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Minnesota Legislature

Office of the Revisor of Statutes

8710.4300 TEACHERS OF DANCE AND THEATRE ARTS.

Subpart 1.

Scope of practice.

A teacher of dance and theatre arts education is authorized to provide to students in kindergarten through grade 12 instruction that is designed to develop an understanding of the creative works and the process of producing dance and theatre art forms.

Subp. 2.

Licensure requirements.

A candidate for licensure to teach dance and theatre arts to students in kindergarten through grade 12 shall:

A.

hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B.

demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C.

show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of dance and theatre arts in subpart 3.

Subp. 3.

Subject matter standard.

A candidate for licensure as a teacher of dance and theatre arts must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A, B, and D or A, C, and D.

A.

All teachers of dance and theatre arts education must demonstrate competency in:

(1)

choreography, improvisation, and in one dance movement genre in the context of performance opportunities;

(2)

the theory and practice of acting and directing in the context of performance opportunities;

(3)

the theory and practice in technical production and creative technology of dance and theater in the context of performance opportunities;

(4)

teaching methods and instructional content of creative dance and creative dramatics;

(5)

comparing and contrasting and using materials, elements, and modes of expression, production, and communication that support the processes of creation, analysis and interpretation, performance or exhibition, inquiry, and creative technology in all the arts;

(6)

comparing and contrasting ways of knowing in the arts with ways of knowing in the humanities, the sciences, and other subject areas; and

(7)

analyzing the economics and career opportunities of arts creation, performance, analysis, and creative technology.

B.

A teacher of dance and theatre arts with a dance specialization must demonstrate competency in:

(1)

a selected core dance movement genre through performance or concert opportunities;

(2)

a second dance movement genre in the context of reflective performance opportunities;

(3)

choreography and improvisation through performance or concert opportunities;

(4)

critical analysis and interpretation of the technical and choreographic aspects of performance;

(5)

the historical and aesthetic development of dance in diverse cultures;

(6)

contemporary technological principles, concepts, and tools and communicating the environmental and ethical issues concerning creative technology in dance; and

(7)

analyzing the functional, expressive, and health aspects of the human body.

C.

A teacher of dance and theatre arts with a theatre specialization must demonstrate competency in:

(1)

the theories and practices of acting through performance opportunities;

(2)

the theories and practices of stage direction through performance opportunities;

(3)

the process and techniques of creating a dramatic text;

(4)

the critical analysis and interpretation of theater performance;

(5)

contemporary technological principles, concepts, and tools and communicating the environmental and ethical issues concerning creative technology in theatre;

(6)

the historical and aesthetic development of theater in diverse cultures; and

(7)

communicating and understanding the dramatic literature of diverse cultures.

D.

A teacher of dance and theatre arts must demonstrate an understanding of the teaching of dance and theatre arts that integrates understanding of dance and theatre arts with the teacher's understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of dance and theatre arts shall:

(1)

understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents;

(2)

understand and apply the research base for and the best practices of kindergarten and primary, intermediate, and middle and high school education;

(3)

develop curriculum goals and purposes based on the central concepts of theatre and dance and know how to apply instructional strategies and materials for achieving student understanding of these disciplines;

(4)

understand the role and alignment of district, school, and department mission and goals in program planning;

(5)

understand the need for and how to connect students' academic experiences with everyday life, the workplace, and further educational opportunities;

(6)

know how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities;

(7)

understand the role and purpose of cocurricular and extracurricular activities in the teaching and learning process; and

(8)

understand the impact of reading ability on student achievement in dance and theatre studies, recognize the varying reading comprehension and fluency levels represented by students, and possess the strategies to assist students to read dance and theatre arts content more effectively.

Subp. 3a.

Student teaching and field experiences.

A candidate for licensure to teach dance and theater arts must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4.

Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

Statutory Authority:

MS s 122A.09; 122A.18

History:

23 SR 1928; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Published Electronically:

August 21, 2017