students with background knowledge and comprehension, such as those in chapter 3, which demonstrate and explain elements of dance orally. The use of the provided flash cards as a quizzing tool for students supports cross-linguistic connections when utilized with a partner or in collaborative groups.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Materials include guidance for teachers to provide explicit (direct) instruction in discipline-specific artistic literacy in alignment with the course TEKS.

In the Teacher’s Guide, the chapter 1 “Teacher Resources” includes guidance for educators on teaching artistic literacy in “Teaching Focus: Dance, Arts, and Media Literacy.” This section explains how to use dance vocabulary to express the language of dance. The material explains the three domains of dance literacy: kinesthetic, choreographic, and critical. The materials in chapter 1 of the print text introduce and define dance literacy and artistic literacy to support understanding of discipline-specific artistic literacy concepts. Specifically, the materials define artistic literacy as the knowledge and understanding needed to participate authentically in the arts. It states, “You can use what you know about the arts and media to express your ideas and respond to art creations.” Figure 1.2 illustrates each term using a diagram. For the “Thinking Like a Dancer” section, the materials provide direct instruction in dance literacy. These lessons introduce dance concepts, dance skills, and specific language that help students build a foundation for understanding dance.

The materials include guidance for educators to provide direct instruction of artistic literacy by defining what it is. Slide 24 of the Teacher Pack PowerPoint in chapter 1 has the definition of artistic literacy and visuals that align with the TEKS. Also, in chapter 1 of the Teacher Pack, the “Teaching Resources: Classroom Activities” include educator guidance to support dance instruction. These resources help educators teach dance literacy concepts and connect them to student learning. The materials support educators in facilitating student analysis of dance using media examples and interdisciplinary connections. Activity 16.2, “Explore” in the textbook asks students to reflect on a dance performance piece and analyze various components, such as the choreographers.

Evaluation for 4.1b
Materials explicitly connect new discipline-specific artistic literacy to prior learning across lessons and units within the course and across courses as applicable.

The materials in part two of the print text connect prior learning across lessons and parts within the course. Activity 6.1, “Explore,”uses students’ prior knowledge to gather information about current trends. Materials in chapter 1, “Dance for All—Thinking Like a Dancer,” build on the students’ prior knowledge by connecting dance concepts across lessons and chapters. Students revisit previously learned ideas and apply them to new dance activities.

The materials in chapter 4 of the print text connect prior learning in chapter 3 and throughout part one. Students use the knowledge they learned in chapter 3 of Elements of Dance to create a dance composition in chapter 4, activity 4.1, “Discover.” In chapter 16, “College and Career Preparation,”connecting new artistic literacy to prior learning requires students to apply previously developed dance analysis and interpretive skills when evaluating media representations of dance. This aligns with the indicator guidance statement, connecting artistic literacy concepts developed throughout the course through media literacy, dance analysis, and performance analysis activities that build on prior learning. Also, chapter 16, activity 16.2, “Analyze a Dance Performance,” provides opportunities for students to analyze dance performances using dance skills developed throughout the course. Students make connections between prior learning, dance analysis, and media.

Evaluation for 4.1c
Materials consistently provide opportunities for students to develop and use discipline-specific artistic literacy vocabulary.

The materials consistently provide opportunities for students to develop and use artistic vocabulary by completing activity 1.3, “Explore,” in the print text in chapter 1. The activity requires students to write about the dance process and how it benefits them. In the Student Web Resource, the materials provide “Vocabulary Flash Cards” that introduce dance vocabulary. Students use these resources to develop an understanding of specific dance terms. The flash cards support repeated exposure to discipline-specific dance terminology. These tools provide opportunities for students to develop familiarity with the artistic literacy vocabulary introduced in each chapter. The text in each chapter defines terms shown on the flash cards, in the glossary at the end of the book, and in the glossary handout available in the Teacher Pack.

The materials consistently provide students with opportunities to develop and use artistic literacy vocabulary by defining what it is and how to use it in dance. In the Student Web Resource, the materials include chapter-specific quizzes (“Review Quiz”) that require students to apply and demonstrate their understanding of dance vocabulary and concepts. Students use this tool to gauge their comprehension level with artistic literacy vocabulary. The materials also provide feedback for correct and incorrect answers for this quiz, which has no limit on the number of attempts. The assignment requires students to demonstrate understanding of dance artistic literacy through recurring chapter-based tasks aligned to the TEKS.

Evaluation for 4.1d
Materials include activities and tasks that require students to demonstrate understanding of discipline-specific artistic literacy in alignment with the course TEKS.

Materials include activities and tasks, such as journal prompts aligned with the TEKS, to help students demonstrate their understanding of artistic literacy. The “Teaching Resources” for chapter 1 in the Teacher Pack include three journal prompts to help students expand their understanding. The “Teaching Resources” for chapter 3, “Elements of Dance Portfolio Assignments,” include portfolio assignments that require students to demonstrate understanding of dance concepts through written responses, reflections, analysis, and creative assignments. Chapter 13, “Portfolio Assignment,” requires students to demonstrate an understanding of hip-hop artistic literacy. Students reflect on and document their own cultural background and cultural identity, such as language, food, traditions, and music, and make connections to hip-hop dancing. Educators and students use this documentation to inspire future hip-hop dance movements and experiences.

Educators have access to the “Teaching Resources” in the Teacher Pack, which provide activities and tasks to help students demonstrate their understanding of the TEKS. Materials also include “Journal Prompts” vocabulary aligned with the TEKS. Discipline-specific artistic literacy is evident in “Portfolio Design Template, Entry 3: Student Trip Review.” Students must select one professional performance they view within the school year and research its history and culture. Students use this information to explore and write a review of how the dance has progressed from its origins to its current state. The “Teaching Resources” for chapter 4 in the Teacher Pack, provide materials in the “Worksheet, Handouts, and Assignments” section, including activities and tasks to help students demonstrate their understanding of the TEKS. Materials also include “Journal Prompts” vocabulary aligned with the TEKS.

Evaluation for 4.2a
Materials include guidance for teachers to provide explicit (direct) instruction in discipline-specific artistic skills at developmentally appropriate levels and in alignment with the course TEKS.

Educators have access to “Teaching Tips” in the Teacher Pack, which include guidance on teaching artistic skills at the appropriate level, aligned with the course TEKS. The “Teaching Focus” section in chapter 5 provides educators with guidance on how to teach each lesson directly to students. For example, “Teaching Focus: Recreating a Dance from the Past” gives direct instruction for students to recreate a dance. In chapter 9, “Teaching Resources: Ballet Warm-Up” provides explicit instructions for educators to create a ballet warm-up that includes technical drills and exercises, body strengthening, and preparation. In part one, “Foundations of Dance Quick Links Lesson Plans,” the materials provide direct instruction in dance technique, movement concepts, choreography, and performance skills through structured lessons and guided learning experiences. The “Teaching Resources” provide explicit guidance for educators on teaching dance technique through structured exercises and movement combinations. The materials support educators with step-by-step instruction that scaffolds skill development at a developmentally appropriate level, aligned with the TEKS.

The materials include educator guidance for direct teaching of “Body Processes Awareness.” The instruction in the “Teacher Resources” for chapter 3, guides educators in teaching students about body awareness through individual exploration, which is aligned with the TEKS and is grade-level appropriate. Another example in chapter 3, “Teacher Resources: Describing Effort Actions,” provides explicit instructions for educators to guide students through various effort actions. The text gives the educator the option to lead the exercise as an independent, partner, or group activity. This resource provides explicit educator guidance for developing discipline-specific dance skills. It provides structured instructional support that scaffolds movement practice and skill development at a developmentally appropriate level aligned to the TEKS. In chapter 1, “Dance for All: Foundations of Dance-Quick Link” provides instructions aligned to the Dance I TEKS through demonstrations, guided practice, and performance-based activities. The example provided aligns with the indicator guidance statement, providing structured guidance for developing and assessing discipline-specific dance skills, including spatial awareness, movement performance, technique application, observation, and memorization.

Evaluation for 4.2b
Materials explicitly connect new discipline-specific artistic skills to prior learning across lessons and units within the course and across courses as applicable.

The materials in chapter 3 of the Teacher Pack, “Elements of Dance, Assessment Tools, Observation Skills Rating Scale,” connect observation skills, movement replication, movement principles, rhythmic awareness, and performance skills to the development of new dance skills and artistic growth. Also in chapter 3 of the print text, “Thinking Like a Dancer,” there are examples of materials that connect new skills to prior learning. The section explains how students will use observation skills, mindfulness, and etiquette to improve their own experience of memorizing a dance, as well as their concentration and dedication to improvement. The materials connect observation skills, movement replication, movement principles, rhythmic awareness, and performance skills to the development of new dance skills and artistic growth.

Educators have access to a scope and sequence in the Teacher Pack. The scope and sequence demonstrates how dance skills progress across parts, helping students connect prior learning to new choreography, performance, and creative experiences. The “Teaching Focus: Dance Designs Worksheet,” in the “Teaching Resources” in the Teacher Pack for chapter 5, connects this activity to prior learning in chapter 4. Also in chapter 5, the “Worksheets, Handouts, Assignments: Recreating a Dance from the Past,” require students to apply previously learned research, dance design, performance, and artistic skills to learn, practice, perform, and analyze a historical dance. Chapter 16 of the print text, “Transferring Dance Skills to Life Skills,” provides another example of materials that connect new skills to prior learning. This section highlights how characteristics built in the dance class, such as flexibility, adaptability, taking initiative, and self-discipline, will benefit students in the real world. These developed traits can be applied in the workforce and beyond. The materials also include the “Exploring Dance and Associated Careers” section in chapter 16, which connects new artistic skills to prior learning by requiring students to apply previously developed dance knowledge and movement understanding as they explore dance careers and related professional contexts.

Evaluation for 4.2c
Materials provide opportunities for students to develop discipline-specific artistic skills through performing, exhibiting, or presenting artistic works at developmentally appropriate levels and in alignment with the course TEKS.

The “Teacher Resources” for chapter 4 in the Teacher Pack provide students with opportunities to present artistic works through dance composition. Students can work in groups to create and present choreography. This assignment is grade-level appropriate and aligned with the TEKS. The “Portfolio Assignment” in chapter 7 requires students to develop discipline-specific artistic skills by researching and performing a folk dance and explaining the variations by location. A poster or media presentation should accompany the performance. In chapter 1 of the print text, activity 1.1, “Journal,” provides opportunities for students to develop skills through choreography projects and movement exploration activities that require the application of dance concepts. These examples align with the indicator guidance statement by requiring students to research, learn, practice, perform, and present a historical dance while demonstrating discipline-specific artistic skills.

The materials in the “Teacher Resources” for chapter 9 provide opportunities for students to develop ballet skills through performing, exhibiting, and presenting artistic works that align with the TEKS and are grade-level appropriate. The “Your Contemporary Ballet Combination” assignment guides students through the process. The “Portfolio” assignment in chapter 11 asks students to perform a prearranged dance sequence to various pieces of music. The materials then ask students to reflect on and identify how the movement qualities may have been altered in response to changes in the music. This assignment provides opportunities for students to develop discipline-specific artistic skills by creating and presenting dance-related work that demonstrates application of course concepts aligned to the TEKS. In chapter 1 of the print text, activity 1.1, “Journal,” tasks provide students with opportunities to demonstrate technique, artistic expression, and performance skills.

Evaluation for 4.2d
Materials provide opportunities for students to refine discipline-specific artistic skills through activities and tasks that progressively increase in rigor and complexity over lessons and units within the course.

The materials provided in the “Teacher Resources” in the Teacher Pack offer opportunities for students to participate in tasks that increase in rigor and complexity across lessons and parts of lessons, as well as in activities in chapters 4 and 5. In chapter 11 of the print text, activity 11.1, “Experience Jazz Dance,” requires students to learn a pre-choreographed jazz phrase the instructor prepared. The subsequent exercise, activity 11.2, “Contemporary Jazz Dance Styles,” explores various jazz movement styles. Activity 11.3, “Create a Jazz Dance Warm-Up,” provides specific instructions for creating warm-up exercises. The next activity, 11.4, “Create a Combination,” requires students to create a movement sequence with peers. The last task, activity 11.5, “Evaluate Your Jazz Dance Performance,” asks students to reflect on their movement phrase using a performance rating scale. The rigor increases as students transition from one activity to the next. In chapter 2, “Safety, Health and Wellness Portfolio Assignments,” the materials provide repeated opportunities for practice and skill development, allowing students to refine technique and artistic expression over time. Activities and portfolio assignments support the improvement of artistic skills through a progression of tasks that increase in complexity and application across the chapter. These examples align with the indicator guidance statement by requiring students to research, learn, practice, perform, and analyze a historical dance, demonstrating increasing rigor and complexity through multiple stages of artistic skill development.

The print text includes activities such as activity 3.2, “Explore,” in which students progress from foundational movement skills to more advanced choreography, performance analysis, and creative applications as lessons increase in complexity. In chapter 12 of the print text, the materials provide opportunities for students to refine discipline-specific artistic skills through activities and tasks that progressively increase in rigor and complexity over lessons. Activity 12.1, “Discover,” requires a student to mimic a tap movement phrase with a peer. Activity 12.2, “Explore,” then asks students to perform a basic tap combination on the right and left foot. Activity 12.3, “Explore,” requires students to create their own tap combination. Activity 12.4, “Research,” asks students to research a tap style. Finally, activity 12.5, “Assess,” asks students to evaluate their tap performance using a rubric.

Evaluation for 4.2e
Materials include activities and tasks that require students to demonstrate mastery of discipline-specific artistic skills through performing, exhibiting, or presenting artistic works at developmentally appropriate levels and in alignment with the course TEKS.

The assignments in chapter 4 of the Teacher Pack require students to demonstrate mastery of artistic skills by exhibiting grade-level works aligned with the TEKS. In chapter 14 of the print text, activity 14.5, “Access Evaluate Your Dance Performance,” requires students to learn a sequence of movements from their instructor and video record themselves performing it. The students then self-assess or assess a partner using the rubric on the Student Web Resource. This activity requires students to demonstrate mastery of a memorized, choreographed piece, execute proper technique, exhibit a range of movement qualities, and reflect on their progress. In part one of “Foundations of Dance: Quick Links, Rubrics and Assessments” in the Teacher Pack, the students demonstrate mastery through performance assessments and choreography presentations that require application of dance technique and artistic expression. Chapter 10, activity 10.5, “Evaluate Your Performance,” requires students to demonstrate mastery of discipline-specific artistic skills by evaluating their own performance work, demonstrating proficiency in movement execution and understanding of dance concepts. Also, the “Social Dance, Assessment Tools: Social Dance Rubric Template” in chapter 6 of the Teacher Pack, requires students to demonstrate mastery of discipline-specific dance skills through performance-based assessment criteria, including footwork, rhythm, timing, style, partner work, and movement confidence.

The materials in chapter 5, lesson 2, of the Teacher Pack include a task called “Create a Prehistoric Dance.” This assignment demonstrates student mastery of artistic skills through performing. Also in the Teacher Pack, in chapter 5, “Worksheets, Handouts, Assignments: Recreating a Dance From the Past” requires students to research, learn, practice, perform, and present a historical dance while demonstrating discipline-specific artistic skills through a culminating performance task. In chapter 9, activity 9.4, “Assess: Evaluate Your Development,”requires students to demonstrate mastery of personal space awareness, observing/listening/learning combinations, memorizing exercises, applying technique to movement, and understanding movement quality. A copy of the assessment tool is available on the Student Web Resource. Materials in chapter 3, “Elements of Dance Portfolio Assessments,” provide opportunities for students to showcase growth and demonstrate mastery of artistic skills learned throughout the course.

Evaluation for 4.3a
Materials provide opportunities for students to explore a variety of discipline-specific art forms (e.g., variety of media, variety of performance genres and styles).

The materials include guidance for educators in the Teacher Pack on promoting students’ selection of artistic works for study in the chapter 17 “Your Dance Preference” assignment. The guidance supports educators in facilitating student agency by encouraging students to make personal and meaningful connections to dance. Students are encouraged to select and engage with discipline-specific artistic works that are relevant to their interests and experiences. The materials guide students to reflect on their experiences with multiple dance genres and styles and encourage them to identify personal interests and preferences for future study and participation in dance. The “Portfolio Assignment” in chapter 16 of the Teacher Pack guides educators to work with students to select one or two dance careers that interest them. The students conduct their own research, write a report, deliver a one-minute oral presentation, and then write a paper comparing the two careers presented by their peers. The assignment in chapter 8, “Cultural Dances Portfolio Assignments,” provides opportunities for student choice through choreography projects and creative assignments that encourage students to make artistic decisions.

The materials provide educators with resources to promote student agency in selecting artistic works for study in the “Teacher Resources” section of the Teacher Pack. The instructional resources include a “Your Dance Preferences” worksheet in chapter 17 that guides educators to promote student agency by encouraging students to identify and choose preferred dance forms and styles for study and engagement. In the “Teacher Resources” of the Teacher Pack for chapter 14, activity 14.5, “Assess: Evaluate Your Dance Performance,” provides guidance for educators on how to instruct a combination sourced from a dance team or musical theatre. Students perform and record their own performance. Afterward, students conduct a self-check and classmate evaluation using the rubric. Students then write a paragraph identifying areas of mastery and areas for growth. In chapter 2 of the Teacher Pack, “Safety, Health, and Wellness Portfolio Assignments,” the assignments and performance tasks allow students to select, organize, and present evidence of their learning.

Evaluation for 4.3b
Materials provide opportunities for students to create, adapt, or extend discipline-specific artistic works for performance, exhibition, or presentation (in line with appropriate fair use and copyright).

The materials provide students with the opportunity to “Learn a Cultural Dance Step, Share a Cultural Dance Step” as an assignment. This assignment, in chapter 8 of the Teacher Pack, provides students with the opportunity to exhibit different artistic works. The embedded activities and “Portfolio Assignment” in chapter 4 of the print text provide opportunities for students to create and extend discipline-specific artistic works by developing movement sequences and applying dance concepts for performance and presentation. The materials offer multiple activities in chapter 12 of the print text that provide students opportunities to explore and create a tap combination individually or with a partner. Students can extend the lesson by researching various tap dance styles, and adapt their knowledge by evaluating their own tap dance performance. In chapter 1 of the print text, activity 1.2, “Discover,” includes choreography projects that require students to create original movement sequences and apply artistic and technical skills.

Chapter 13 provides students with the opportunity to explore the hip-hop dance style. The “Seeking Your Groove” assignment in the Teacher Pack, allows students to explore, expand, and enhance their hip-hop vocabulary and experiences. Activity 13.3, “Explore: Social, Fad, and Popular Dance Influences,” in the print text requires students to create, adapt, and extend their hip-hop dancing. Students create a hip-hop dance by adapting one or two hip-hop dance fads and perform the sequence for a classmate or group. In chapter 8 of the print text, “Cultural Dance,” activity 8.3 allows students to revise, refine, and present artistic works while demonstrating an understanding of dance concepts. Activity 11.4 in chapter 11 of the print text provides opportunities for students to create and extend movement-based artistic work for presentation.

Evaluation for 4.3c
Materials include guidance for teachers on promoting student agency in making or selecting discipline-specific artistic works for study, performance, exhibition, or presentation.

In chapter 8 of the print text, students have the opportunity to explore a variety of cultural dance styles, including African and Folkloric Dance. This chapter explores various forms of dance based on specific countries, cultures, and traditions. In chapter 4, “Basics of Dance Composition,” the materials expose students to a variety of dance genres and styles, helping them develop a broad understanding of dance as an art form. Part III, “Dance on Stage,” exposes students to a variety of dance forms and performance styles through engagement with multiple works and contexts within the discipline.

The materials provide students with vocabulary, pioneers, activities, discussions, a list of technical skills, combinations, and review questions for various genres. Chapter 9 of the print text focuses on ballet, chapter 10 on modern dance, chapter 11 on jazz dance, chapter 12 on tap dance, and chapter 13 on hip-hop dance. In chapter 8, activity 8.2, “Explore,” requires students to explore cultural dance traditions and performance practices through course readings, discussions, and movement experiences. Part III of the print text provides students with opportunities to explore a variety of dance art forms, including ballet, modern, jazz, tap, and hip-hop. Students also explore dance performance and production. The “Dance in Society” section in part II exposes students to a variety of dance forms across cultural and historical contexts, as well as to diverse styles and purposes of dance within the discipline. These materials provide opportunities for students to explore dance across historical, social, cultural, and community contexts. There are additional dance forms presented through online “Explore More” resources.

Evaluation for 5.1a
Materials include guidance for teachers to provide explicit (direct) instruction in interpreting, evaluating, and responding to discipline-specific artistic works of other artists at the level of depth and complexity required by the course TEKS.

The materials included in the “Teacher Resources” for chapter 1 in the Teacher Pack guide educators in providing direct instruction in interpreting, evaluating, and responding to artistic works by other artists at the level of depth and complexity required by the TEKS. For example, chapter 1 includes several “Teaching Focus” sections that explain in detail how to use the assessment tools to assess students. In part I, the “Quick Links” chart provides guidance for educators on evaluating student learning using rubrics, rating scales, and assessment criteria, aligned with dance instruction. The materials direct educators to assess students’ performance, understanding of movement, and application of dance concepts. The section also includes guidance for student reflection and discussion to support evaluation of learning experiences. Chapter 4 of the Teacher Pack contains a link to download “Viewing Dance and Responding,” which is an example of material educators can use to guide students in interpreting, evaluating, and responding to the works of other artists. The materials provide questions to guide student thinking and reflection, leading to a discussion and a summary. Additionally, activity 15.2, “Explore,” in chapter 15 of the Teacher Pack provides direct instruction on observing, interpreting, and responding to dance performances using dance-specific concepts and terminology. The materials guide students through activities that focus on analyzing movement, performance quality, and artistic intent.

Educators have access to resources in chapter 11 of the Teacher Pack that guide them through direct instruction in interpreting, evaluating, and responding to the depth and complexity required by the TEKS. The resources include guidance on “Assessing Development” and how to “Evaluate Your Dance Combination.” Chapter 9 requires students to view ballet pieces from various historical eras and journal their thoughts on the choreography, the dancers, and the components of the performance. The materials list specific questions that require students to use discipline-specific vocabulary to interpret, evaluate, and respond to others’ artistic works. Activity 15.3, “Discovering Dance Journal,” in chapter 15 of the Teacher Pack includes structured reflection and discussion opportunities that help students evaluate dance works and communicate their responses using appropriate dance vocabulary. In the “Teaching Resources” for chapter 1 in the Teacher Pack, the “Portfolio Development” section provides materials to guide educators in implementing student portfolios to document choreography, performance work, and reflections. The materials direct educators to have students collect and organize evidence of learning and dance experiences over time. The portfolio process supports ongoing assessment and student reflection on growth in dance skills and concepts.

Evaluation for 5.1b
Materials emphasize the use of discipline-specific vocabulary in interpreting, evaluating, and responding to artistic works.

Materials in chapter 1 of the print text incorporate dance-specific vocabulary throughout lessons, discussions, and performance analysis activities. Students use discipline-specific language when describing movement, choreography, and performance elements. In activity 16.2, “Explore Analyzing a Dance Performance,” in the print text students view a dance performance. They must then interpret, evaluate, and respond to the artistic work using media and artistic literacy. The assignment lists questions to guide students in dissecting the dance performance in their responses. The “Journaling Prompt” in chapter 8 of the Teacher Pack emphasizes the use of dance elements vocabulary to interpret, evaluate, and respond to artistic works. In chapter 3 the “Assessment Tools and Individual Performance Rating Scale” is accessible through the downloadable document in the Teacher Pack. Students and educators must use discipline-specific dance vocabulary related to the elements of dance and performance when interpreting, evaluating, and responding to dance works and performances. The materials use discipline-specific vocabulary such as movement execution, space, timing, and energy within the performance criteria.

In chapter 8 of the Teacher Pack, “Quick Links” and downloadable documents prompt students to respond to dance experiences using discipline-specific vocabulary related to movement, technique, and performance qualities. The materials guide students in describing and evaluating dance works using appropriate dance terminology in written reflections. The “Journaling Prompt” activities require students to interpret and respond to dance works using discipline-specific vocabulary and concepts introduced throughout the course. In chapter 9 of the Teacher Pack, the downloadable document titled “Journaling Prompts” requires students to use discipline-specific vocabulary in interpreting, evaluating, and responding to artistic works. Students reflect on concepts, what was taught, knowledge gained, areas of strength, and areas needing growth. The materials in chapter 12 of the Teacher Pack provide resources that help students use discipline-specific vocabulary to interpret, evaluate, and respond to artistic work. The resources include three rubrics and teaching tips for teachers. Additionally, the “Portfolio Assignment” in chapter one of the Print text provides opportunities for students to apply dance terminology in response to questions and in analysis of dance concepts.

Evaluation for 5.1c
Materials provide opportunities for students to practice interpreting, evaluating, and responding to discipline-specific artistic works of other artists through activities and tasks that progressively increase in rigor and complexity over lessons and units within the course.

Activity 3.2, “Explore,” in chapter 3 of the print text, provides students with opportunities to practice interpreting, evaluating, and responding to discipline-specific artistic works by other artists. Students use activities and tasks that progressively increase in rigor and complexity across lessons and units within the course. Activity 3.2, “Effort Actions and Movement Qualities,” provides opportunities for students to interpret and respond to dance concepts by exploring effort, actions, and movement qualities through guided activities. Students analyze how variations in movement affect performance and meaning using structured prompts and examples. This activity builds foundational skills that support increasingly complex analysis of dance elements in later lessons. The materials introduce students to the elements of dance and help them begin interpreting artistic works. Students learn through identifying and analyzing effort, actions, and movement qualities using discipline-specific dance concepts. Activities 13.2, 13.3, and 13.4 in chapter 13 of the print text provide students with opportunities to interpret, evaluate, and respond to the works of hip-hop artists and movement. Each activity is connected, and the rigor increases as the student progresses to the next activity. Activity 13.2 lists influential hip-hop dancers and their styles for class discussion. Activity 13.3 asks students to incorporate popular past hip-hop movements into their own hip-hop sequence. Activity 13.4 involves creating a hip-hop movement sequence to express oneself, followed by journaling about the overall hip-hop experience. In chapter 17 of the print text, activity 17.1, “Discover,” provides opportunities for students to move from basic observation and description of dance to deeper analysis and evaluation of artistic choices and performance effectiveness.

In the chapter 8 materials, activity 8.3, “Analyze a Cultural Dance,” in the print text provides opportunities for students to analyze and respond to a cultural dance. Students use the elements of dance and respond to guided questions that require interpretation, evaluation, and evidence-based responses. The activity demonstrates increased rigor and complexity by requiring students to apply multiple dance concepts to a complete artistic work within a cultural context. In chapter 10 of the Teacher Pack, assignments in the “Worksheets, Handouts, and Assignments” section provide students with practice interpreting, evaluating, and responding to other artists’ works that progress in rigor and complexity. Educators teach their students a modern dance section inspired by the style of a pioneer of modern dance. Students reflect on the use of dance elements incorporated in the sequence. The rigor increases in the next activity, activity 10.3, as students explore everyday movements and use dance elements to create an abstract style for performance to music. Activity 10.4 asks students to use the content presented in the “Creative Processes” section to create a movement sequence and then reflect on and journal about their experience. Additionally, the chapter 17 “Portfolio Assignment” in the print text builds students’ artistic response skills throughout the course by engaging them in reflection, critique, and analysis activities that increase in complexity as the materials introduce new concepts.

Evaluation for 5.2a
Materials include guidance for teachers to provide explicit (direct) instruction in giving and receiving feedback on discipline-specific artistic works to self and other students.

In part one of the Teacher Pack, the materials include educator guidance and assessment tools that support constructive feedback during choreography development and performance activities. The “Teaching Resources” for chapter 1 provide guidance for using rubrics and rating scales to evaluate student dance work. Educators use assessment results to support student reflection and feedback. Materials in chapter 4 of the print text provide instruction on the roles and responsibilities of performers and audience members, including appropriate ways to observe, respond to, and provide feedback on artistic works. Additionally, activity 11.5, “Assess: Evaluate Your Jazz Dance Performance,” in the print text is an example of educators providing instruction that guides students in giving feedback to themselves and to other students. The Student Web Resource provides a performance rubric scale for students to use when giving feedback.

Several examples in the print text include materials for giving and receiving feedback. “Practicing the Roles of Performer and Audience Member” in chapter 3 provides opportunities for students to reflect on performance experiences, identify strengths and areas for growth, and use feedback to support continued artistic development. Educators use assessments and tools to instruct students in evaluating peer performance using structured prompts. In chapter 4, the activity 4.4, “Research Evaluation Activity,” provides students with opportunities to participate in a structured critique that supports meaningful feedback using established performance criteria and dance vocabulary. In chapter 10, activity 10.5, “Assess and Evaluate Your Performance,” supports educators providing instruction for students to give feedback to themselves and other students. Additionally, in chapter 12, activity 12.5, “Assess: Evaluate Your Tap Dance Performance,” provides educators with explicit instruction on giving and receiving feedback to other students on their tap performances.

Evaluation for 5.2b
Materials provide opportunities for students to give feedback on discipline-specific artistic works created by other students.

Materials in activity 4.2, “Create a Movement Sequence,” in the print text, provide opportunities for students to give feedback on peer choreography. Students respond to classmates’ movement sequences using structured prompts. In chapter 7, activity 7.1, “Traditional American Community Dance Journal,” in the print text, engages students in peer-review activities that require them to provide feedback on choreography, performance quality, and artistic choices. In chapter 11 of the print text, activity 11.5, “Evaluate Your Jazz Dance Performance,” guides how to give feedback on each other’s choreography using a performance rubric scale available in the Student Web Resource. Students write a summary paragraph reflecting on their experience and reviewing goal-setting. Additionally, in chapter 12, activity 12.5, “Assess: Evaluate Your Tap Dance Performance” provides a rubric to help students evaluate a classmate. Students write a reflection listing items that incorporate the feedback to create goals for improvement.

In chapter 4 of the print text, the materials introduce students to the roles and responsibilities of performers and audience members and engage students in activities that involve observing, discussing, and providing feedback on dance performances. The activity provides opportunities for students to give feedback on others’ artistic works using discipline-specific dance concepts. Activity 14.5, “Evaluate Your Dance Performance,” in the print text provides opportunities for students to give feedback on peer dance work. Students evaluate performance using structured prompts.

Evaluation for 5.2c
Materials provide opportunities for students to receive feedback on their discipline-specific artistic works from teachers and other students.

Materials in chapter 3 of the Teacher Pack offer students opportunities to receive structured feedback from educators regarding observation skills, movement replication, rhythmic awareness, movement qualities, style, and performance presence. The included rating scale provides discipline-specific criteria that support ongoing growth and improvement in dance skills. Also, in chapter 16 of the Teacher Pack, the materials provide opportunities for students to receive feedback from educators and peers throughout rehearsals, performances, and creative activities. In chapter 4 of the print text, activity 4.2, “Create a Movement Sequence,” students are asked to create a movement sequence in two parts and then receive feedback from their peers and educator. The activity explains that feedback should be provided, and the student may get new ideas to incorporate into their sequence for future use.

In chapter 4 of the print text, students participate in activities that involve observing performances and responding as audience members. The materials provide opportunities for students to receive feedback from classmates regarding dance performances and artistic choices within a structured performer-audience framework. In chapter 16, “College and Career Preparation,” students use feedback to revise choreography, improve performance quality, and strengthen artistic expression.

Evaluation for 5.2d
Materials include guidance for teachers to provide feedback to students to refine their discipline-specific artistic works.

Materials in the Teacher Pack include guidance for educators to provide feedback to students. In chapter 3, “Teaching Focus: Assessing a Movement Sequence” guides educators to provide feedback to students with a rubric scale that evaluates students on knowledge, timing, execution, placement, and energy. The materials provide educator guidance for giving feedback on student choreography and performance in chapter 4 of the Teacher Pack, using structured critique to analyze, interpret, and evaluate movement choices and technique. In chapter 6, the included rubric provides educators with discipline-specific criteria for evaluating and providing feedback on student dance performances. The criteria address etiquette, footwork, partner positions, leading and following, rhythm and timing, movement confidence, style, and professional practice. This enables educators to identify strengths, areas for growth, and specific next steps for refining artistic works. In chapter 15, “Dance Performance and Production,” the materials include rubrics and scoring tools that help educators provide specific feedback on dance technique, artistic expression, and performance skills.

The Teacher Pack provides guidance for students and educators for giving and receiving feedback in chapter 1, “Dance Critique Process,” through analysis, interpretation, and evaluation. Educators use criteria to evaluate performance and movement choices. The rubric included in chapter 2 provides educators with a structured tool for delivering discipline-specific feedback on student performance. Educators identify performance criteria, evaluate technique, timing, principles, movement qualities, and performance presence. They then use the results to communicate strengths and areas for improvement. Guidance in the Teacher Pack for chapter 4, “Basics of Dance Composition: Dance Composition Scale, Dance Composition Rubric, and Dance Template Rubric,” provides materials that help educators give feedback to students on their artistic works. These rubrics and rating scales include detailed indicators and components that educators observe and evaluate. Additionally, chapter 15, “Dance Performance and Production,” provides guidance for educators to support ongoing feedback during instruction and performance preparation, helping students improve and refine their work.

Evaluation for 5.2e
Materials provide opportunities for students to engage in self-reflection or self-evaluation to refine their discipline-specific artistic works.

In chapter 9 of the print text, activity 9.4, “Evaluate Your Development,” provides opportunities for students to self-reflect on their dance development and performance. Students evaluate their movement choices, skills, and growth using structured prompts. Chapter 10 in the print text offers reflection activities to encourage students to evaluate their own growth, performance skills, and artistic choices throughout the course. In chapter 3 of the Teacher Pack, students review their own dance statement and identify the dance elements and sub-elements they used. They then reflect on how additional dance elements could be incorporated, and evaluate how revisions would expand or change the dance.

Materials in the Teacher Pack engage students in self-reflection or self-evaluation to refine their artistic works. In chapter 3, the materials provide students with assessment criteria for knowledge, timing, execution, placement, and energy in a movement sequence. The materials explain the performance components being assessed and provide students with assessment expectations before performance preparation. This prepares students for self-evaluation and the refinement of discipline-specific artistic skills. Activity 9.4, “Assess: Evaluate Your Development,” in the print text is a self-assessment of one’s development as a dancer and of one’s ability to observe, listen, memorize, apply technique, and maintain awareness of movement quality. Also, in chapter 9, “Journaling Prompts” provides opportunities for student self-reflection through guided prompts. Students evaluate their movement choices and learning.

Evaluation for 6.1a
Materials include guidance for teachers to provide explicit (direct) instruction on cross-curricular connections within and across the fine arts disciplines and between fine arts and core academic subjects (e.g., literacy, math, social studies, science) as applicable.

In chapter 1 of the Teacher Pack, the materials guide cross-curricular connections between dance, media literacy, and other arts disciplines. In the “Dance, Arts, and Media Literacy” and “Standards-Based Lesson Planning” sections, the materials direct educators to incorporate writing, research, digital media, music, and visual arts into dance instruction and projects. In chapter 3, the materials guide educators on connecting dance instruction to science concepts related to body systems, breathing, sensory awareness, body connectivity, movement initiation, and injury prevention. The guidance explains how physiological processes influence movement and performance and provides explicit instructional support for integrating these concepts into dance learning and dance composition activities. Also, in chapter 10 of the print text, the materials connect dance learning to literacy skills through reading, writing, discussion, research, and reflection activities.

Materials in chapter 3 of the Teacher Pack include guidance for educators on making cross-curricular connections. The material offers suggestions for linking dance to other fine arts and literacy disciplines through photographs, artwork, music, poetry, storytelling, and visual storyboards as stimuli for movement creation. The activity explicitly encourages educators to help students translate ideas from visual art, music, literature, and narrative structures into dance compositions. In chapter 11 of the print text, activity 11.5, “Assess: Evaluate Your Jazz Dance Performance,” requires students to strengthen communication skills by responding to prompts, analyzing performances, and documenting learning through written reflections. Chapter 16 of the Teacher Pack provides guidance on connecting dance to media literacy, career readiness, and other academic disciplines. In the “Teaching Focus: Applied Dance Learning,” and “What Is Your MI?” sections, the materials guide educators in exploring transferable skills, multiple intelligences, and career connections developed through dance study.

Evaluation for 6.1b
Materials provide opportunities for students to explore cross-curricular connections within and across the various fine art disciplines and between fine arts and core academic subjects (e.g., literacy, math, social studies, science) as applicable.

In the print text, chapters 14 and 16 provide opportunities for students to explore cross-curricular connections. Activity 14.1, “Explore Dance as Entertainment,” materials connect dance concepts to other fine arts disciplines by exploring artistic expression, creativity, and performance practices. “College and Career Preparation” in chapter 16 provides opportunities for students to explore cross-curricular connections by examining dance-related careers and the required skills. It encourages them to engage with information on career pathways, education requirements, and transferable skills that connect dance to broader academic and professional fields. Also, the “Media and Artistic Literacy” section explains other facets of dance literacy, including knowledge of rhythmic and musical languages, stagecraft and theater vocabularies, arts education, arts media processes, and production terminology. Additionally, in chapter 5 of the Teacher Pack, the “Classroom Activity: Developing a Dance History Timeline,” requires students to create timelines that connect dance to history, social studies, literacy, and other fine arts disciplines. Students research historical eras, choreographers, dance forms, and major dance works. Comparative timelines may include major works from other art forms, intentionally integrating dance learning with historical inquiry, research, reading, writing, and visual organization of information.

The “Thinking Like a Dancer” section in chapter 1 of the print text provides opportunities for students to explore cross-curricular connections through observation and reflection. Students apply dance skills like interpretation and communication to other subject areas and real-world contexts. In chapter 14, activity 14.1, “Explore Dance as Entertainment,” students make interdisciplinary connections through activities that incorporate culture, history, media, and artistic analysis. The “Careers Beyond Dance” section in chapter 17 offers students an opportunity to explore careers that connect dance with other disciplines across business, health and wellness, and technology. Additionally, in the Teacher Pack, students explore preserved dance works by performing, restaging, and reconstructing them, studying the historical, social, and artistic contexts in which the works were created. Students connect dance learning with history, culture, social studies, and arts education while analyzing movement using dance elements and composition concepts.

Evaluation for 6.2a
Materials include guidance for teachers to provide explicit (direct) instruction on relevant discipline-specific historical and cultural context in alignment with the course TEKS.

In chapter 5 of the Teacher Pack, materials in the “Teaching Focus: Dance Preservation” section provide educator guidance for teaching preserved dance works as part of dance history and cultural heritage. The materials direct educators to guide students in viewing, performing, restaging, and reconstructing dances while examining the historical, social, and artistic milieu in which the dances were created. In the “Teaching Focus: Studying Major Dance Works” section, the materials guide educators on introducing students to major choreographic works across different dance genres, styles, and historical periods. The materials direct educators to have students view, analyze, discuss, and summarize major dance works while examining dance elements, dance designs, choreographic structures, and the historical significance of the works. In the “Dance History and Cultural Context” section, the guidance suggests that educators present information on the origins and cultural significance of dance forms and traditions. Also, in the “Classroom Activity: Creating a Dance History Timeline” section, educators guide students to create a timeline that includes major pioneers, dance styles, dance forms, and dance works from specific historical eras.

In chapter 8 of the Teacher Pack, the “Dance History and Cultural Context” section directs educators to teach the origins, traditions, and cultural significance of dance forms and styles. Educators must support the connection between dance techniques and practices and their historical and cultural development. This chapter also provides educators with guidance on how to instruct students to research and appreciate various cultures, cultural dance performances, and cultural dance vocabulary.

Evaluation for 6.2b
Materials provide opportunities for students to explore a variety of discipline-specific artistic works and traditions (e.g., variety of historical and contemporary artistic works, artistic traditions from diverse cultures).

The “Cultural Dance” section in chapter 8 of the print text provides opportunities for students to explore a variety of discipline-specific artistic works and traditions. Students examine dance forms from diverse cultures and traditions, including both historical and contemporary practices. The materials present examples that highlight cultural context and variation in dance styles across societies. Activity 8.1, “Explore,” exposes students to a variety of dance genres, traditions, and artistic works representing diverse cultures and communities. In Activity 8.2, “Explore,” students study historical and contemporary dance works to develop an appreciation for the diversity of dance as an art form. In Activity 8.3 students analyze a cultural dance using the elements of dance and guiding questions about the dance’s historical background, cultural significance, and stylistic characteristics.

Materials in chapter 5 of the Teacher Pack offer guidance for exploring dances from multiple historical periods and cultural traditions through research, reading, viewing, and re-creation activities. Resources include Renaissance dances, Baroque court dances, Colonial American dances, Ragtime-era dances, and historical dance manuals from the Library of Congress. Students engage with the historical and cultural contexts of diverse dance traditions while exploring how dance evolved across time periods and societies. In chapter 5 of the print text, the materials present diverse dance traditions that illustrate how dance evolves and varies across societies. The sections “Ancient Civilization” and “From the Middle Ages to the Renaissance” teach students about Greek dance and the origins of ballet. Additionally, in chapter 7 of the print text, activity 7.1, “Journal: Folk or Traditional Dancing,” provides students with the opportunity to explore a variety of historical and traditional artistic works from diverse cultures.

Evaluation for 6.2c
Materials include activities and tasks that require students to demonstrate understanding of relevant discipline-specific historical and cultural context in alignment with the course TEKS.

Materials in chapter 8 of the print text include activities and tasks to demonstrate students’ understanding of historical and cultural context. Activity 8.1, “Explore: Dance Around the World,” requires students to demonstrate their comprehension of historical and cultural context. This specific example requires students to research an assigned geographic region. They note the people of the area, the region’s physical characteristics, the culture, the purpose of the dance, and the accompanying music. Activity 8.2 requires students to demonstrate understanding of cultural context in dance by analyzing cultural dance forms and identifying historical and cultural influences on movement and style. In Activity 8.3, “Research: Analyze a Cultural Dance,” students analyze a cultural dance using the elements of dance and respond to guiding questions about the dance’s cultural significance, traditions, and context.

In Activity 5.5, “Research,” in the print text, the educator guides students in selecting a dance from a specific historical era for a seasonal or holiday celebration, a special event (such as a coronation), a festival, a commemoration, or another event. Additional tasks and activities relevant to students’ understanding include “Classroom Activity: Developing a Dance History Timeline” and “Expand Your Focus: Historical Dances.” In “Expand Your Focus: Historical Dances,” students research and investigate historical dance forms from multiple periods, including Renaissance, Baroque, Colonial American, and Ragtime traditions. Students engage with historical resources and dance reconstructions to demonstrate understanding of how dance reflects the cultural, social, and artistic values of different time periods and communities.