For each SPA standard on the chart below, identify the assessment(s) in Section II that address each standard. One assessment may apply to multiply SPA standards. In Section IV you will describe these assessments in greater detail and summarize and analyze candidate results to document that a majority of your candidates are meeting SPA standards. To save space, the details of the SPA standards are not identified here, but are available by clicking on the link to the full set of standards below. The full set of standards provides more specific information about what should be assessed.
State STANDARD[6] / APPLICABLE ASSESSMENTS FROM SECTION II1. The dance education candidate has a sound philosophical understanding of dance education and creative movement and can support, justify and implement the dance education. / #1
#5 / #2
#6 / #3
#7 / #4
$8
2. The dance education candidate has a thorough knowledge of a sequential dance/creative movement curriculum that is developmentally appropriate and inclusive of various student learning styles and those students with special needs. / #1
#5 / #2
#6 / #3
#7 / #4
$8
3. The dance education candidate understands the history of dance and its role in culture and the arts worldwide. / #1
#5 / #2
#6 / #3
#7 / #4
$8
4. The dance education candidate is able to integrate dance with the art-related competencies in the Oklahoma core curriculum. / #1
#5 / #2
#6 / #3
#7 / #4
$8
5. The dance education candidate recognizes and respects diversity and establishes environments where individuals and learning are held in high regard. / #1
#5 / #2
#6 / #3
#7 / #4
$8
State STANDARD10 / APPLICABLE ASSESSMENTS FROM SECTION II
6. The dance education candidate understands the process of critical thinking and is able to implement problem solving and decision making activities to enhance student creativity and exploration. / #1
#5 / #2
#6 / #3
#7 / #4
$8
7. The dance education candidate understands the elements of dance and technical skills in performing dance ( time, space, force,locomotor movements, rhythmic activities and musicality and proper skeletal alignment and efficiency) and has mastered technical skills in a variety of dance forms. / #1
#5 / #2
#6 / #3
#7 / #4
$8
8. The dance education candidate understands the principles of choreography (i.e. dance improvisation, composition and choreography) and is able to utilize teaching strategies that enable students to create, study interpret and evaluate works of art. / #1
#5 / #2
#6 / #3
#7 / #4
$8
9. The dance education candidate understands the components related to fitness (i.e. flexibility, agility and muscular strength) and wellness (i.e. self-esteem and stress relief) and the relationship of these components to participation in dance activities. / #1
#5 / #2
#6 / #3
#7 / #4
$8
10. The dance education candidate has knowledge of dance resources including community, resources, materials and equipment and can adapt a variety of resources and materials that suport students as they learn through and about dance. / #1
#5 / #2
#6 / #3
#7 / #4
$8
State STANDARD10 / APPLICABLE ASSESSMENTS FROM SECTION II
11. The dance education candidate promotes the understanding of dance as an artistic, kinesthetic,educational, social, cultural and theatrical experience. / #1
#5 / #2
#6 / #3
#7 / #4
$8
12. The dance education candidate provides a safe environment, proper facilities and creates a setting for positive learning. / #1
#5 / #2
#6 / #3
#7 / #4
$8
13. The dance education candidate collaborates with colleagues, artists and agencies in the community to promote arts education opportunities. / #1
#5 / #2
#6 / #3
#7 / #4
$8
14. The dance education candidate recognizes the important role of technology and is able to utilize effectively various technologies in dance education. / #1
#5 / #2
#6 / #3
#7 / #4
$8
15. The dance education candidate uses a variety of assessment and evaluation methods and can evaluate student learning.
/ #1
#5 / #2
#6 / #3
#7 / #4
$8
Program Report Template—SPA 4
[6] NCATE will provide a link to the full set of SPA standards, including indictors/elements/dimensions and supporting explanations.