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only a handful of states have acted to recog-
nize that dance is as legitimate an area for
independent certification as art or music.
Many high school students have never had the
privilege of a dance experience. And in high
schools where a feeble attempt is made to
teach dance by inadequately prepared teach-
ers, the dance programs are likely to remain
static. Thus, a vicious circle is established-
the classes create little student interest, so
there is insufficient demand for dance special-
ists, so student interest does not grow, and
so on around the circle ad infinitum. On the
other hand, in secondary schools where well
trained dance teachers are employed there is
ample evidence that dance is not only popu-
lar, but the quality of the program and the
student interest is more than sufficient to
justify the continual training and certification
of dance specialists. If there are ever to be
quality programs in dance throughout our
high schools, teacher certification is essential.
It is high time that secondary schools assume
some of the responsibility for providing
worthwhile dance experiences for all who
desire them, and for elevating the level of
appreciation and enjoyment of dance as an
art form. Eventually we must turn our atten-
tion to certification for dance in elementary
schools where the flame of creativity still
flickers tenuously.