Personal Artistry -
Graduates of Grand Canyon University’s College of Arts and Media programs will be able to demonstrate a developed personal creative voice in creative content that is informed by discipline-specific history and theory.

• Articulate the foundations of personal creative identity.
• Apply discipline-specific theory to personal practice.
• Apply discipline-specific historical foundations to personal creative voice.
• Craft ethical, values-driven creative content that is true to personal creative voice.
• Create work that connects with and serves diverse communities.

Entrepreneurial Skills -
Graduates of Grand Canyon University’s College of Arts and Media programs will be able to survey and leverage technologies and platforms to produce and publish quality on-brand creative content for target audiences.

• Examine marketplace needs and opportunities.
• Assess emerging technology and tools to support creativity, production, and distribution.
• Effectively collaborate as a member of a team.
• Develop a personal brand and marketing plan.
• Adapt creative content to connect with target audience(s).

Dance Theory and Historical Study -
Graduates of Grand Canyon University’s Bachelor of Arts in Dance Education program will be able to articulate a holistic understanding of dance history and ethnology as it relates to world events, cultures, and the development of dance genres.

• Describe the teleology of dance as it relates to philosophical and sociocultural movements.
• Trace the development of world dance forms and their contributing sources across cultures and a variety of perspectives.
• Analyze the variations of dance genres across eras in cultural contexts.
• Differentiate a wide selection of dance repertory within historical contexts.
• Describe the teleology of dance as it relates to diverse socioeconomic perspectives.

Artistic Development -
Graduates of Grand Canyon University’s Bachelor of Arts in Dance Education program will be able to demonstrate proficiency in technique, improvisation, composition, repertory, and performance.

• Demonstrate technical proficiency and personal artistic voice in ballet.
• Demonstrate technical proficiency and personal artistic voice in modern dance.
• Demonstrate technical proficiency and personal artistic voice in jazz dance.
• Demonstrate technical proficiency and personal artistic voice in hip hop dance.
• Demonstrate authenticity and depth of expression during dance improvisation.
• Apply the aesthetics of the repertory of traditional and experimental approaches to choreography.
• Apply knowledge of choreographic processes as they shape and are shaped by artistic and cultural ideas and contexts.
• Rehearse and perform with a dance ensemble.
• Plan and direct dance concert productions.

Intellectual Development -
Graduates of Grand Canyon University’s Bachelor of Arts in Dance Education program will be able to demonstrate knowledge in areas including dance and movement sciences, movement analysis, critical analysis of classroom and theatrical performance, child growth and development theory, and dance syntax development.

• Articulate one's critical analyses and evaluations of dance.
• Defend or rebut others' critical analyses and evaluations of dance.
• Demonstrate fundamental knowledge of the body as an instrument.
• Employ working vocabularies (physical, verbal, written) based on an understanding and interpretation of the common elements of dance.
• Demonstrate proficiency with technology and media relevant to dance environments.

Dance Pedagogy -
Graduates of Grand Canyon University’s Bachelor of Arts in Dance Education program will be able to teach dance at various levels to different age groups in a variety of settings

• Design instruction based on dance curriculum goals and content standards.
• Engage learners through varied instructional strategies and resources for dance.
• Design developmentally appropriate dance instruction.
• Incorporate dance specific academic language in instruction.
• Demonstrate application of sound learning theory to teaching practice.

The Learner and Learning -
Teacher candidates of Grand Canyon University’s Bachelor of Arts in Dance for Secondary Education program design and implement developmentally appropriate learning experiences and inclusive learning environments that enable each learner to meet high standards, are based on how students grow and develop, and recognize that patterns of learning and development vary individually within and across cognitive, linguistic, social, emotional, and physical areas. (InTASC 1, 2, 3)

• Create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate their learning.
• Design instruction to address each student’s diverse learning strengths and needs and create opportunities for students to demonstrate their learning in different ways. [MC2]
• Bring multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms. [MC1, MC3, MC5]
• Collaborate with learners, families/guardians, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. [MC1, MC3, MC5]
• Manage the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, technology, and learners’ attention. [MC3]

Application of Content -
Teacher candidates of Grand Canyon University’s Bachelor of Arts in Dance for Secondary Education program apply the central concepts, tools of inquiry, and structures of the disciplines he/she teaches to engage students in critical thinking, creativity and collaborative problem-solving, making the content accessible and meaningful to assure mastery. (InTASC 4, 5)

• Apply content knowledge by engaging learners in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving. [MC2]
• Evaluate and modify instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for their learners.
• Create opportunities for students to learn, practice, and master academic language in their content. [MC1]
• Facilitate learners’ collaborative use of current technology, tools, and resources to maximize content learning in varied contexts and support learner’s growth in international and global perspectives. [MC2]
• Develop and implement supports for learner literacy development across content areas. [MC1]

Instructional Practice -
Teacher candidates of Grand Canyon University’s Bachelor of Arts in Dance for Secondary Education program plan and implement instruction using a variety of instructional strategies and multiple methods of assessments that support every student in meeting rigorous learning goals by drawing upon knowledge of content areas, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (InTASC 6, 7, 8)

• Select and adapt formative and summative assessments that minimizes sources of bias to support, verify, and document learning.
• Plan for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest. [MC2]
• Analyze assessment data to effectively provide feedback and inform future instructional practices. [MC1]
• Select and create learning experiences and assessments that are appropriate for curriculum goals and content standards, aligned to learning objectives, and are relevant to learners. [MC2]
• Select appropriate strategies, develop appropriate sequencing, and provide multiple ways to demonstrate knowledge and skill. [MC2]
• Plan collaboratively with colleagues and other professionals who have specialized expertise to design and jointly deliver appropriate and effective learning experiences to meet unique learning needs. [MC1]
• Guide learners in using a range of technology tools to access, interpret, evaluate, and apply information in content area learning and application.

Professional Responsibility -
Teacher candidates of Grand Canyon University’s Bachelor of Arts in Dance for Secondary Education program engage in ongoing professional learning and use evidence to continually evaluate and improve their practice, as well as seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (InTASC 9, 10)

• Engage in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences within the context of local and state standards. [MC2]
• Reflect on personal biases and access resources to deepen understanding of cultural, ethnic, gender, and learning differences to promote ethical practice, build stronger relationships and create more relevant learning experiences. [MC3, MC5]
• Work collaboratively with peers and school colleagues to build ongoing connections with digital and community resources to enhance student learning and well-being. [MC1, MC4]
• Engage in leadership roles to advocate for meeting the needs of learners, strengthening the learning environment, and enacting system change. [MC4, MC5]
• Uphold the expectations of the profession including codes of ethics, professional standards of practice, learner dispositions, and relevant law and policy. [MC2]