Arts Education Program Assessment Worksheet

For use by

ABC Sites in South Carolina

Based on Exemplars from

Opportunity-to-Learn Standards for Arts Education

Developed by the Consortium of National Arts Education Associations

Arts Area: DANCE

Grade Levels: KINDERGARTEN

Curriculum and Scheduling

	Exemplars	Lacking	Meets	Exceeds	Comments
1	a. Dance is integrated into the curriculum throughout the day.
	b. Movement in the form of creative dance is part of the everyday classroom experience as a means to express and communicate ideas, feelings, and concepts.
	c. Creative dance uses movement children do everyday - such as walking, running, galloping, shaking, turning, and rolling - rather than teaching formal dance steps.
2	a. Children are actively involved in the dance learning experience. They participate in creating dance movements; observing others dance; performing dance movements; and responding to dance through talking, writing, or drawing.
	b. Learning experiences include moving to music and singing; creating their own dances; and moving to reading, poetry, and stories.
3	a. The curriculum emphasizes exploration of the elements of dance (space, time, and force), relationships to each other, and the actions of the body and its parts.
	b. Proper terminology is used throughout all instructional dance activities.
4	a. Children are provided dance experiences integrated with the other arts, language arts, math concepts, children's literature, social studies, science, and the community.
	b. Children have kinesthetic experiences such as making letters, patterns, numbers, and shapes with their bodies; C expressing the movement of animals, the shapes of plants, natural phenomena, and the water cycle process; and C learning cooperation and community through dance.
5	Dance experiences represent different cultures.
6	Children are provided equal opportunities for dance experiences and participation regardless of gender, ability, or special needs.
7	a. Students with special needs are provided equal access to a supportive and challenging dance education program.
	b. Classes for students with special needs are no larger in size than are special education classes in other disciplines.
8	a. Students with special needs are integrated into the regular creative dance classes whenever possible.
	b. Students with special needs who cannot be integrated into regular creative dance classes receive the same amount of movement instruction as do all other students and classes.
9	The curriculum and student learning are assessed using the appropriate tools recommended for early childhood.

Staffing

	Exemplars	Lacking	Meets	Exceeds	Comments
1	Dance instruction in every prekindergarten and kindergarten is provided by teachers who have received formal training in early childhood development and have additional course work in dance education or in creative dance movement for young children.
2	Certified/degree dance educators with experience in teaching at the early childhood level and/or professional dancers with early childhood teaching experience are available as consultants or guest teachers.
3	a. Dance teachers are fully informed about the needs of each student.
	b. Teacher aides are provided for special-education classes in dance.
4	a. The teacher/pupil ratio in creative dance classes is no greater than 1:12 for prekindergarten and :20 for kindergarten classes.
	b. For optimal instruction there should be no more than 12 to 15 students in any dance class.
5	Every teacher has preparation time equal to that of other school professionals.
6	The school or school district provides and supports annual professional development opportunities equal to that of other teachers in the school or school district. Staff are encouraged and permitted to attend a variety of professional development opportunities (conferences, symposia, workshops, in -service with guest artists, etc.).

Materials and Equipment

	Exemplars	Lacking	Meets	Exceeds	Comments
1	a. Every room in which dance is taught is equipped with a sound system utilizing current technology.
	b. Every teacher has convenient access to sound recordings (records, tapes, and CDs) representing a wide variety of music styles and cultures.
	c. The audio equipment (e.g., cassette tape player, compact disc player, and record player) is capable of variable-speed operation and has speakers capable of projecting music in a large room.
	d. microphone, video camera, color monitor, and stereo VCR are available for use in dance instruction.
2	a. Music used to accompany the dance experiences represents a wide variety of musical styles and cultures.
	b. The teacher and the children sometimes use percussion and rhythm instruments (e.g., triangles, rhythm sticks, bells, tambourines, shakers, drums) to accompany the dances.
	c. Small hand-held instruments, some of which represent different cultures, are recommended.
3	a. Props used in the dance lesson are safe for young children to use.
	b. There is a sufficient quantity of props so that each child has his or her own prop or the appropriate number when children dance in partners or in small groups.
	c. Appropriate props for young children to use include scarves, streamers, hoops, 4-foot elastic stretch bands, small parachutes, ribbons, ropes, bean bags, balloons, and rubber backed carpet squares.
4	a. The dance teacher has access to a variety of dance instructional materials from a variety of cultures.
	b. Materials include children's story and picture books and books about dance and dance history.
	c. Books contain appropriate and colorful pictures or photographs, songs, and dances.
5	a. All equipment is maintained in good repair.
	b. An annual budget is provided for the repair and maintenance of all equipment used in teaching dance.
6	a. An annual budget is provided for the purchase of records, CDs, and audio- and videotapes and equipment; props;
	b. and the other special supplies, materials, and equipment needed for teaching dance and for student performances.

Facilities

	Exemplars	Lacking	Meets	Exceeds	Comments
1	a. Every room in which dance is taught is clean and well ventilated.
	b. The space provides large, open areas (e.g., dance studio, gymnasium, all-purpose room, or empty classroom), and it is clear of all furniture and protruding objects.
	c. The room has appropriate acoustical properties, a quiet environment, adequate lighting and heating, and provides comfortable temperatures throughout the year.
2	Sprung wood or resilient wooden floors are standard requirements for all dance activities. Concrete, tile, wood-over-concrete, and wood-over-tile floors are extremely unsafe and students can become injured from a fall or repetitive jumping.
	b. Floors are level and clean and free from splinters, nails, and all debris. Children dance in bare feet for increased sensory perception and safety. Sneakers, street shoes, socks, tights, and stockings are hazardous on dance floors.
3	a. The space must be large enough to accommodate all students of a class moving at the same time.
	b. At least 65 square feet per child in needed for dance activity space.
4	a. The space is free from distractions from other classes or people passing through.
	b. There is ready access to running water for rehydration after classroom activities and lavatories are located nearby.
	c. The dance facilities are readily accessible to the school auditorium.
5	Every room in which dance is taught provides a bulletin board for dance concepts, photos, and students' drawings.
6	Sufficient secured storage space is available in every school to store all tapes, records, CDs, audio and video equipment, props, instruments, films and books, and other instructional supplies used in teaching dance.

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