Texas Experiencing Dance Program

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

Materials include a course scope and sequence in the Teacher Pack that organizes instruction into sequenced units aligned to high school Dance Texas Essential Knowledge and Skills (TEKS.) The scope and sequence identifies the pacing, the chapter and lesson, the learning objectives, the associated TEKS, and the locations in the textbook for reference. The materials list major dance concepts, performance skills, choreography experiences, and artistic processes addressed throughout the course.

The materials provide three versions of the scope and sequence in the Teacher Pack for different course lengths. A one-semester, 18-week course is offered, in addition to a one-quarter course over 10 weeks and a full-year option delivered over four 10-week quarters.

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 the suggested pacing for the instructional implementation in the Teacher Pack for various instructional schedules. These include 10-week, 18-week, and one-semester courses, aligned with the TEKS, and full-year instructional schedules. Each instructional calendar provides a suggested timeline for each unit and lesson.


Each unit in the scope and sequence includes teaching and pacing tips to help educators choose what works best for their course instructional calendar. For instance, the guidance provided for the one-quarter course taught over 10 weeks states that it may be the most ideal option for a condensed spring or summer course.

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 Teacher Pack includes explanations in the “Teaching Tips.” These describe how units are sequenced to build student understanding from foundational dance concepts to more advanced performance and choreography skills. These documents include implementation tips for educators to consider based on their course instructional calendar. Unit sequencing supports the progressive development of technique, movement vocabulary, artistic expression, and performance quality. The “Teaching Tips” for unit 1 indicate that its purpose is to provide foundational knowledge and skills to support future concepts. The tips in unit 2 reinforce the importance of the foundational skills provided in the previous unit.

The materials describe connections between the concepts taught throughout the course, including movement vocabulary, composition, performance quality, collaboration, and dance critique.
The “How to use the Book and Web Resources” at the beginning of the print text explains the unit order, lesson format overview, and presentation of key concepts.

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

The materials include planning support for educators in the Teacher Pack. They guide educators in reviewing unit objectives, instructional activities, assessments, pacing, organizational supports for lesson delivery, student engagement throughout instruction, and required materials. The “Welcome” section provides an overview of all parts of the instructional materials, including ways to help students understand and practice key concepts.

The materials provide instructional guidance that supports educators in understanding lesson objectives, instructional procedures, movement activities, assessments, and differentiation opportunities. Each unit includes a “Quick Links” chart in the Teacher Pack that helps educators internalize the chapters in the unit, the focus of lessons, delivery and pacing suggestions, and the resources needed to teach the lessons in each chapter.

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

The materials include implementation resources in the Teacher Pack that support instructional leaders in understanding the program structure, instructional expectations, and course design. Each chapter includes downloadable “Teaching Tips” with specific guidance for lesson delivery. The scope and sequence, along with the pacing guide, also supports this requirement.

The materials provide “Teaching Tips” at the chapter level to guide educators and instructional leaders with look-fors and essential questions. For example, in the chapter 8 “Teaching Tips,” students consider, “When does movement become dance?” Instructional leaders use this resource to identify observable connections to the curriculum in classroom visits.

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 Teacher Pack includes unit overviews that provide educators with the background knowledge related to the dance concepts, performance skills, choreography, and artistic expression addressed within the unit. “Teaching Tips” in each chapter provide background knowledge and instructional guidance connected to dance concepts and performance skills. The “Quick Links” chart provides vocabulary and teaching resources for educators. Together, these resources provide the background knowledge needed to teach the concepts.

The materials include discipline-specific vocabulary related to dance technique, movement analysis, choreography, performance, and artistic literacy to support instruction and student understanding. The instructional supports outlined throughout the Teacher Pack “Teaching Tips” break down instructional methods on how to teach the different skill levels (beginner, intermediate, and advanced).

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 include family support resources designed to communicate instructional goals and student learning expectations. Each unit in the “Downloads” section of the Teacher Pack includes a take-home newsletter with an overview of the lesson objectives and tips for how families can support students. Newsletters, available in both English and Spanish, continue to explore concepts at home to support comprehension and retention.

Since they are sent before each unit, the provided newsletters contain information relating to the current unit, rather than a general form letter. The unit 3 “Making Connections Through Dance” newsletter outlines each chapter in the unit for families, describes the capstone assignment for the unit, and suggests strategies for use at home to support dance students.

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 structured lesson plans with lesson objectives, instructional activities, discussion opportunities, movement tasks, assessments, and instructional materials aligned to the dance TEKS. The Teacher Pack “Teaching Tips” include detailed lessons with teaching and learning tips that are separated by chapters and lesson weeks.

The materials provide lesson plans that support implementation through sequenced instructional procedures, guided practice, choreography activities, collaborative work, and formative assessment opportunities. The materials provide structured lesson organization and instructional supports throughout the Teacher Pack. The guidance for unit 3 breaks down instructional materials by skill level with step-by-step instructions.

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 Pack 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 highly encouraged to deliver and implement in lessons. The materials listed for use in chapter 5 include a PowerPoint presentation, video clips, worksheets, handouts, and assessment tools.

The materials in the Teacher Pack provide an overview of the chapters and lessons, and the suggested organizational format. They also include a description of the tasks the students complete in each of the lesson sections. Each scope and sequence includes pacing recommendations. The unit 1 “Teaching Tips” also include pacing suggestions. Instructional components such as warm-ups, instruction, guided practice, choreography development, rehearsal, discussion, and assessment include suggested timing. Pacing suggestions include variations for alternate schedules and various skill levels. For instance, the “Tips for Implementing Unit 1” suggest that beginner classes that meet daily engage in movement or dancing three days a week, and academic work is addressed two days a week. In contrast, beginning students on a block schedule would combine movement and academic work each day. Intermediate and advanced classes have further modifications.

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

The materials include opportunities for extended practice that reinforce the dance concepts and performance skills introduced during instruction. Each chapter and unit in the Teacher Pack includes extended learning activities available to download and edit. For example, in the unit links, guidance includes the effective use of lesson activities, portfolio items, and journal prompts. Portfolio items in chapter 1 encourage students in written reflection, digitally recording themselves, and analyzing their abilities using concepts learned in class.

The materials include a capstone assignment at the end of each chapter that builds on the lesson activities. This tool can be used as an extension activity for those students who have demonstrated mastery and are ready for higher-order thinking exercises for the specific lesson. The Teacher Pack contains all the extended practice resources.

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 in the “Quick Links” chart for each chapter. The “Rubrics and Assessments” column includes formative and summative assessments; rubrics; journal prompts, peer feedback, self-evaluations, and portfolio evidence; and chapter quizzes and answer keys. Rubrics support diagnostic and formative assessment, while quizzes support summative assessment. The rubrics and assessments for chapter 3 include a rubric for evaluating student strength, flexibility, and endurance, a chapter quiz, and a chapter quiz answer key.

The materials in the Teacher Pack include a variety of instructional assessments in unit 1, including lesson-level and unit-level assessment tools such as, “Take the Stage” tasks, and “Take a Bow” rubrics. The materials additionally include chapter quizzes and answer keys, portfolio items, e-journaling prompts, and a unit 1 exam. The “Quick Links” chart offers diagnostic, formative, and summative assessments with an answer key or evaluation criteria.

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

The materials explain the intended purpose of chapter quizzes, unit exams, journal prompts, reflection activities, and performance assessments used to monitor student progress and evaluate dance skill development. The “Assessments” section of the scope and sequence in the Teacher Pack defines the intended purpose of the included instructional assessments. For instance, a portfolio is defined as a holistic summative assessment that provides evidence of quality student learning. Vocabulary flash cards and criteria lists can be used as formative assessments to provide student guidance.

Assessment tools provided at the chapter level in the Teacher Pack offer rubrics and chapter quizzes to assess student understanding. The assessment tools in chapter 1 are a rubric for scoring a culminating activity and a written quiz.

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

The materials include a chapter and lesson overview in the Teacher Pack that outlines instructional components and assessment options. It includes materials that support educators in planning and implementing instruction. To ensure consistent and accurate administration of the instructional assessment, each downloadable document has the learning objectives for each lesson included in the scope and sequence. Additionally, there are cross-references to the Teacher Guide, which offers tips for the implementation of each unit.



The rubrics included in the “Rubrics and Assessments” column of the “Quick Links” in the Teacher Pack include clearly defined parameters to ensure the accurate and consistent evaluation of skills. Some provided rubrics are scored with a plus, minus, or check mark, as in the lesson 3.3 activity. Other rubrics utilize language such as above standard, at standard, or needs more work, as referenced in the lesson 7.2 activity.

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

The scope and sequence of the course in the Teacher Pack outlines the TEKS alignment for each chapter, lesson, and learning objective of the course. Assessments contained within those chapters and lessons, (diagnostic, formative, and summative,) address these learning objectives. For example, TEKS 1.D requires implementation of an effective warmup, and lesson 2.1 explains the structure of a proper warmup and the creation of a personal warmup routine. The materials provide an accompanying self-evaluation for formative assessment.


The materials provide journaling prompts that can serve as diagnostic tools, aligned with the chapter objective and the TEKS. Each chapter in the Teacher Pack includes journaling prompts that encourage students to assess their own learning, identify strengths and weaknesses, and engage in next steps. The journaling prompts for lesson 5.2 ask students to evaluate how rehearsal and performance strategies and behaviors affected performance, addressing TEKS 5.B. Summative chapter quizzes and unit tests, also provided in the Teacher Pack, provide answer keys with exemplar answers to short-answer questions and essay questions. The scope and sequence for the learning objectives of each chapter and unit also provides the TEKS alignment.

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

Educators can access instructional assessments of varying levels of rigor in each chapter’s Teacher Pack assessment section. Chapter assessments include a variety of question formats, such as true/false, multiple-choice, matching, interactive quizzes, and short-answer items. The use of multiple item types allows students to demonstrate their understanding of the TEKS in different ways and provides opportunities to assess student mastery of the knowledge and skills addressed throughout the course.


The materials include assessment opportunities in the Teacher Pack that vary in complexity throughout the course.The assessment tasks provide multiple ways to demonstrate mastery of the TEKS. Students engage in assessment tasks that require recall, application of skills, performance demonstration, choreography development, reflection, and analysis of dance concepts. The assessment materials in all chapters include chapter quizzes, journal prompts, peer evaluations, self-assessments, portfolios, and unit exams that assess student learning through recall of facts up to analysis and evaluation of content.

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

The instructional materials include structured scoring guidance that defines observable indicators of student performance (e.g., technical accuracy, spatial awareness, musicality, and expressive quality). These descriptors support educators in interpreting student progress and determining mastery of discipline-specific dance skills. The “Rubrics and Assessments” section in each chapter’s “Quick Links” chart in the Teacher Pack includes rubrics for assessing individual and group performance. For example, the chapter 3, lesson 3.3 rubric evaluates students on skills with a plus, minus, or check symbol, based on mastery.

Educators can access guidance in the Teacher Pack for interpreting student performance in the “Quick Links” chart in the “Teacher Tips” section.The “Quick Links” chart in each chapter includes all quiz and test answer keys and these are available to download from a single file path. When used in a learning management system, quizzes and tests are autograded for consistent scoring.

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

Educators can use various methods to assess successful student comprehension, including images, vocabulary, slide presentations, videos, rubrics, and activities for extension. The “Differentiated Instruction” section of the Teacher Pack provides guidance on how to use these elements to personalize instruction. Some suggestions include incorporating group work, adding or substituting alternate assignments, highlighting vocabulary, and providing opportunities for movement.

Educators can access unit-level “Teaching Tips” under each “Quick Links” heading to provide guidance for differentiating instruction, based on student proficiency. In the document “Tips for Implementing Unit 3,” the materials provide different suggestions for beginning dancers than for advanced dancers. Educators should facilitate beginning students moving through the unit sections sequentially, while advanced students can approach the material with more autonomy.

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 tools for educators in the rubric and assessments section of each chapter’s “Quick Links” charts. These assessments include opportunities for self, peer, and group evaluation. Additionally, they serve as tools for helping students monitor and reflect on their own growth over time. Student materials direct students to use journal entries to document learning, reflect on educator feedback, identify areas for improvement, and monitor progress over time.

The chapter overviews in the Teacher Pack provide rubrics for various activities, portfolio items, and summative assessments for educators to track student progress. Multiple rubrics are provided for the “Take the Stage” activity in chapter 10, along with portfolio items (video recordings of a dance phrase, a dance study, and a class performance), and a chapter quiz to assess understanding of choreography.

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 Pack. 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, Individualized Education Programs (IEPs), inclusive dance classes, and cultural competency. Educators can modify worksheets, activities, slides, and rubrics to meet student needs. The materials provide visuals, vocabulary support, and strategies for group work. For example, the guidance the materials provide for group work suggests that educators provide group members with a checklist for task completion and assignment of specific roles within the group.

Each chapter’s “Teaching Tips” in the Teacher Pack provide educators with differentiated materials for beginning, intermediate, and advanced dancers as they develop proficiency in dance content and skills. These include differentiated instructional guidance, scaffolded assignments, pacing recommendations, guided coaching strategies, and differentiated learning opportunities The “Additional Resources” for chapter 7 suggest research on select choreographers, websites for further review and discussion, and YouTube links to reinforce content.

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 materials provide guidance and resources in the Student Web Resource and the print text to support students with unfamiliar vocabulary and references. The vocabulary words in the print text are in bold print, followed by the definition, and students also have access to a comprehensive glossary. The Student Web Resource provides vocabulary flash cards, practice review quizzes, and discipline-specific vocabulary support throughout every chapter to reinforce student understanding of academic and dance-specific language.

The Teacher Pack provides a chapter-specific vocabulary list with definitions for quick reference. The vocabulary list for chapter 8 includes definitions for battement, commercial dance, Kabuki, and many more terms.

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.

The materials include differentiated instructional guidance and educator-facing supports to adapt instruction, extend learning opportunities, and increase rigor for students demonstrating proficiency in dance content and skills. Each chapter in the Teacher Pack includes “Portfolio Items” that encourage students to pursue specific activities that build their personal portfolio, extending learning beyond the classroom. The “Portfolio Items” in lesson 6 suggest students observe two different dance schools and compare them in writing. The educator compiles the students’ findings from the class into a training resource guide available for student use.

Educators have access to “Teaching Tips” in the Teacher Pack for each chapter. These offer guidance on differentiating instruction for every lesson. The “Teaching Tips” for lesson 1.4 in chapter 1 suggest that educators consider using video recordings of individual students or groups to gain a different perspective. The resources also suggest ways to extend or enrich activities for more advanced students and adjust content for different learner needs. The “Additional Resources” section for each chapter also provides suggestions for extension and enrichment. The “Additional Resources” for chapter 8 provide web search suggestions to support students in research of additional content in the chapter, such as aerial dance, Kabuki Theater, and Mikhail Baryshnikov.

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 provide educator guidance for adapting the instruction, movement choices, visuals, slide presentations, videos, rubrics, and small-group supports to meet individual student needs. The “Differentiated Instruction” section of the Teacher Pack includes guidance on illustrations, photos, graphics, videos, and slide presentations. It includes suggestions for using each tool to adapt instruction for students receiving special education support. For instance, the guidance for slide presentations indicates that presenting the content (instead of the text) may be less challenging and more accessible to students. It suggests that educators can rearrange, edit, and amend the presentations based on student needs.

The materials include structured worksheets and guided checklists that scaffold movement analysis, support individualized participation, visually organize instructional tasks, and provide adaptable methods for students engaging with dance content and skills. The “Teaching Resources” for chapter 3 in the Teacher Pack include “Move It!” activities that allow students to express their understanding through movement. “Take the Stage” activities encourage students to analyze their learning in writing and develop critical thinking skills by evaluating their peers.

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 support student understanding through visual demonstrations and movement-based learning experiences. The “Teaching Resources” in the Teacher Pack provide specific instructional content. These include videos, worksheets, handouts, assignments, and assessment tools, each with a clickable link for detailed support. In chapter 5, the “Teaching Resources” provide four video clips demonstrating skills, instructional materials for lessons 5.1 and 5.2, e-journaling prompts, and assessment tools. The “Teaching Tips” provide educator-facing instructional guidance, discussion prompts, modeling supports, and instructional explanations that assist educators in explaining and reinforcing dance concepts and movement skills. The “Teaching Tips” offered for lesson 5.1 suggest utilizing videos, and professional guests to explore different dance forms.

Educators have access to lesson resources in the “Teaching Resources” of the Teacher Pack, including structured movement analysis activities, guided reflection prompts, and scaffolded instructional supports. These help educators model, explain, and reinforce dance concepts and performance skills. Chapter 5 in the Teacher Pack provides an example of the video resources included in most chapters. The video resources demonstrate key dance concepts and activity prompts for both educators and students. The example in chapter 5 of the Teacher Pack lists the videos provided for chapter 5 of the print text, including “Move It,” “Curtain Up,” “Comparing Ballet Styles,” and “Comparing Jazz Styles and Modern Styles.” Videos are also available to students through the online Student Web Resource.

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

The “Teaching Tips” in the Teacher Pack for each chapter provide educator-facing resources for delivering dance instruction using varied instructional approaches.These include facilitation guidance, discussion prompts, reflective activities, collaborative learning opportunities, and instructional recommendations. The “Teaching Tips” for chapter 9 provide explicit guidance and recommendations for teaching lessons, with step-by-step instructions. Lesson 9.1 begins the chapter by engaging students through dances from non-theatrical cultures. The material encourages them to research the cultures and create dances that reflect them. Subsequent lessons in the chapter introduce dance projects for other time periods and purposes.The educator guidance provides suggestions for integrating and spiraling instruction across the chapter.

The “Teacher Resources” in the Teacher Pack for each chapter also include specific guidance for movement analysis activities, guided reflection, structured checklists, partner and individual performance tasks, and educator-facing supports that facilitate lesson delivery through multiple instructional approaches. The “Teacher Resources” for chapter 7 include e-journaling prompts, movement and choreography assignments, and various assessment options. The e-journaling prompts in this chapter encourage students to record and discuss their learning with a partner. The “Move It!” movement and choreography assignments require students to create elements from the lessons, such as a monologue, as seen in the lesson 7.1 “Move It!” Assessments in multiple forms, such as written and performance-based, provide educators with options for evaluating student understanding.

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.

Educators have access to lesson resources in the Teacher Pack that include guided movement analysis, independent reflection activities, collaborative practice opportunities, and structured instructional supports. These provide multiple forms of student practice throughout instruction. The “Move It!” activities in the “Teacher Resources” for chapter 2, provide multiple avenues for educators to facilitate learning. These include individual movement exploration, partner pair-share work, group presentations with educator feedback, and collaborative choreography in small groups.

The materials include educator-facing guidance in the Teacher Pack to support the adaptation of assessments to address diverse student learning needs. The “Assessments” section in chapter 10 provides rubrics for performance-based assessments and a written chapter quiz. The “Teacher Resources” for each chapter provide educator guidance and recommended structures for facilitating whole-group, small-group, partner, and individual instructional activities throughout dance instruction. For example, the “Worksheets/Handouts/ Assignments” section in the “Teacher Resources” for chapter 10 includes a brainstorm list to support lesson objectives; a skills study for movement skills and choreography elements, learning activities that include comparing and contrasting forms of dance, and portfolio items designed to support students in highlighting their skills.

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.

The “Differentiated Instruction” section in the “Teacher Resources” of the Teacher Pack provides educator recommendations for supporting bilingual and emergent bilingual (EB) students through advanced access to readings, vocabulary and definitions, translation time, visual supports, physical movement, and repeated practice with discipline-specific dance terminology. Students have access to review and familiarize themselves with key words before a new unit is introduced. Flash cards (which can be modified if needed) provide an interactive way to understand and retain vocabulary words and their meanings.

The materials include educator guidance in the Teacher Pack for explaining vocabulary, supported by lesson vocabulary lists, embedded bolded terms with definitions, digital flash cards, and a glossary. In the unit 1 “Teaching Tips,” the “Comparing ELA to Dance Terms” table and its introduction help students connect English language arts terms with basic dance terminology.

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

The materials include differentiated instruction guidance in the Teacher Pack that provides educator-facing recommendations, vocabulary supports, visual resources, and adaptable instructional strategies to support effective implementation for bilingual and EB students. The overview in the “Differentiated Instruction” section in the Teacher Pack contains tips to support bilingual and EB learners. For example, the materials suggest utilizing movement and dance to demonstrate expository information. Students demonstrate the text and written information with slide presentations and video clips.

The Student Web Resource provides vocabulary flash cards, visual supports, and instructional resources to help educators implement discipline-specific dance instruction for EB students. The materials in the web resource for chapter 4 include an introduction video with an audio option; vocabulary flash cards; downloadable versions of assignments, rubrics, and self-assessments; and an interactive review quiz. These elements provide EB students with opportunities to use academic language in context and reinforce language skills.

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 in the Student Web Resource provide support for EB students in building vocabulary. The chapter 5 flash cards, for example, provide students with definitions of terms related to the history of dance. This supports 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 chapter 2 flash cards include dynamic stretching, marking, and overtraining, all of which are addressed in future lessons. Educators can use flash cards to connect many vocabulary words cross-linguistically, such as highlighting similarities and differences in dance terms across languages, like kinesiology.”

The “Differentiated Instruction” section in the Teacher Pack provides guidance for educators on 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 sample student dance studies orally. The use of the provided flash cards as a quizzing tool for students supports cross-linguistic connections when used 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.

Educators have access to materials in the “Teaching Tips” of the Teacher Pack to aid in teaching discipline-specific artistic literacy. In chapter 3, lessons 3.2 and 3.3 of the “Teaching Tips” explain how to use choreography and dance elements to teach students artistic literacy. In chapter 1, “Teaching Tips Quick Links,” the activity “Surveying Your Body at Work” provides instruction in dance literacy through content, educator resources, and guided learning that introduce and explain dance concepts and terminology. Students develop dance literacy by learning how to analyze, interpret, and discuss dance using appropriate dance vocabulary. Chapter 8, “Teaching Tips,” supports explicit instruction in artistic literacy by guiding educators to discuss, analyze, and apply discipline-specific dance concepts related to dance as an art form. Downloadable documents in the Teacher Pack provide educators with explicit instruction in artistic literacy, and prompts students to make connections between everyday movements (such as brushing their teeth and cleaning a table) and dance movement. The materials also ask students to select a sport and three related movements to transform into a dance sequence.

Materials in the “Teaching Tips” for chapter 7 of the Teacher Pack provide instructions for a choreographic process by Paul Taylor. Educator-facing material aligns with the TEKS and teaches artistic literacy. The “Teaching Tips Quick Links” for chapter 1 include “Surveying Your Body At Work,” which offers structured learning opportunities that support the development of artistic literacy through dance analysis, reflection, observation, and discussion. These experiences help students build an understanding of dance concepts. Chapter 13 of “Teaching Tips” in the Teacher Pack provides teachers with explicit guidance in delivering the content. This chapter focuses on improving your own choreographic processes and performance by exploring other dance artists’ work. Lessons 13.1 and 13.2 are a single downloadable document in the Teacher Pack that prompts students to interpret the differences between facts and their own personal experience or perspective on a dance piece. Also, in this chapter, “Teaching Tips” provides explicit guidance for instructors to develop students’ discipline-specific artistic literacy by directing analysis, interpretation, and critique of dance works. The materials support educators in facilitating structured viewing and evaluation of choreography using dance-specific concepts aligned to the course TEKS.

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.

In the Teacher Pack, the unit 1 “Teaching Tips Quick Links” provides students opportunities to apply previously learned vocabulary and concepts as they engage with new content and learning experiences throughout the course. In the print text, the “Preface” uses recurring instructional features that require students to build on prior learning and apply artistic literacy concepts across lessons and course activities. The “Quick Links” in the Teacher Pack for all chapters provide structured opportunities for students to revisit and apply previously learned artistic literacy skills across chapter-based assignments. “Portfolio” tasks require students to build on their prior dance vocabulary, analysis, and reflection skills as they progress through new course content. Lesson 4.2, “Apply Dance Learning Strategies to Other Life Situations,” connects prior learning of artistic literacy as a skill that will benefit students’ future in the workforce. Information media and ICT (information, communication, and technology) literacy are also essential skills connected to dance literacy. Chapter 12 of the print text introduces the skills associated with dance elements and dance production elements. This chapter builds on students’ prior learning of choreography elements and performance skills by adding new skills.

The “Teacher Resources” in the Teacher Pack include “Portfolio Assignments.” These lessons encourage students to connect current learning to previous dance experiences, choreography projects, and performance activities. In chapter 13 of the print text, lesson 13.1, “Learning From the Works of Others,” aligns with the indicator guidance statement by requiring the students to view, analyze, interpret, and critique dance works using knowledge and skills developed throughout the course. Chapter 4, lesson 4.2, “Apply Dance Learning Strategies to Other Life Situations,” of the print text explicitly connects new artistic literacy to prior learning by requiring students to apply previously learned dance learning strategies to non-dance contexts. Students transfer movement-based thinking, reflection, and problem-solving skills from earlier instruction to new real-life situations. The “Portfolio Items” in chapter 8 of the Teacher Pack are an example of lessons that are connected and scaffolded for higher-order thinking. The material requires students to use their prior knowledge of artistic literacy to observe and critically respond to their own dance piece or a peer’s dance piece.

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

The materials in chapter 10 of the print text consistently provide opportunities for artistic literacy vocabulary through teaching students who are aspiring choreographers about mentorship. In the “Did You Know” section, the materials provide students with three examples of possible mentorships. Each chapter in the Teacher Pack includes chapter-specific vocabulary flash cards to help students become familiar with discipline-specific dance terminology introduced throughout the chapter. These examples provide opportunities for students to learn, review, and practice discipline-specific dance vocabulary through the interactive vocabulary flash cards included with each chapter.

The materials in chapter 11 of the print text consistently provide opportunities for students to develop artistic literacy vocabulary. The “Explore” activities throughout the chapter develop students’ artistic literacy vocabulary. Additionally, the Student Web Resource includes an “Interactive Quiz” for each chapter, providing opportunities for students to demonstrate understanding of discipline-specific dance vocabulary through assessment items requiring recall and the application of artistic literacy terms introduced in the chapter.

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.

The “Teacher Resources” for chapter 8 in the Teacher Pack have several activities and tasks for students to complete that align with the TEKS. For example, the “Take the Stage” activities in lessons 8.1 and 8.3 allow students to demonstrate their understanding of the choreographic process. In the Student Web Resource for all chapters, the materials include activities that require students to analyze dance works, interpret their choices, and communicate their understanding through discussion, writing, and performance. In chapter 2 of the print text, the “Take the Stage”activity in lessons 2.1 and 2.2 requires students to demonstrate understanding of discipline-specific artistic literacy by applying dance concepts through structured performance tasks aligned to the TEKS. Students reflect and journal about their own experience after dance class, citing what they learned, areas for growth, and the feedback the instructor provided. Students then create a goal based on this reflection. In chapter 13, lesson 13.1, “View, Analyze, Interpret, and Critique Others’ Works,” requires students to view, analyze, interpret, and critique dance works and demonstrate understanding of dance-specific artistic literacy concepts.

In chapter 10, the “Teacher Resources” in the Teacher Pack “Extended Learning Activities” include several activities and tasks that help students demonstrate their understanding of artistic literacy and align with the TEKS. Lesson 15.1, “Build Your Portfolio,” includes portfolio activities that require students to document their learning, reflect on their experiences, and demonstrate their understanding of dance concepts throughout the course. In chapter 2, lesson 2.2, “Take a Bow,” in the print text, students demonstrate understanding of artistic literacy by discussing the value of participating in a dance class and then journaling those thoughts. The “Take a Bow” activity in every chapter requires students to demonstrate understanding of discipline-specific artistic literacy by reflecting on and evaluating their performance using dance concepts 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.

The chapter 11 “Teaching Tips” in the Teacher Pack include guidance for educators on teaching the creative movement process. The materials in lesson 11.1 provide educators with instructions on how to deliver the lesson. The materials include specific guidance in the lesson 5.3 “Teaching Tips” to help the educator lead class discussions on how the concepts of being a student, employee, creator, and performer are transferable across most real-world careers. The “Teaching Focus: Learning an Exercise or Combination” section in chapter 9 provides explicit guidance for educators for developing discipline-specific dance skills through structured instructional strategies that support movement practice and skill development at developmentally appropriate levels aligned to the TEKS. The “Differentiated Instruction” link in the Teacher Pack provides guidance and instructional recommendations for teaching dance concepts, movement skills, and technique through structured lessons and differentiated instruction.

The materials include guidance for educators to directly implement the artistic process of choreographic structure. The lesson 10.3 “Teaching Tips” in the Teacher Pack provides educators with information on how to teach the lesson in a grade-level-appropriate and TEKS-aligned way. The “Teaching Tips” for chapter 6 provide explicit guidance for developing discipline-specific dance skills through structured instructional strategies that scaffold movement practice and support developmentally appropriate skill progression aligned to the TEKS. Also, in chapter 6 of the print text, lesson 6.2 illustrates the instructional delivery for the “Take a Bow” activity, and is accompanied by a mini-performance that demonstrates and highlights the main points of the student’s lecture.

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 12 of the print text connect new artistic skills to prior learning by requiring students to apply previously developed choreographic, performance, and evaluative skills to prepare, refine, and present dance work in a culminating showcase context. The activity “Showcasing Your Work” is an example of materials that connect prior knowledge of artistic skills to thoughtful decision-making when constructing a production. In chapter 13, lesson 13.1, “View, Analyze, Interpret, and Critique Others’ Works,” the materials require students to view, analyze, interpret, and critique dance works using artistic skills and concepts developed throughout previous lessons and units. In lesson 6.3, “Practice Makes Permanent,” the materials intentionally build upon previously learned movement concepts, technical skills, and choreography experiences. Students consistently revisit and refine skills as they progress through the course.

Chapter 15 of the Teacher Pack, “Developing Your Portfolio, Resume, and Audition Skills,” is an example of connecting students’ prior learning of artistic skills to the development of a portfolio/resume for their future careers. The chapter connects new artistic skills to prior learning by requiring students to apply previously developed dance skills, performance experiences, and choreographic knowledge when preparing professional materials such as portfolios, resumes, and audition materials. The “Teaching Tips” in the Teacher Pack for lesson 6.3, “Improving Your Skills,” include educator guidance on helping students refine dance skills and apply previously learned processes to current performance challenges and artistic growth. In chapter 1 of the Student Web Resource, students complete the “Surveying Your Body at Work” activity by applying foundational dance skills in increasingly complex performance and choreography activities, helping them connect prior learning to new instructional experiences.

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 lessons in chapter 10 of the Teacher Pack develop students’ artistic skills by requiring them to perform artistic works through grade-level-appropriate assignments that align with the TEKS. In chapter 15 of the print text, the activity “Developing Your Portfolio, Resume, and Audition Skills” allows students to explore the differences and similarities among various dance forms. The activity specifically covers movement qualities, use of the body, and the use of space. These observations allow students to reflect and improve on their own technical skills. The “Take the Stage” and “Take a Bow” activities in this chapter provide opportunities for students to develop discipline-specific artistic skills through performance and reflective presentation-of-movement work aligned to the TEKS. In the Teacher Pack, the “Teaching Tips” for chapter 6, lesson 6.3, “Improving Your Skills,” require students to develop, practice, refine, and perform choreography using dance skills learned in the course. In chapter 3, the activity “Choosing a Dance Form that Suits You” in the “Web Resources” of the Teacher Pack, the students develop artistic skills through performance tasks, movement studies, choreography projects, and collaborative learning experiences that require active participation and application of dance concepts.

The materials in chapter 11 of the Teacher Pack provide students with grade-level-appropriate lessons to create choreography using a seven-step method. In chapter 5 of the print text, students explore the differences and similarities of various dance forms. The materials consider specific items such as movement qualities, use of the body, and use of space. These observations allow students to reflect and improve on their own technical skills. In lesson 5.2, the“Take the Stage” and “Take a Bow” activities provide opportunities for students to develop discipline-specific skills by reflecting on and presenting their performance work, demonstrating an understanding of movement concepts aligned with the TEKS. Also, in chapter 11 of the print text, lesson 11.3, “Add Finishing Touches and Perform,” requires students to view, analyze, interpret, critique, and present responses to dance works, while demonstrating artistic understanding and communication 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 provide opportunities for students to refine artistic skills through activities and tasks as chapters progress. These chapters in the print text build on the knowledge learned in each lesson and activity. Unit 3 progressively increases rigor and complexity over the lessons leading into unit 4. In chapter 5 of the print text, the “Take the Stage” and “Take a Bow” activities provide students with opportunities to create a verbal presentation on dance forms accompanied by a dance presentation that illustrates the lecture. The whole class views a recording of the lecture-demonstration and critiques it. The chapter supports the development of artistic skills through progressively complex tasks that require students to apply and evaluate their knowledge of movement when selecting dance forms. In chapter 4, “Teaching Tips Quick Links,” of the Teacher Pack, the learning experiences in the “Learning More Than Steps” activity progress from foundational technique and movement exploration to more advanced choreography, performance quality, and decision-making.

The material in chapter 13 of the print text provides increasing rigor as students progress through the activities in the lesson 13.2 “Take the Stage” section. Students first observe a dance, then analyze the piece. Next, the student focuses on one aspect, then creates a dance study, and lastly, records it for critique. Also, in the print text of chapter 13, the lesson 13.1 “View, Analyze, Interpret, and Critique Others’ Works” activity requires students to develop artistic skills through viewing, analyzing, interpreting, and critiquing dance works, applying increasingly complex artistic understanding and evaluation skills. Unit 5 of the print text, “Refining Yourself as a Dance Artist,” provides opportunities for students to develop artistic skills through sustained, increasingly complex tasks that require the application, evaluation, and improvement of dance skills. In the chapter 2 activity, “Warming Up, Taking Class and Cooling Down,” in the “Assessments: Worksheets, Handouts, and Assignments” section of the Teacher Pack, students strengthen skills through repeated practice, performance opportunities, reflection, and feedback that support growth and increased mastery throughout the course.

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.

Lesson 6.2 in “Teaching Tips” of the Teacher Pack has students design and present a lecture-demonstration on a dance form. In chapter 6 of the print text, the “Take the Stage” and “Take a Bow” sections ask students to identify areas where they need to grow in their technical skills. Students must first select a skill that needs improvement and determine the problem. They must then develop a plan or exercise, record themselves performing the exercise, and finally, re-record themselves performing the skill. The students compare their progress and determine whether they have improved. The materials in lesson 11.3, “Add Finishing Touches and Perform,” in the print text require students to refine and perform choreographic works, demonstrating mastery of discipline-specific artistic skills through a culminating dance performance.

The materials in chapter 7, lesson 7.2, “Take the Stage: Developing Movement From Text,” in the Teacher Pack require students to demonstrate mastery of artistic skill by requiring students to research and create movements using words and pictures. Capstone assignments in chapters 10 and 12 provide examples of students applying their comprehension and demonstrating mastery of the content in order to create a detailed checklist of duties for a successful performance production. This assignment requires students to demonstrate mastery of discipline-specific artistic skills through a culminating performance-based task that synthesizes and presents learned dance concepts aligned to the TEKS. In chapter 14 of the print text, lesson 14.1, “Create and Plan Presentations for Specific Settings,” requires students to develop and present dance programming for specific audiences and settings. This demonstrates discipline-specific artistic skills through the presentation of artistic work.

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 provided in the print text give students opportunities to explore a variety of art forms by guiding them in determining their movement preferences and styles. Assignment 3.1, “Take the Stage,” in chapter 3 gives students four steps to complete to determine their dance style. This method helps students discover their movement preferences and preferred dance style. Assignment 3.1, “Curtain Up,” includes tap dance, flamenco, Irish dance, folklórico, kathak, Indian dance, jazz dance, ballet, modern dance, and breakdance. “Diversifying Your Dance Training” in chapter 5 also exposes students to a variety of dance genres, styles, cultural traditions, and choreographic approaches, broadening their understanding of dance. Chapter 13, “Hip-Hop Dance,” provides opportunities for students to explore a variety of dance works and styles through analyses of performances by multiple choreographers.

Chapter 5 of the print text provides students with the opportunity to explore a variety of art forms. In this chapter, students perform a variety of dance styles. Lesson 5.2 illustrates how ballet, modern, and jazz dance all share variations of the same basic movements. The “Take the Stage” activity asks students to create a dance phrase that uses multiple styles. This chapter engages students in movement exploration and performance experiences that allow them to investigate different artistic perspectives and forms of dance expression. The “Take the Stage” activity in chapter 6 of the print text provides opportunities for students to explore a variety of dance forms and performance styles through the application of movement concepts in performance. The chapter 1 “View, Analyze, Interpret, and Critique Others’ Works” activity requires students to view, analyze, interpret, and critique dance works representing different choreographers, styles, and performance approaches.

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 lesson 9.2 “Take the Stage” assignment in chapter 9 of the print text provides students with opportunities to create and extend discipline-specific artistic works by choosing and researching a historical period. Students select a dance from the time period, and recreate and revise the chosen dance. The “Take the Stage” assignments in chapters 10 and 13 ask students to practice a dance phrase, then combine it with a partner’s dance phrase. The students next evaluate the choreography using the rubric and then use the dance phrase to develop a dance study. Lesson 11.3, “Add Finishing Touches and Perform,” in the print text requires students to refine, complete, and perform original choreographic works, applying discipline-specific artistic skills through creation and performance. Additionally, the Student Web Resource materials in chapter 4 include choreography projects and creative movement activities that encourage students to create original works and apply artistic and technical skills.

The materials require students to use mixed vocabulary, including discipline-specific terms in chapters 8 and 10 of the Teacher Pack while creating a dance phrase. The lessons guide students in modifying and refining movement ideas through collaboration, composition assignments, and performance projects that support creative expression. The materials in the print text require students to create and plan dance presentations for specific audiences and settings while applying discipline-specific artistic skills. Students evaluate phrases performed with clear movement, identify areas for improvement, review the dance, and then evaluate the work.

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.

The Teacher Pack provides educators with “Teaching Tips” to support student agency by offering opportunities for students to make choices in the development and performance of dance work. For example, chapter 15 includes guidance on building a portfolio, creating a resume, and preparing for auditions. Chapter 5 includes guidance for opportunities for students to make choices in the development and performance of dance work. Chapter 10 provides opportunities for student choice in choreography, movement selection, performance decisions, and creative projects. Students make decisions that reflect their understanding and personal voice. Chapter 14 of the print text provides opportunities for students to select, plan, and develop dance presentations for specific audiences and settings, supporting students’ decision-making and artistic choices in presenting artistic works.

The materials in the “Teaching Tips” of the Teacher Pack include guidance in chapter 11 on promoting student agency when choosing subject matter or inspiration for choreography. The materials provide opportunities for students to create and refine original choreography while making artistic decisions related to movement selection, organization, and performance. In chapters 8 and 10, students evaluate artistic choices, select movement ideas, and develop original works that display their creative process and artistic growth. Additionally, in unit 3, materials in the Teacher Pack support educators in promoting student agency by providing opportunities for students to make choices in creating and selecting dance works.

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 Teacher Pack materials include guidance for educators in providing direct instruction in interpreting, evaluating, and responding to artistic depth and complexity as required by the TEKS. For example, the materials explain the rubric for the chapter 1 “Take a Bow” activity in lesson 1.3 and how the evaluation system works. The “Quick Links” chart in the Teacher Pack in the “Rubrics and Assessments” column within each chapter includes materials to guide educators through the rubrics for evaluating student performance, choreography, and the application of dance concepts. The materials direct educators to use criteria-based scoring tools to assess movement execution, artistic choices, and understanding of dance elements. The rubrics support consistent evaluation of student work across units and lessons. In lessons 13.1–13.3 of the Teacher Pack, the materials guide teachers in teaching students to analyze and respond to dance performances using dance concepts and terminology. The materials encourage students to examine artistic choices, performance quality, and choreographic intent. Educators also guide students to consider the era, the choreographer’s style, and the music. The guidance for lessons 13.1–13.3 also includes a PowerPoint presentation to provide explicit instruction.

The materials in chapter 13 of the Teacher Pack include guidance for educators on creating structured opportunities for discussion and reflection. These help students interpret and evaluate dance works through observation, analysis, and written responses. The downloadable “Critique Worksheet” provides structured prompts for students to observe, analyze, and evaluate dance works. The materials guide students in describing movement elements, interpreting artistic intent, and supporting their responses with evidence from their observations. The worksheet asks students to describe the movement, incorporate all the elements of dance, and describe the technical features. Students further determine the storyline and meaning and discuss the importance of the dance. This supports the educator-facilitated critique of discipline-specific artistic works, as required by the TEKS.

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

The materials in chapter 13 of the Teacher Pack emphasize the use of vocabulary to interpret, evaluate, and respond to artistic works. Students interpret, evaluate, and respond to artistic works in the “Take the Stage” and “Take a Bow” activities in lesson 13.2. Students observe a dance and analyze choreographic forms, elements, styles, and qualities to write a dance study and reflection. The downloadable “Critique Worksheet” prompts students to use discipline-specific vocabulary to analyze and evaluate dance works. Students describe movement, interpret intent, and justify responses using dance terminology. Additionally, in chapter 1 of the Teacher Pack, the materials consistently incorporate dance vocabulary into performance analysis, reflection activities, and classroom discussions. Students use dance terminology in lesson 1.1, “Standing on Your Own Two Feet,” to describe, interpret, and evaluate dance works.

In chapter 13 of the print text, the materials prompt students to use discipline-specific vocabulary to describe and evaluate dance performances. In the “Take the Stage” sections of lessons 13.1–13.3, students analyze movement and performance using dance terminology, thereby supporting the use of discipline-specific vocabulary when responding to artistic works. Additionally, the materials in chapter 14 of the Teacher Pack emphasize vocabulary for the “Sharing Your Art Form” assignment, encouraging students to interpret, evaluate, and respond to artistic works.

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.

The materials in chapter 13 of the print text provide students with opportunities to practice interpreting, evaluating, and responding to artists’ work. Students engage in activities and tasks that increase in rigor and complexity over the course of lessons. “Learning from the Works of Others” guides students in interpreting, evaluating, and responding to professional dance works. Students analyze movement, choreography, and artistic intent using structured prompts. The activities increase in complexity from observation to evaluation and critique. The rigor increases between the “Take the Stage” and “Take a Bow” sections in 13.2 as students observe and analyze a dance piece. This provides an opportunity for students to practice interpreting, evaluating, and responding to the work of other choreographers. “Take a Bow” expands the “Take the Stage” activity by having students write a reflection and determine how the choreographer’s work will help them improve their own choreography. The structured sequence supports students in developing foundational skills in interpretation and evaluation through discipline-specific thinking.

Students build critical response skills over time by engaging in reflection, analysis, and evaluation tasks that require them to apply dance concepts. In chapter 8 of the Teacher Pack, lesson 8.3, “Take a Bow,” provides opportunities for students to interpret and respond to dance works through structured reflection and analysis. Students evaluate performance elements and artistic intent using guided prompts that increase in complexity over the course of lessons, demonstrating a progression in rigor from basic reflection to more complex critiques of dance works. The materials in unit V of the Teacher Pack increase in rigor and complexity throughout the lessons, as students have the opportunity to interpret, evaluate, and respond to the works of other artists in the “Take the Stage,” “Take a Bow,” and “Move It!” assignments provided in section 13.3. The “Move It!” assignment requires students to choose a skill they need to improve and observe others to determine how they can grow. In the “Take the Stage” assignment, students watch the same skill performed by a chosen professional dancer. In “Take a Bow,” students share what they learned and take notes on what other students discovered. The tasks increase in rigor and complexity by requiring students to integrate analysis of body, space, time, energy, relationships, and production elements when responding to a complete artistic work.

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.

The Teacher Pack includes several sections that provide educators with materials and guidance on giving and receiving feedback. In chapter 1, “Surveying Your Body at Work,” the materials include guidance for educators on facilitating constructive feedback from both peers and educators during choreographic and performance activities. Guidance for chapter 12 instructs educators to encourage students to rehearse and refine choreography, and to make revisions based on observations during rehearsal. Additionally, students should review video recordings of their performances and write reflections on how costume choices affect the dance. Materials in chapter 13 guide educators to facilitate student feedback on dance works through discussion and critique strategies.

Additionally, lesson 6.2, “Take a Bow,” in the print text provides content educators can use to guide students in giving and receiving feedback to themselves and to one another. This activity asks students to video-record themselves delivering a lecture-demonstration, watch the video with their classmates, and evaluate it. Materials in chapter 12 of the Teacher Pack, lesson 12.1, “Move It! Rubric for Dance with Props and Costumes,” provide structured criteria for educators to share with students to give feedback on artistic works through self, peer, and educator evaluation. The rubric guides students in evaluating choreography, performance quality, creativity, transitions, staging, and expressiveness using discipline-specific criteria.

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

The materials in chapter 6 of the print text provide opportunities for students to give feedback on peer work through communication and discussion activities. Students respond to classmates’ ideas and movement-based work using structured prompts. Also, in chapter 6, the materials instruct students to record the lecture-demonstration they created and have their peers provide feedback. In the lesson 8.1 “Take A Bow” activity, students perform their dance for the class, and the class writes and shares observations. In chapter 13 of the print text, students engage in peer review activities that require them to provide feedback on choreography, performance quality, and artistic choices.

In chapter 12 of the Teacher Pack, lesson 12.1, “Move It! Rubric for Dance With Props and Costumes,” provides opportunities for students to evaluate artistic works through self, peer, and educator assessment. The rubric includes discipline-specific criteria for choreography, staging, creativity, transitions, performance quality, and expressiveness, enabling students to provide feedback on other students’ artistic work. In chapter 5 of the print text, the lesson 5.2 “Take a Bow” activity requires students to present a dance phrase in two styles. Peers use the dance form and style comparison chart on the Student Web Resource to differentiate the two styles.

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

In chapter 6 of the print text, the lesson 6.3 “Take the Stage” activity offers students opportunities to receive feedback from their educator on their performance of dance movements. Students reflect on the quality of their performance and movement choices using structured prompts. The materials also include a capstone assignment at the end of chapter 6, which provides an opportunity for students to receive feedback from both educators and other students. The student conducts an interview with a dancer and dance instructor they admire to gain knowledge to apply in creating a training action plan.

In chapter 12 of the Teacher Pack, students rehearse choreography, refine performance decisions, and make revisions to costumes and choreography before the final presentation. The revision process includes planned opportunities for educators to provide ongoing feedback on artistic choices, performance quality, and production decisions before the final performance. The lesson 12.3 “Production Portfolio” activity allows students to collect project documentation, reviews, evaluation notes, and production records from collaborative performance work. The inclusion of reviews and evaluation notes provides opportunities for students to receive feedback from peers regarding artistic and production contributions throughout the development process.

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

The materials in all chapters of the Teacher Pack include rubrics that guide educators in providing feedback to students across the different dance disciplines. Educators give feedback based on criteria such as movement execution, performance quality, and the use of dance elements. In chapter 12 of the Teacher Pack, the materials provide educators with discipline-specific criteria for evaluating choreography and performance, enabling educators to provide actionable feedback on creativity, transitions, staging, performance quality, expressiveness, and the use of props and costumes. The rubric supports the identification of strengths, areas for improvement, and next steps for refining artistic works.

In chapter 6 of the print text, the materials include an opportunity for educators to provide feedback to students to refine their artistic works. The student confers with the educator about possible reasons for the problem with a step, skill, or position. The educator identifies the cause and assists in creating effective practice strategies.

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 2 of the print text, the lesson 2.1 “Take the Stage” and “Take a Bow” activities provide opportunities for students to self-reflect on their dance performance and goals. Students evaluate movement execution and performance choices using structured prompts. In chapter 6, lesson 6.3, “Practice Makes Permanent,” the materials provide reflection activities that encourage students to evaluate their own growth, performance skills, and artistic choices. Additionally, chapter 6 includes an “Improving Your Skills” capstone assignment that offers opportunities for students to reflect on their learning, assess their progress, and identify areas for improvement.

In chapter 15 of the Teacher Pack, the lesson 15.1 “Take a Bow” activity asks students to share their portfolios with at least three other individuals, and receive evaluative feedback. Students should then consider that feedback, and make revisions and additions to improve their portfolios. The lesson 15.3 “Take a Bow” activity requires students to create and record an audition piece, then reflect on ways to improve their audition skills. Students evaluate their current performance, identify areas needing additional support or training, and develop plans for improvement to support the ongoing refinement of discipline-specific artistic skills.

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 the Teacher Pack, chapter 4 provides guidance for educators on how to deliver instruction in other content areas, including vocabulary, mathematical formulas, scientific processes, historical narratives, and political structures. In chapter 9, the materials guide educators on connecting dance instruction with social studies, cultural studies, history, research, and writing. Students investigate dances from different cultures and time periods, and compare and contrast cultural traditions. Students then conduct research, and apply their findings to choreography projects. The guidance explicitly connects dance learning with academic writing and historical inquiry through the “International Baccalaureate Dance Investigation” and “Extended Essay” activities.

In chapter 9 of the Teacher Pack, the materials guide educators to connect dance with social studies and cultural research by directing students to investigate family histories, cultures, and community traditions. Students use research and digital resources to learn about dances from different societies and create dances informed by their findings, reinforcing connections between dance, cultural studies, history, and literacy skills.

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 chapter 4 of the print text, the lesson 4.1 “Take the Stage” assignment uses the “Thinking Skills and Habits of Mind” checklist in the Student Web Resources to provide students with the opportunity to relate dance to core subjects. Lesson 4.2, “Apply Dance Learning Strategies to Other Life Situations,” provides opportunities for students to explore cross-curricular connections by applying dance skills to real-world and academic contexts. Students reflect on how skills such as problem-solving, observation, and communication transfer to other subjects and to everyday situations by using the included prompts to connect dance learning to broader life applications.

Materials in chapter 12 of the Teacher Pack include guidance to help students prepare written program notes that describe their choreography, music selections, artistic intentions, collaborators, and production elements. This requires them to connect dance with literacy skills through explanatory and descriptive writing while communicating artistic ideas to an audience.

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.

The materials in chapter 9 of the print text guide educators on introducing historical and cultural context in dance instruction. The “Focusing Question and Objectives” and supporting materials guide instruction that connects dance styles to their origins and cultural influences. The materials in lesson 9.2, “Historical Dance,” provide instruction on historical and cultural influences that have shaped dance styles, traditions, and performance practices. In lesson 9.3, “Social Dance,” students examine the role of dance across diverse cultural contexts and historical periods to deepen their understanding of the art form.

The materials in chapter 9 of the Teacher Pack provide educator guidance for teaching dances from different cultures, countries, and historical periods. The guidance directs students to assist in researching, comparing, and analyzing cultural dance traditions and historical dance practices. The guidance explicitly connects dance learning to cultural context, historical inquiry, and the traditions from which dances emerge. Educators also have access to video clips and a PowerPoint presentation that guides educators on explicit instruction in the historical and cultural context of dance. In the presentation slides, educators present information on the development, traditions, and cultural influences of dance forms.

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 materials in chapter 9 of the Teacher Pack include dance projects focused on dances from different cultures, different historical periods, and with different social purposes. These projects require students to investigate and apply knowledge of diverse artistic traditions while exploring how dance functions within different cultural and historical contexts. In lesson 9.3, “Social Dance,” students study both historical and contemporary dance works to develop an appreciation for the diversity of dance practices and artistic expression. Students complete a “Dance Investigation” that requires them to compare and contrast dances from different countries or cultures. This must include one culture of which they have no prior knowledge or experience. Students examine artistic traditions, cultural contexts, stylistic characteristics, and historical influences as they analyze multiple dance forms from diverse traditions.

The materials in chapter 9 of the print text include lessons and activities that expose students to diverse choreographic works and artistic approaches. In the lesson 9.2 “Take the Stage” activity, the materials provide opportunities for students to explore a variety of discipline-specific artistic works and traditions through performance experiences. Students engage with dance performance concepts that reflect stylistic and cultural elements of choreographic works. The lesson includes activities that connect performance practice to diverse artistic traditions. The materials in lesson 9.2, “Curtain Up,” explore historical dance, including madrigal, court, and folk dances, and the people of Asia, Japan, and India. Lesson 9.3, “Social Dance,” exposes students to a variety of dance traditions, genres, and artistic works representing diverse cultures and historical periods.

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.

The materials in chapter 9 of the Teacher Pack require students to complete dance projects focused on dances from other cultures and historical periods with different social purposes. This assignment requires students to research and apply information on the historical and cultural context of the selected dance tradition, and to demonstrate their understanding by creating and presenting a dance project informed by their findings. Lesson 9.1, “Take the Stage,” requires students to demonstrate understanding of historical and cultural context through performance-based activities. Students apply their knowledge of dance forms and their cultural and historical influences while preparing and performing movement.

The lesson 9.2 “Take the Stage” activity in the Teacher Pack requires students to demonstrate understanding of historical and cultural context through performance-related tasks. Students engage in activities that apply knowledge of dance styles and their cultural and historical influences in a performance setting. The materials in chapter 9 of the print text require students to complete dance projects focused on dances from other cultures, historical periods, and social purposes. In the lesson 9.3 “Take the Stage” activity, students research a traditional social dance, select movements to create a dance, and set the movement to music.