Goals 2000:
Educate America The Goals 2000:
Educate America Act grew out of the SCANS Report.
Goals 2000 examines the world of work and its implications for changes on student learning.
The SCANS Report designated competencies and foundations of skills and personal qualities that are required for effective job performance.
The report identified five competencies and a three-part foundation of skills(U.S.department of Labor 1991).
The fine and performing arts became core content for Goal 3 of Goals 2000.
Overall, the Goal 2000 document identified thinking skills, personal qualities, and abilities for the work force that can be realized through dance learning.
The Goal 2000 provide a broad foundation of learning outcomes that support the National Standards for Arts Education(Goal 2000:
Educate America Art H.R 1804) The skills and competencies required by Goals 2000 are necessary for pursing a dance career as a professional dance educator.
These foundational competencies create a wall-rounded person who could be successful in dance or in another career in the 21st-century workplace.
With dance acknowledged as one of the arts education disciplines absorbed into the educational reform movement, it gained increased recognition as a constituent of arts education and the development of the National Standards for Arts Education.
Exploring the National Standards for Dance The standards outline cumulative skills and knowledge expected of students engaging in dance activities.
The expectations created by the Consortium for National Arts Education Associations are that students will demonstrate higher skills than the National Standards dictate.
The standards for grades 9 through 12 establish both a proficient and advanced achievement for that level.
In the National Standards for Arts Education, the expectation is that every student will achieve the proficient level on at least one arts discipline by the time of graduation from high school(Consortium of National Arts Education Associations [The Dance Standards Task Force] 1994).
The National Standards for Dance consist of two types of standard;
content and achievement.
Content standards specify "what students should know and be able to do in the arts disciplines"(Consortium of National Arts Education Associations[The Dance Standards Task Force]1994, p.18).
In dance this covers three modalities of learning :
dancing, dance making, and dance appreciation.
Students enrich these modalities by using critical thinking, understanding aesthetics, and employing historical and cultural studies to enhance communication and creative activities in dance as an art form or participate in dance as part of a healthy physical activity.
The National Standards for Dance and Arts Education consolidate the body of knowledge that dance encompasses.
The standards categorize knowledge by age and by what is develop mentally appropriate, Students are expected to attain the benchmarks identified at the completion of grades 4, 8, and 12(Consortium of National Arts Education Association [The Dance Standards Task Force] 1994, p.
17).
Connection the National Standards and your state standards to your work in the classroom will enable you to become part of a network of participation teachers, thereby validation your work as a dance educator and as part of arts education.
This information can become a guide for lesson and unit plans and curriculum development.
The dance standards apply to all dance forms.
The National Standards for Dance amplify these modalities through seven content standards 1.
Identify and demonstrate movement elements and skills in performing dance 2.
Understand choreographic principles, processes and structures.
3. Understand dance as a way to create and communicate meaning
4. Apply and demonstrate critical and creative thinking skills in dance
5. Demonstrate and understand dance in various culture and historical periods
6. Make connection between dance and healthful living
7. Make connection between dance and other disciplines.

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