Texas public high schools must offer courses in two of the four fine arts areas defined by the TEKS: art, music, theatre, and dance. Implementing the Dance TEKS is an opportunity for educators to rethink how we teach dance. The following ideas for building strong dance programs are suggested to guide those involved in the process of aligning dance curricula with the TEKS and redefining the role of dance in secondary education:

• Dance classes are designed to teach all students the Dance TEKS and the thinking and problem-solving skills developed in comprehensive dance programs. Dance classes are not intended to be performance-oriented classes only for highly motivated students.
• Dance curricula that are based on the TEKS promote students’ original thinking and problem-solving skills. Curricula should lead to instruction that helps students develop initiative, self-confidence, and creativity.
• The TEKS organize dance into four strands: perception, creative expression/performance, historical/cultural heritage, and response/evaluation. Though some courses or units may differ in the amount of time they devote to each strand, curriculum developers should strive to integrate all four strands equally into the overall dance program.
• Dance programs that present knowledge and skills in the sequential, scaffolded order of the TEKS ensure that students have the opportunity to build the thinking, performing, and evaluating skills necessary for achievement in dance.