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Induction into the NHSDA Junior Program is earned through the accumulation of at least 15 points awarded for dance activities such as rehearsals, performances, research, workshops, or community service activities, alongside a minimum GPA of 3.0. Students should track their points and provide the Chapter Sponsor with a record of points earned through worksheets, portfolios, or other agreed-upon methods. For points earned outside of chapter activities, verification of points earned should be provided to the Chapter Sponsor through playbills, registration forms, photos, or other agreed-upon methods. The Chapter Sponsor will keep a record of points earned on file. In addition, the prospective student's demonstration of collaborative teamwork, motivation, and leadership in the many aspects of dance (e.g., choreography, performance, mentoring, production) are factors in the determination of eligibility for induction.

GPA Requirement

Students must earn a cumulative GPA of at least 3.0 for NHSDA Induction. NDEO allows for the Chapter Sponsor to implement a higher GPA requirement in order to be consistent with other honor societies at the school - this helps to elevate dance within the school curriculum as a course of study worthy of recognition. For example, if induction into your school's chapter of the National Honor Society requires a GPA 3.5, you are encouraged to set your NHSDA Chapter's minimum at the same level, should that feel appropriate for your school culture.

In the case of dance studios and other programs outside of K-12, it is recommended that students turn in a copy of their report card to their Chapter Sponsor showing their cumulative GPA. If a student is homeschooled and bases their grades on a 100 point system, each "point" of their 100 counts for .04 of the 4.0 GPA. (for example, if the student's grade is 80 out of 100, their GPA entered on the NHSDA site would be 3.2). If a student is homeschooled and does not participate in a point system, a GPA can be established by the parent writing an official letter to the Chapter Sponsor stating that their student has achieved academic excellence.

All GPA records should be maintained by the sponsor or appropriate school personnel and should be handled in a manner that respects the privacy of the student and is in compliance with FERPA regulations.

Student Induction is a lifetime recognition and NHSDA designations remain with the student's record. Should a student's GPA fall below the Chapter's minimum GPA requirements, there is no penalty or movement to dishonor the student. The faculty advisor and/or Chapter Sponsor are encouraged to work with the student to help the student regain academic rigor. At the Chapter Sponsor's discretion, inducted students can be barred from Chapter activities, including wearing NHSDA cords at graduation, should concerns arise about conduct or behaviors that might jeopardize their own safety, the well-being of others, or the integrity of NHSDA.

NHSDA Junior Chapter Sponsor Handbook

The NHSDA Junior Chapter Sponsor Handbook is a must-read for all new chapter sponsors and student officers in charge of NHSDA administration. Download and print it out to help guide you through the process. It reviews in-depth procedures for establishing and managing a chapter, tracking and awarding points and conducting recognition ceremonies as well as all pertinent forms. Click here to view the handbook.

Photo by Bronwen Houck Photography and Creative Dance Center

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National Honors Society of Dance Arts > Start a Chapter > Junior Chapter (6-8 Grade)

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The National Dance Education Organization (NDEO) is a non-profit, membership organization dedicated to advancing dance education centered in the arts for people of all backgrounds. NDEO provides dance artists, educators, and administrators of all backgrounds a network of resources and support, a base for advocacy and research, and access to professional development opportunities that focus on the importance of dance in the human experience.

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TDEA is dedicated to promoting quality dance education across the state of Texas. As part of that dedication, TDEA sponsors the Dance Educators Assessment of Learning. The purpose of DEAL is to identify exemplary dance practices aligned with the state TEKS to promote student achievement and success in the Art of Dance Education. The information gained through participation in DEAL will help educators design best practices to implement within their dance programs to enhance student learning and progress in the art of dance. ​

DEAL Mission Statement

The mission of the Texas Dance Educators Association's DANCE EDUCATORS ASSESSMENT OF LEARNING is to guide programs in achieving exemplary instruction which incorporates technical and creative processes through student knowledge. Students will attain an understanding of the art of dance while developing a coherent set of artistic and intellectual goals.

DEAL Purpose

The purpose of the Texas Dance Educators' Association, Dance Educators Assessment of Learning (DEAL) is to identify exemplary dance practices aligned with the state TEKS to promote student achievement and success in the Art of Dance Education.

Important Links:

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TDEA is dedicated to promoting quality dance education across the state of Texas. As part of that dedication, TDEA sponsors the Dance Educators Assessment of Learning. The purpose of DEAL is to...

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UIL Dance is on the horizon. How do we start preparing students now?

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City Dance is a community outreach program from Texas Ballet Theatre in Forth Worth. They come to you!

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CityDance Program I Texas Ballet Theater | Outreach Programs for Children

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Our CityDance outreach programs for youth partners with schools across DFW to deliver FREE beginner dance classes to preschool and primary school students.

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Step - or spin - into the North Texas Ballet Folklórico Contest, a student competition celebrating Mexican folk dancing.

Professional dancers judge participants on their technical execution, athletic skill, and artistic interpretation of this cultural tradition. Students can compete as individuals or groups - ranging in experience from beginner to advanced.

Thursday, February 15, 2024

The North Texas Ballet Folklorico Contest provides the opportunity for beginning to advanced educational Ballet Folklorico programs to be adjudicated and rated by professionals. The contest focuses on the technical, athletic and cultural artistic interpretation of Mexican folkloric dances. Public and private elementary, middle and high schools in the state of Texas are welcome to participate.

In-person competition registration has been extended to February 1, 2024. All payments and/or purchase orders must be received by competition day.

Virtual competition registration must be completed by February 1, 2024. Videos are due February 19, 2024 by 4:00 p.m. Virtual results will be shared with directors by February 26, 2024.

To compete, please register here.

Eligibility: Elementary, middle, and high schools in Texas - both public and private - are eligible. Only four dances per school are allowed.

Classifications

Non-Varsity: Beginner - Beginner/intermediate dance groups or solo dancers who compete with practice attire (all black attire, practice skirts, no folklorico shoes) or costume.

Varsity: Intermediate - Intermediate/advanced dance groups or solo dancers who compete with practice attire (all black attire, practice skirts, no folklorico shoes) or costume.

Limit of four dances per school. No cuadros (vignettes) will be accepted.
Traditional music only. Tracks should be 2-4 minutes.
Contest rules and registration fees can be found on the DanceComp Genie registration portal. Directors must upload music files in an MP3 format and video files in either an MP4 or MOV format on the DanceComp Genie registration portal.

Checks should be made out to AT&T Performing Arts Center and mailed to:

AT&T Performing Arts Center
Education Department
700 North Pearl Street
Suite N1800
Dallas, TX 75201

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The North Texas Ballet Folklorico Contest - AT&T Performing Arts Center

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Students can showcase Mexican folk dance skills and impress professional judges with their technical prowess, athleticism, and artistic interpretation of an art form celebrating the country's rich heritage.

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How could you create a Dance Festival for the Community in Forney?

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What celebrations do you have for this year?

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What specific areas do we need to improve? Organization, content, attendance, behavior, food, parent communication, etc...?

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What dreams do you have for this event this year? Dreams don't have to have cost, time or resource restraints!!! Allow yourself to dream big (you can refine in the planning stages :)

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A student informance can be a LOT of things! What ideas do you have or have you already done in your classroom?

On a stage

In the classroom

For students only

For community

For camps

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How can you promote dance on your campus? What if you did a social dance day?

Examples:

Salsa social - eat chips & salsa & dance during lunch period

Donuts & Dancing - before school, different styles each six weeks (reward for positive behavior)

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Reverse Field Trip (Virtual or Bring in Master)

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Reverse Field Trip (Virtual or Bring in Master)

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Transportation is EXPENSIVE!? Could you do a "reverse field trip"? Could you bring in a master instructor virtually or in person, could your upper level students teach for beginner students, do you have someone on your campus/district with a hidden talent?

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Fun Lesson ideas from a PE Instructors perspective

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PEC: Lesson Plans for Physical Education

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PE Central is a web site that provides information about developmentatally appropriate physical education practices and programs.

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Complete Lesson Plans for PE/Dance

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Standard 1.Demonstrates competency in a variety of motor skills and movement patterns.

Standard 1 [M1.6-8] Demonstrates correct rhythm and pattern for one of the following dance forms: folk, social, creative, line, or world dance (6); Demonstrates correct rhythm and pattern for a different dance form from among folk, social, creative, line, and world dance (7); Exhibits command of rhythm and timing by creating a movement sequence to music as an individual or in a group (8).
Standard 2.Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 2 [M1.6-8] Creates open space by using locomotor movements (e.g., running, jumping & landing) in combination with movement (e.g., varying pathways; change of speed, direction, or pace) (6); Reduces open space by using locomotor movements (e.g., walking, jumping & landing, changing size and shape of the body) in combination with movement concepts (e.g., reducing the angle in the space, reducing distance between player and goal) (7); Opens and closes space during small-sided game play by combining locomotor movements with movement concepts (8).

Standard 2 [M12.6-8] Varies application of force during dance or gymnastic activities (6); Identifies and applies Newton's laws of motion to various dance or movement activities (7); Describes and applies mechanical advantage(s) for a variety of movement patterns (8).

Standard 3.Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 3 [M6.6-8] Participates in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes per day (6); Participates in moderate to vigorous muscle- and bone-strengthening physical activity at least three times a week (7); Participates in moderate to vigorous aerobic and/or muscle- and bone strengthening physical activity for at least 60 min/day at least five times a week (8).

Standard 3 [M14.6-8] Identifies major muscles used in selected physical activities (6); Describes how muscles pull on bones to create movement in pairs by relaxing and contracting (7); Explains how body systems interact with one another (e.g., blood transports nutrients from the digestive system, oxygen from the respiratory system) during physical activity (8).

Standard 4. Exhibits responsible personal and social behavior that respects self and others.

Standard 4 [M1.6-8] Exhibits personal responsibility by using appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors (6); Exhibits responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates (7); Accepts responsibility for improving one's own levels of physical activity and fitness (8).

Standard 4 [M4.6-8] Accepts differences among classmates in physical development, maturation, and varying skill levels by providing encouragement and positive feedback (6); Demonstrates cooperation skills by establishing rules and guidelines for resolving conflicts (7); Responds appropriately to participants' ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts (8).

Standard 4 [M6.6-8] Identifies the rules and etiquette for physical activities/games and dance activities (6); Demonstrates knowledge of rules/etiquette by self-officiating modified physical activities/games or following parameters to create or modify a dance (7); Applies rules/etiquette by acting as an official for modified physical activities/games & creating dance routines within a given set of parameters (8).

Standard 4 [M7.6-8] Uses physical activity and fitness equipment appropriately and safely, with the teacher's guidance (6); Independently uses physical activity and exercise equipment appropriately and safely (7); Independently uses physical activity and fitness equipment appropriately and identifies specific safety concerns associated with the activity (8).

Standard 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Standard 5 [M3.6-8] Recognizes individual challenges and copes in a positive way, such as extending effort, asking for help/feedback, and/or modifying the tasks (6); Generates positive strategies such as offering suggestions/assistance, leading/following others, and/or providing possible solutions when faced with a group challenge (7); Develops a plan of action and makes appropriate decisions based on that plan when faced with an individual challenge (8).

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Created by: Brandon Herwick, Rich Wiles, Dr. Theresa Cone, Pam Powers, Shannon Maly, Ben Pirillo, Scott Williams, Deedi Brown, Bob Oats, Chris Walker, Alex O'Brien, Matt Bristol, Matt Johnson Special Contributions: Aaron Hart, Brian Devore & Tammy Hanna Design: Jennifer Truong This module builds upon the learning and enjoyment that students experienced in the OPEN dance modules for grades K-2 and 3-5.