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Creating
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Explore
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1) Identify ideas for choreography generated from a variety of prompts and source materials. Examples: Music/sound, text, objects, images, notation, observed dance, or experiences. |
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2) Find a solution to a movement problem by manipulating the elements of dance. Examples: Perform a dance phrase using three different levels. Perform a dance phrase that alters the timing of the movement. |
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Plan
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3) Expand movement possibilities by utilizing choreographic devices. Example: Create a trio from a solo by performing movements in a three-part canon. |
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4) Create a dance study that expresses and communicates a main idea and discuss the reasons for the movement choices. |
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Revise
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5) Revise movement based on peer feedback and self-reflection to improve communication of artistic intent in a short dance study. |
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6) Illustrate the relationship between two or more dancers in a dance phrase by drawing a picture or using symbols. Example: Draw a formation or pathway of dancers using symbols. |
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Performing
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Express
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7) Make static and dynamic shapes using a focus on positive and negative space. Example: Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces). Create a sculpture by filling in the negative space created by a partner. |
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8) Recognize and respond to changes in time as they occur in dance and music. Example: Use a variety of percussive instruments and sounds to respond to even and uneven rhythms. |
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9) Analyze and describe the qualities of movement and phrases created by the use of energy and dynamic changes. |
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Embody
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10) Demonstrate fundamental dance skills and movement qualities when replicating and recalling directed patterns and sequences of movements. Examples: Alignment, coordination, balance, core support, and kinesthetic awareness. |
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11) Explain effective ways to extend movement range, increase body strength, and develop endurance. |
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12) Coordinate performance timing with other dancers by utilizing cues from each other and responding to production elements. Examples: Enter stage after eight counts of music, or wait until lights go up for bow. |
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Present
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13) Plan how to establish a formal performance space from an informal setting. Examples: Gym, studio, or park. |
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14) Identify, explore, and select production elements that heighten and intensify the artistic intent of a dance. Example: View a dance under different lighting and select the most effective lighting design. |
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Responding
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Analyze
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15) Identify patterns of movement that illustrate style or intent in dance works. Example: View the rooftop dance in Mary Poppins and discuss how the repeated movements create style. |
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16) Explain how dance styles differ within a genre or within a cultural movement practice. Examples: Compare the different modern dance techniques such as Martha Graham and Isadora Duncan. Explain the differences between East African dance and West African dance. |
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Interpret
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17) Explain how specific context cues from movement relate to the main idea of the dance, using basic dance terminology. |
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Critique
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18) Explain why movement choices from dances of specific genres, styles, or cultures are appropriate in a specific dance. Example: Explain why facial expressions are essential in Indian Classical dance. |
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Connecting
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Synthesize
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19) Relate the main idea or content in a dance to other experiences and explain how the main idea of a dance is similar to or different from one's own experiences, relationships, ideas, or perspectives. |
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20) Select key aspects about a topic and choreograph movements that communicate the information. Example: Research the water cycle using multiple sources of references and create movement that models the phases. |
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Relate
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21) Explain how and why a dance originates from a culture, society, historical period, or community. |
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