PUBLISHER:
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GENERIC EVALUATION CRITERIA
2009-2015
Dance 9-12
R-E-S-P-O-N-S-E
Yes
No
N/A
CRITERIA
NOTES
I. INTER-ETHNIC
The instructional material meets the requirements of
inter-ethnic: concepts, content and illustrations, as set
by West Virginia Board of Education Policy (Adopted
December 1970).
II. EQUAL OPPORTUNITY
The instructional material meets the requirements of
equal opportunity: concept, content, illustration,
heritage, roles contributions, experiences and
achievements of males and females in American and
other cultures, as set by West Virginia Board of
Education Policy (Adopted May 1975).
1
2009-2015
Dance
(IMR Committee) Responses
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the 21st
Century which includes opportunities for students to develop
A.
Learning Skills
 Thinking and Problem-Solving Skills.
 Information and Communication Skills.
 Interpersonal and Self-Direction Skills and use these 21 Century
Tools
B.
21st Century Tools
 Problem-solving tools (such as spreadsheets, decision support,


__________________
C.
design tools)
Communication, information processing and research tools
(such as word processing, e-mail, groupware, presentation, Web
development, Internet search tools)
Personal development and productivity tools (such as elearning, time management/calendar, collaboration tools)
Lexile Framework
 Lexile Measures
 Resources for teachers, parents, and students to demonstrate
how using Lexiles can improve student achievement.
2
___ ___ ___ ____
N
INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria
consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level
criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general
and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.
2009-2015
Dance 9-12
(IMR Committee) Responses
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
A.
B.
Multimedia
1.
offer appropriate multimedia (e.g., software, audio, visual,
internet access) materials.
2.
provide a website which provides links to relevant sites as well
as lesson plans, student activities and parent resources.
3.
integrate technology into the curriculum.
Scientifically-Based Research Strategies
1.
provide explicit instructional strategies to present varied teaching
models including but not limited to webbing, mapping, Venn
diagrams and inverted pyramids.
2.
promote writing skills and study techniques .
3.
present varied teaching models with emphasis on differentiated
instruction in content, process, and product.
3
M
N
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
C.
D.
E.
F.
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
Critical Thinking
1.
emphasize questioning models to promote higher order thinking
skills based on Bloom’s Taxonomy.
2.
promote student-generated responses.
Life Skills
1.
address life skills (e.g., health related concepts, goal setting,
application to career oriented goals, reference tools, and
researching).
2.
address habits of mind activities (e.g., literacy skills, interpersonal
communications, problem solving, and self-directional skills).
Classroom Management
1.
include opportunities for large group, small group, and independent
learning.
2.
provide classroom management suggestions.
3.
provide suggestions for differentiated instruction (e.g., practice
activities, learning stations, assessment, lesson plans).
Instructional Materials
1.
address varied learning styles and multiple intelligences of students
by including models.
2.
provide extensive and varied opportunities to practice skills.
3.
provide intervention, practice, and enrichment materials.
4
I
A
M
N
(IMR Committee) Responses
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
G.
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
4.
provide exemplars of critique and research-based writing.
5.
continue skill or strategy instruction across several instructional
sessions to expand the applicability and utility of the skill or strategy.
6.
connect previously taught skills and strategies with new content and
text.
7.
cumulatively build a repertoire of multiple strategies that are
introduced, applied, and integrated throughout the course of study.
Assessment
1.
provide opportunities for assessment based on performance-based
measures, open-ended questioning, portfolio evaluation, rubrics,
and multimedia simulations.
2.
provide on-going progress monitoring.
3.
provide rubric-based differentiated assessment.
5
I
A
M
N
DANCE II (9-12)
Dance is a means of communication and self-expression different from the written or spoken word, or from visual and auditory
symbol systems. Dance is a performing art ideally taught sequentially with each level reinforcing and building upon skills taught at
previous levels. Dance education is a study of “the art of dance” as well as the techniques involved in the various styles. As students
learn and share dances from their own communities and other cultures, they gain skills and knowledge that will prepare them to
become responsive participants in an increasingly global society, with a better understanding of dance from a recreational or vocational
viewpoint. Each level of dance provides opportunities to correlate dance activities with other subjects thereby enriching learning. At
the high school level, formal electives are provided to introduce students to “the art of dance” and to develop skills in dance,
choreography, critical and creative thinking, communication and health/wellness awareness.
West Virginia’s vision for education includes the integration of technology throughout the curriculum so that all West Virginia students have the
opportunity to develop technology skills that support learning. Successful learning environments provide opportunities for students to use
education technology interwoven with relevant curriculum content. West Virginia teachers are responsible for integrating technology appropriately
in the students’ learning environment.
Standard 1: Communication
Students will use dance as a way to create and communicate meaning.
Standard 2: Movement, Elements and Skills
Students will develop and practice movement elements in performing dance.
Standard 3: Healthful Living
Students will relate dance to physical health.
Standard 4: Cultures and Historical Periods
Students will examine and demonstrate dance from various cultures and historical periods.
Standard 5: Critical and Creative Thinking Skills
Students will employ critical and creative thinking skills in dance.
Standard 6: Choreography
Students will understand and apply choreographic principles, processes and structures.
Standard 7: Connections with other Disciplines
Students will connect dance to other disciplines.
6
(Vendor/Publisher)
OF
CONTENT WITHIN PRODUCT
For student mastery of content standards and objectives, the
instructional materials will provide students with the opportunity to
A. Communication
B.
1.
articulate understanding of how your personal experience influences the
interpretation of a dance
2.
use improvisation to prepare a movement phrase that communicates
abstract ideas
3.
collaborate to create a dance that communicates a theme.
Movements, Elements and Skills
1.
Demonstrate correct alignment
2
identify and demonstrate longer and more complex steps and
patterns from dance styles/traditions.
3
modify the dance concepts to reconstruct a dance phrase.
4.
articulate the importance of projection while performing dance skills.
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C. Healthful Living
1.
assess personal physical health goals.
2.
describe how specific lifestyle choices affect the dancer.
3.
research historical and cultural images of the body as it relates to dance.
D.
E.
Cultures and Historical Periods
1.
perform and differentiate between two or more culturally diverse dances.
2.
examine and discuss the traditions and techniques of recreational and
aerobic forms of dance.
3.
answer questions about dance and dancers within the twentieth century.
4.
research and analyze how dance and dancers are perceived in
contemporary media when compared to other time periods and cultures.
5.
create an effective response to a task in form, content and language (e.g.,
letters, poems, brief reports or descriptions, instructions, journals).
Critical and Creative Thinking Skills
1.
apply aesthetic criteria to evaluate the student’s own work and the work
of others in a positive and constructive manner.
2.
formulate and answer aesthetic questions based on a performance.
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F.
Choreography
1.
create and perform a dance phrase containing three to five elements of
choreography.
2.
create and perform a dance phrase using at least two choreographic forms.
3.
employ improvisation to generate movement for choreography.
G.
1.
2.
Connections with Other Disciplines
create an interdisciplinary project based on a theme identified by the
student.
demonstrate how technology can be used to reinforce, enhance or alter the
dance idea
9