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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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1) Differentiate between basic locomotor and non-locomotor movements.
Examples: Running, twisting, skipping, falling.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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2) React to stimuli by creating movement that changes at least one of the elements of dance.
Example: Identify elements of movement that are personally difficult to perform and discuss in a journal how this impacts movement choice in choreography.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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3) Perform an improvisational dance that has a beginning, middle, and end.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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4) Illustrate an idea, feeling, or image through improvised movement.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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5) Use suggestions from peers or instructors to change movement through structured improvisational activities.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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6) Illustrate a dance movement by drawing a picture or using a symbol.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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| Learning Activities: |
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7) Demonstrate movement and stillness using the basic elements of space, including line, shape, levels, and size.
Examples: Join with others to make a circle, then work with others to change it to a square.
Create a curved shape on a low level.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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8) Demonstrate tempo changes with movements that match music or sound stimuli.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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9) Identify and apply different qualities to movements.
Example: Heavy/light, smooth/sharp, sustained/sudden.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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10) Demonstrate body patterning movements and body shapes.
Example: Same side and cross-body locomotor and non-locomotor movements.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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| Classroom Resources: |
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11) Move safely in general space and start/stop on cue during activities, group formations, and creative explorations while maintaining personal space.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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12) Move body parts in relation to other body parts and repeat/recall movements upon request.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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13) Dance for and with others in designated space.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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14) Select a prop to inspire movement.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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15) Identify a movement that repeats in a dance.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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16) Repeat, recall and respond to observed or performed dance movements.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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17) Observe movement and describe it using simple dance terminology.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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18) Select and demonstrate a movement in a dance and explain why it was chosen.
Example: Select a movement and explain what the movement may mean.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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19) Identify an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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20) Express something of interest within a work of art (visual, music, theatre, etc.) through movement.
Example: Use texture in a painting to inspire movement quality.
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| Arts Education (2017) |
| Grade(s): K |
| Dance |
| All Resources: |
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| Classroom Resources: |
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21) Identify the elements of dance in movement.
Example: Describe the levels created by peers in an improvisation or dance phrase.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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10 |
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1) Respond with movement to a variety of prompts.
Examples: music/sound, artwork, tactile
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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2) Experiment with changing a movement, utilizing the elements of dance.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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3) Describe movement choices within a dance that create a beginning, middle, and end.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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4) Select movements that express an idea or emotion or follow a musical phrase.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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5) Respond to feedback from an improvisation or dance phrase using multiple movement choices.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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6) Record several different types of movements by drawing a picture or using a symbol.
Example: 
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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| Learning Activities: |
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7) Create movement and stillness using changing elements of space.
Example: Change body shapes, levels, and facings.
Move in straight, curved, and zigzag pathways.
Move with others to form straight lines and circles.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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8) Demonstrate the element of time by moving to quick, moderate, or slow music or sound.
Example: Recognize steady beat and move to varying tempi of steady beat.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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9) Identify and demonstrate movement qualities.
Example: Bouncy, floppy, melting, or growing.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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10) Demonstrate a range of locomotor and non-locomotor movement concentrating on direction.
Examples: Skipping in a circle or reaching on a diagonal.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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11) Identify and explore personal space and general space within movement.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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12) Modify movements through spatial arrangements.
Examples: Modify an existing formation by utilizing more dance pathways.
Modify an existing dance phrase to utilize the space differently.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
2 |
| Classroom Resources: |
2 |
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13) Perform a dance for others in a space where audience and performers occupy different areas.
Examples: Perform a dance in theatre-in-the-round format.
Perform a dance in a non-traditional setting such as a football field.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
0 |
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14) Utilize a variety of props to enhance a dance.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
4 |
| Classroom Resources: |
4 |
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15) Identify a movement or movement phrase that repeats to make a pattern within a dance.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
3 |
| Classroom Resources: |
3 |
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16) Observe and describe dance movements from a specific genre or culture.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
0 |
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17) Use dance terminology to describe an observed movement and explain how the movement captures a specific idea.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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| Classroom Resources: |
1 |
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19) Identify the movements in a dance that communicate an experience and relate the movements to a familiar experience.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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| Classroom Resources: |
1 |
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18) Select and demonstrate several movements in a dance and explain why they were chosen.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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20) Identify ideas for dance movements that demonstrate the big ideas of an illustrated story.
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| Arts Education (2017) |
| Grade(s): 1 |
| Dance |
| All Resources: |
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| Classroom Resources: |
2 |
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21) Observe and perform a dance from a familiar culture that utilizes multiple elements of dance.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
4 |
| Classroom Resources: |
4 |
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1) Respond to movement with a variety of prompts and suggest additional sources for movement ideas.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
5 |
| Learning Activities: |
2 |
| Classroom Resources: |
3 |
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2) Connect a variety of moments while manipulating the elements of dance through locomotor and non-locomotor movements.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
5 |
| Classroom Resources: |
5 |
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3) Create a dance phrase with a main idea that has a clear beginning, middle, and end.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
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| Learning Activities: |
2 |
| Classroom Resources: |
2 |
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4) Select movements that express an idea or emotion or follow a musical phrase and explain reasons for movement choices.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
1 |
| Classroom Resources: |
1 |
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5) Improvise to create short memorized dance phrases using material discovered through guided improvisation and guided feedback.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
0 |
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6) Record body shapes from several different types of movement by drawing a picture or using a symbol.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
4 |
| Classroom Resources: |
4 |
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7) Demonstrate clear directional movement that changes body shape, facings, or pathway in space.
Examples: Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
Differentiate between circling and turning as two separate ways of continuous directional change.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
1 |
| Classroom Resources: |
1 |
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8) Demonstrate movement on the accented beat in duple and triple meter.
Examples: Waltz, triplet, walking, or marching.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
0 |
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9) Select specific adverbs and adjectives and apply them to movements.
Example: Bouncy leap or floppy fall.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
2 |
| Classroom Resources: |
2 |
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10) Demonstrate a range of locomotor and non-locomotor movements that alternate between personal space and general space.
Example: Skipping across the floor followed by skipping in place.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
3 |
| Classroom Resources: |
3 |
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11) Demonstrate safe movement in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
0 |
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12) Self-adjust and modify movements with an awareness of personal space and general space.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
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| Classroom Resources: |
3 |
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13) Perform a dance in a space where the audience and performers occupy different areas while focusing on projecting to the audience.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
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14) Utilize limited production elements.
Examples: Multimedia equipment, scenery, costumes, or lighting.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
3 |
| Classroom Resources: |
3 |
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15) Recognize dance movements that develop a pattern.
Example: Identify a movement that repeats within a phrase
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
4 |
| Classroom Resources: |
4 |
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16) Observe or perform dance movements from a specific genre or culture and describe or demonstrate the movements.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
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17) Use context cues from movement to identify meaning and intent in a dance, using simple dance terminology.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
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18) Select and demonstrate several movements in a dance and explain why the movements work to convey a theme or concept.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
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19) Describe a dance that expresses personal meaning and explain how certain movements express this personal meaning.
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
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20) Respond with movements to an inquiry-based set of questions based on an observed dance work.
Example: "Can you show with movement the emotions the dancers portrayed?"
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| Arts Education (2017) |
| Grade(s): 2 |
| Dance |
| All Resources: |
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| Classroom Resources: |
1 |
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21) Observe and perform a dance from a culture and relate the movement to the people or environment from which the dance was created and performed.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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1) Improvise movements with a variety of self-identified prompts.
Examples: music/sound, text, objects, images, notation, observed dance experiences
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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| Classroom Resources: |
3 |
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2) Select and demonstrate a movement solution for a given movement problem.
Example: Find a way to travel across the floor only on a low level.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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| Classroom Resources: |
4 |
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3) Recognize choreographic devices to create simple movement patterns.
Examples: Retrograde, scramble/deconstruct, transposition, inversion, or fragment.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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| Learning Activities: |
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| Classroom Resources: |
4 |
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4) Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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5) Support choices for revisions based on feedback to improve a short dance study.
Examples: Peer feedback or instructor feedback.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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| Learning Activities: |
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| Classroom Resources: |
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6) Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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| Classroom Resources: |
1 |
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7) Perform movement sequences in and through space with intention and focus on positive and negative space.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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| Classroom Resources: |
2 |
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8) Perform improvised movements with or against tempos and rhythms in music or sound.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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9) Change the degree of energy used in movement to heighten the effect of intent.
Example: Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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| Classroom Resources: |
2 |
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10) Replicate body shapes, movements, qualities, and movement patterns in a dance sequence with awareness of body alignment.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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11) Change levels, directions, and pathway designs safely in a dance phrase while coordinating with a partner or other dancers.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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12) Apply constructive instructor or peer feedback to improve dance skills in a learned group dance.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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13) Use stage directions to identify main areas of a performance space.
Example: Travel from downstage right to upstage left.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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14) Expand the impact of dance by adding production elements.
Examples: Costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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15) Identify patterns of movement that enhance movement phrasing.
Example: Identify recurring movements in Swan Lake.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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16) Compare and contrast a variety of dance genres.
Example: Identify similarities and differences between ballet and modern dance.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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17) Identify specific context cues from movement that relate to the main idea of the dance using basic dance terminology.
Example: Interpret a dance as sad because all of the movements are heavy and sustained.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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18) Use basic dance terminology to identify the qualities of movement observed or performed in a specific genre, style, or cultural movement practice.
Example: Ballet uses bound movements of the torso with free movements performed by the arms and legs.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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19) Compare the relationships expressed in a dance to other relationships.
Examples: near/far, over/under, around/through, friends/enemies
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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20) Present research about a key aspect of a dance in oral, written, or movement form.
Example: Collect information from classmates about why they like to dance and perform a dance that includes all the feelings that were expressed.
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| Arts Education (2017) |
| Grade(s): 3 |
| Dance |
| All Resources: |
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21) Explain how movements in a dance from a culture, society, or community communicate its characteristics and values.
Example: Explain how the hand movements in Hawaiian dance create meaning.
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| Arts Education (2017) |
| Grade(s): 4 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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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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| Arts Education (2017) |
| Grade(s): 4 |
| Dance |
| All Resources: |
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| Classroom Resources: |
2 |
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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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| Arts Education (2017) |
| Grade(s): 4 |
| Dance |
| All Resources: |
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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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| Arts Education (2017) |
| Grade(s): 4 |
| Dance |
| All Resources: |
2 |
| Classroom Resources: |
2 |
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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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| Arts Education (2017) |
| Grade(s): 4 |
| Dance |
| All Resources: |
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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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| Arts Education (2017) |
| Grade(s): 4 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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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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| Arts Education (2017) |
| Grade(s): 4 |
| Dance |
| All Resources: |
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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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| Arts Education (2017) |
| Grade(s): 4 |
| Dance |
| All Resources: |
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| Classroom Resources: |
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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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| Arts Education (2017) |
| Grade(s): 4 |
| Dance |
| All Resources: |
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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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| Arts Education (2017) |
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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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| Arts Education (2017) |
| Grade(s): 4 |
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11) Explain effective ways to extend movement range, increase body strength, and develop endurance.
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| Arts Education (2017) |
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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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| Arts Education (2017) |
| Grade(s): 4 |
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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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| Arts Education (2017) |
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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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| Arts Education (2017) |
| Grade(s): 4 |
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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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| Arts Education (2017) |
| Grade(s): 4 |
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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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| Arts Education (2017) |
| Grade(s): 4 |
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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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| Arts Education (2017) |
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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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| Arts Education (2017) |
| Grade(s): 4 |
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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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| Arts Education (2017) |
| Grade(s): 4 |
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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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| Arts Education (2017) |
| Grade(s): 4 |
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21) Explain how and why a dance originates from a culture, society, historical period, or community.
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| Arts Education (2017) |
| Grade(s): 5 |
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1) Develop content for choreography using ideas generated from a variety of prompts.
Examples: Spoken word, text, poetry, images, or nature.
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| Arts Education (2017) |
| Grade(s): 5 |
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2) Create a solution to multiple movement problems to develop content for choreography by using the elements of dance.
Example: Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
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| Arts Education (2017) |
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3) Expand choreographic possibilities by utilizing multiple choreographic devices.
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4) Select a codified movement vocabulary or preferred dance style to develop a dance study to communicate a main idea.
Example: Utilize ballet movement to create a story.
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| Grade(s): 5 |
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5) Explain artistic choices and refinement made through feedback to develop the artistic intent of a short dance study.
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| Arts Education (2017) |
| Grade(s): 5 |
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6) Illustrate changes in a dance sequence through media technology, written symbols, or words.
Example: Record changes in choreography in dance journal.
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| Arts Education (2017) |
| Grade(s): 5 |
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7) Integrate static and dynamic shapes with floor and air pathways into dance phrases.
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8) Perform movement phrases that show the ability to respond to changes in time generated from various rhythms.
Example: Rhythms from internal and external sources.
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| Arts Education (2017) |
| Grade(s): 5 |
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9) Explore bound and free-flowing movement motivated from both core initiation (torso) and peripheral initiation (distal) while analyzing the relationship between initiation and energy.
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| Grade(s): 5 |
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10) Demonstrate a series of dance phrases using fundamental dance skills.
Examples: Step touch, pivot turn, three-step turn, and clap.
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11) Employ safe practices before, during, and after dancing.
Examples: Discuss ways to promote muscular strength, endurance, injury prevention.
Promote healthful eating and good nutrition as proper food for the body.
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| Arts Education (2017) |
| Grade(s): 5 |
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12) Develop performance goals through collaboration with peer ensemble members to repeat sequences, synchronize actions, and refine spatial relationships in order to improve performance qualities.
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| Arts Education (2017) |
| Grade(s): 5 |
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13) Modify a dance for an alternate performance venue by altering space and movement.
Example: Perform a dance in two different locations, such as an auditorium and outdoor venue.
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| Arts Education (2017) |
| Grade(s): 5 |
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14) Manipulate a variety of production elements to heighten the artistic intent and audience experience.
Example: Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
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| Arts Education (2017) |
| Grade(s): 5 |
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15) Describe and demonstrate recurring patterns of movement and their relationship in a dance.
Examples: Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
Jose Limon's There is a Time with its recurring circles in relation to the cycles of time; the opening of Revelations with its individual movements in relation to individualism.
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| Arts Education (2017) |
| Grade(s): 5 |
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16) Compare and contrast the qualities of style used in a dance from one's own personal cultural practice to a style from a different cultural movement practice.
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17) Explain how the movements in a dance communicate the main idea of a dance using basic dance terminology.
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| Grade(s): 5 |
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18) Define qualities of dance that make a dance artistic and meaningful and relate them to the elements of dance in genres, styles, or cultural movement practices.
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| Arts Education (2017) |
| Grade(s): 5 |
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19) Compare emotions and ideas evoked by two dances with contrasting themes and describe how the themes and movements relate to points of view and experiences.
Examples: "America" from West Side Story, "Singing in the Rain" from Singing in the RainUnpacked Content
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20) Compare research on how other art forms have expressed a topic or concept, and how the topic or concept might be expressed through dance.
Example: Examine Van Gogh's Starry Night to create a dance piece.
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| Arts Education (2017) |
| Grade(s): 5 |
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21) Describe how the movement qualities of a dance from a specific genre, style, or culture reflect the ideas and perspectives from which the dance originated.
Example: Regal movements of Ballet from its beginnings in Italian and French royal courts.
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| Arts Education (2017) |
| Grade(s): 6 |
| Dance |
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1) Compare a variety of prompts and make selections to expand movement vocabulary and artistic expression.
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| Arts Education (2017) |
| Grade(s): 6 |
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2) Identify and practice various movement vocabularies designed to transfer ideas into choreography.
Examples: fall and recover, pop and lock, contract and release
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| Arts Education (2017) |
| Grade(s): 6 |
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3) Develop a dance study that supports artistic intent through exploration of choreographic devices and explain the goal or purpose of the dance.
Example: Use inversion to create a dance about opposition.
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| Arts Education (2017) |
| Grade(s): 6 |
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4) Identify artistic criteria to choreograph a dance study that communicates personal or cultural meaning and evaluate why some movements are more effective than others.
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| Arts Education (2017) |
| Grade(s): 6 |
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5) Use collaboratively-developed artistic criteria to revise dance compositions, and explain reasons for revisions and how choices were made related to artistic intent.
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| Arts Education (2017) |
| Grade(s): 6 |
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6) Illustrate a dance sequence through two different mediums, including writing, symbols, or a form of media technology.
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| Arts Education (2017) |
| Grade(s): 6 |
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7) Refine partner and ensemble skills in spatial design and the ability to judge distance.
Examples: Establish diverse pathways, levels, and patterns in space.
Convert inward focus to outward focus for projecting out to far space.
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| Arts Education (2017) |
| Grade(s): 6 |
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8) Vary the timing and dynamics of a dance phrase by using sudden and sustained movements with accented and unaccented beats.
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| Arts Education (2017) |
| Grade(s): 6 |
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9) Use energy for initiation and dynamic expression while distinguishing between bound and free-flowing movement.
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| Arts Education (2017) |
| Grade(s): 6 |
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10) Demonstrate technical dance skills to change direction, levels, body facing, pathways, elevation and landings, extensions of limbs, and movement transitions.
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| Arts Education (2017) |
| Grade(s): 6 |
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11) Apply basic anatomical knowledge and spatial awareness to prepare for warm-ups and dancing.
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| Arts Education (2017) |
| Grade(s): 6 |
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12) Solve movement problems within a dance collaboratively by testing options and identifying what works and does not work.
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| Arts Education (2017) |
| Grade(s): 6 |
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13) Use performance etiquette to recognize performance needs, adapt movement to performance areas, and accept notes from choreographer, making post-performance corrections as needed.
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| Arts Education (2017) |
| Grade(s): 6 |
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14) Use production terminology to compare and contrast possible production elements that would intensify and heighten artistic intent of the work, and explain reasons for the decisions.
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| Arts Education (2017) |
| Grade(s): 6 |
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15) Determine meaning or artistic intent from the patterns of movement in a dance work.
Example: Rippling or back and forth actions in body parts and spatial design in Alvin Ailey's Wade in the Water.
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| Arts Education (2017) |
| Grade(s): 6 |
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16) Use genre-specific terminology to explain how the elements of dance are used in a variety of dance genres, styles, or cultural movement practices.
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| Arts Education (2017) |
| Grade(s): 6 |
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17) Explain how the artistic expression of a dance communicates the intent through elements of dance, technique, and context.
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| Arts Education (2017) |
| Grade(s): 6 |
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18) Compare artistic intent, content, and context from dances to examine the characteristics of genre, style, or cultural movement practices.
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| Arts Education (2017) |
| Grade(s): 6 |
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19) Describe differences and similarities of movement qualities observed in specific genre.
Example: Describe the difference in the qualities of a fondue and a frappe.
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| Arts Education (2017) |
| Grade(s): 6 |
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20) Use a variety of resources to research a social topic of great interest and use the information to create a dance study that expresses a specific point of view on the topic.
Example: Inappropriate use of social media, bullying, friendships, self-esteem, body shaming, philanthropy.
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| Arts Education (2017) |
| Grade(s): 6 |
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21) Demonstrate how the movement qualities of a dance communicate its cultural, historical, and/or community purpose or meaning.
Example: Research a Native American ritual dance.
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| Arts Education (2017) |
| Grade(s): 7 |
| Dance |
| All Resources: |
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1) Develop choreography using a variety of prompts through relating similar or contrasting ideas.
Examples: Music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events.
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| Arts Education (2017) |
| Grade(s): 7 |
| Dance |
| All Resources: |
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2) Demonstrate various codified movement vocabularies to express an artistic intent in choreography and explain the choices made using genre-specific dance terminology.
Example: Ballet - bourré to depict fairies floating in the air.
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| Arts Education (2017) |
| Grade(s): 7 |
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| All Resources: |
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3) Create a dance study with a clear artistic intent using a variety of choreographic devices, and state the reasons for movement and device choices.
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| Arts Education (2017) |
| Grade(s): 7 |
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4) Develop artistic criteria to choreograph a dance study that communicates personal or cultural meaning and justify how the artistic criteria serve to communicate the meaning of the dance.
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| Arts Education (2017) |
| Grade(s): 7 |
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5) Apply feedback and self-reflection to revise a dance and explain how the changes clarify artistic intent.
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| Arts Education (2017) |
| Grade(s): 7 |
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6) Research a recognized system used to document a dance sequence by using words, symbols, or media technologies.
Examples: Labanotation or Classical Ballet terminology.
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| Arts Education (2017) |
| Grade(s): 7 |
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7) Incorporate body design from different dance genres and styles by strengthening knowledge of movement vocabulary of floor and air pattern designs.
Example: Grande Allegro.
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| Arts Education (2017) |
| Grade(s): 7 |
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8) Use timing, accents, and variations within a phrase to vary the durational approach in dance phrasing by adding interest kinesthetically, rhythmically, or visually.
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| Arts Education (2017) |
| Grade(s): 7 |
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9) Use the dance element of energy to describe specific movements from a variety of genres or styles, and determine what dancers must do to perform them clearly.
Examples: A jazz walk should be free and accented. A ballet waltz should be lyrical and soft.
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| Arts Education (2017) |
| Grade(s): 7 |
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10) Identify healthful practices and sound nutrition in dance activities and everyday life, and identify how personal choices enhance performance.
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| Arts Education (2017) |
| Grade(s): 7 |
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11) Interpret knowledge of human anatomy to understand physical developmental stages in technical skills.
Examples: Functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/range of motion.
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| Arts Education (2017) |
| Grade(s): 7 |
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12) Develop group performance expectations through observations and analyses by collaborating with peers to practice and refine dances.
Example: View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations
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| Arts Education (2017) |
| Grade(s): 7 |
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13) Maintain journal documenting changes and adaptations to movements in performance areas and apply feedback and corrections to future performances.
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| Arts Education (2017) |
| Grade(s): 7 |
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14) Use production terminology to explain how production elements would be handled differently in unique dance performance settings and venues.
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| Arts Education (2017) |
| Grade(s): 7 |
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15) Compare and contrast recurring patterns of movement and their relationships in dance.
Example: Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
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| Arts Education (2017) |
| Grade(s): 7 |
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16) Use genre-specific terminology to compare and contrast how the elements of dance are used in a variety of genres, styles, or cultural movement practices.
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| Arts Education (2017) |
| Grade(s): 7 |
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17) Explain how the artistic expression of various dances is achieved through the elements of dance technique, context, and production elements.
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| Arts Education (2017) |
| Grade(s): 7 |
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18) Develop artistic criteria to critique a dance by discussing the characteristics and artistic intent from a genre, style, or cultural movement practice.
Example: Collaborate to create a rubric to identify the elements of dance used to create intent. Unpacked Content
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| Arts Education (2017) |
| Grade(s): 7 |
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19) Compare and contrast the movement characteristics and qualities found in a variety of dance genres to personal unique movement characteristics and qualities.
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| Arts Education (2017) |
| Grade(s): 7 |
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20) Research a historical dance genre or style and use knowledge gained to create a movement study that evokes the genre or style, then share the study with peers as part of a lecture demonstration that tells the story of the historical journey of the chosen genre or style.
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| Arts Education (2017) |
| Grade(s): 7 |
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21) Compare and contrast dances performed in various cultures, and formulate through research personal reasons why similarities and differences developed in relation to the perspective of each social group.
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| Arts Education (2017) |
| Grade(s): 8 |
| Dance |
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1) Make selections from a variety of prompts to expand movement vocabulary and artistic expression.
Examples: Music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events.
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| Arts Education (2017) |
| Grade(s): 8 |
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| All Resources: |
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2) Select personal movement preferences to express an artistic intent in choreography and justify the choices made using genre-specific dance terminology.
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| Arts Education (2017) |
| Grade(s): 8 |
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3) Collaborate to select and apply a variety of choreographic devices to create an original dance study and document the process.
Example: Video, Laban, journals, or list.
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| Arts Education (2017) |
| Grade(s): 8 |
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4) Apply artistic criteria to clarify or intensify artistic intent to a choreographed dance that communicates personal or cultural meaning.
Example: Use a rubric or checklist to modify and improve a dance.
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| Arts Education (2017) |
| Grade(s): 8 |
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5) Apply feedback and self-reflection to revise a collaboratively choreographed dance and explain how the changes clarify artistic intent.
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| Arts Education (2017) |
| Grade(s): 8 |
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6) Experiment with and apply a variety of recognized systems to document a section of a dance by using words, symbols, or media technologies.
Examples: Labanotation, motif writing, Classical Ballet vocabulary or Video Collaboratory.
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| Arts Education (2017) |
| Grade(s): 8 |
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7) Sculpt the body in space and design body shapes in relation to other dancers, objects, and environment, using kinetic sense during complex floor and air patterns.
Example: Mirroring.
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| Arts Education (2017) |
| Grade(s): 8 |
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8) Analyze and select metric, kinetic, or breathe phrasing and apply appropriately to dance phrases.
Examples: Perform dance phrases of different lengths that use various timing.
Use different tempos in different body parts at the same time.
Inhale on the descent of the plie and exhale on the rise. Unpacked Content
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| Grade(s): 8 |
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9) Apply energy and dynamics to enhance technique and engage audiences.
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| Arts Education (2017) |
| Grade(s): 8 |
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10) Utilize technical dance skills to replicate, recall, and execute spatial designs and musical or rhythmical dance phrases.
Examples: Body alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion.
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| Arts Education (2017) |
| Grade(s): 8 |
| Dance |
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11) Evaluate personal healthful practices in dance activities and everyday life, including nutrition and injury prevention.
Example: Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.
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| Arts Education (2017) |
| Grade(s): 8 |
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12) Identify personal performance and practice goals and document improvement over time.
Example: Create a rehearsal schedule, journal, video portfolio, or timeline.
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| Arts Education (2017) |
| Grade(s): 8 |
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13) Demonstrate and document leadership qualities when preparing for a performance.
Examples: Commitment, dependability, and responsibility.
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| Arts Education (2017) |
| Grade(s): 8 |
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14) Collaboratively design and execute production elements that will intensify and heighten the artistic intent of a dance performed on stage, in a different venue, or for a different audience.
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| Arts Education (2017) |
| Grade(s): 8 |
| Dance |
| All Resources: |
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15) Describe and demonstrate recurring patterns of movement and their relationship in dance in the context of artistic intent.
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| Arts Education (2017) |
| Grade(s): 8 |
| Dance |
| All Resources: |
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16) Use genre-specific dance terminology to explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent.
Example: Sustain the developpé in an adagio to extend the classical line.
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| Arts Education (2017) |
| Grade(s): 8 |
| Dance |
| All Resources: |
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17) Observe a dance and explain how artistic expression is achieved through relationships among the elements of dance, use of body, dance technique, and context, and provide evidence to support your interpretation using genre-specific dance terminology.
Example: Observe Alwin Nikolais' Noumenon and discuss how the movement, costuming, lighting, and sound score create intent for the choreography.
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| Arts Education (2017) |
| Grade(s): 8 |
| Dance |
| All Resources: |
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18) Determine the effectiveness of choreography by evaluating artistic criteria.
Examples: Content, context, genre, style, or cultural movement practice.
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| Arts Education (2017) |
| Grade(s): 8 |
| Dance |
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19) Explain how personal experience and perspective impact interpretation of choreography.
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| Arts Education (2017) |
| Grade(s): 8 |
| Dance |
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20) Research two contrasting topics and create a dance study exploring the contrasting ideas.
Example: Research environments involving communities in contrast to environments of isolation. Create movement phrases that express findings.
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| Arts Education (2017) |
| Grade(s): 8 |
| Dance |
| All Resources: |
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21) Analyze and discuss how similarities and differences from a variety of dances from cultures, societies, historical periods or communities reveal the ideas and perspectives of the people.
Example: Compare and contrast the development of Western Classical Ballet to Eastern Classical Indian dance.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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1) Experiment using a variety of prompts as inspiration to create an improvisation, movement study, or choreographed dance, and explain the relationships between the prompts and movement choices.
Examples: Current events, sculptures, nature, and recognized works of art.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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1) Synthesize ideas from a variety of prompts to create choreography using codified and original movement.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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1) Explore, discover, and establish a personal voice to communicate intent in choreography.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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2) Identify personal movement preferences, strengths, and weaknesses in order to build self-awareness as a choreographer.
Example: Choose the best choreographic device to express returning to the main idea at the end of a dance.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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2) Develop personal movement preferences while choreographing within a variety of movement styles and genres.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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2) Experiment beyond personal movement preferences and strengths while choreographing to expand personal movement vocabulary.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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3) Apply choreographic devices and dance structures to the design of choreography in order to clarify artistic intent, while working independently and collaboratively with others.
Example: Select two choreographic devices used within a selected choreographic structure to create a dance.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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3) Analyze and explain how the implementation of choreographic devices and specific dance structures in the design of an original dance composition impact artistic intent.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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3) Demonstrate fluency and personal voice utilizing choreographic devices and structures while justifying choices, and explain how they are used to intensify artistic intent.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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4) Write an artistic statement that explains how and why an original composition was choreographed, including a discussion of the use of dance elements, choreographic devices, and dance structures.
Example: Research statements from accomplished choreographers such as Merce Cunningham, Jiri Kylian, Martha Graham, or Trisha Brown about their choreography to develop an artistic statement appropriate for the student choreographer.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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4) Develop an artistic statement that explains how and why an original composition was choreographed, reflecting on personal, cultural, and artistic perspective.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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4) Finalize an artistic statement that communicates how and why personal, cultural, and artistic perspectives influence your choreographic process.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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5) Manipulate dance elements, choreographic devices, and dance structures in an original dance, incorporating feedback from others to clarify artistic intent.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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5) Create multiple revisions to an original dance, based on self-reflection and feedback from instructors or peers.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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5) Determine a personal preference for a final revision of an original dance by using a process of reviewing, evaluating, revising, and refining choreography, after considering self-reflection and feedback from others.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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| Classroom Resources: |
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6) Compare and contrast recognized systems to document a dance using writing, symbols, or media technology.
Example: Identify a way to document a dance by experimenting with different methods of documentation.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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| Classroom Resources: |
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6) Develop a strategy to document choreography for a specific need.
Example: Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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6) Create a portfolio that includes comprehensive documentation of original choreography and personal performance, including one or more systems and/or technologies that record movement and choreography.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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| Classroom Resources: |
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7) Perform a broad range of spatial elements with clarity of design and intent.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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7) Create and maintain a sense of spatial design in a dance while performing alone and with others, by accurately and intentionally replicating the choreography.
Example: Establish unity among dancers by performing with a common focus.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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7) Manipulate, adapt, and adjust to spatial differences between performers while executing air and floor pathways so that the intended spatial design in the choreography is preserved.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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8) Demonstrate musicality in performed movement through the use of kinesthetic phrasing as appropriate to choreography and artistic intent.
Examples: Use breath phrasing to execute a work by Martha Graham.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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8) Experiment with unpredictable tempi and rhythms within choreographic parameters to enhance performance quality and artistic intent.
Example: Within the required timing of a classical ballet adagio, experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing of the performance.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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8) Demonstrate a sophisticated understanding of time and phrasing in choreography by performing complex meters, tempi, and rhythms with, without, and against music or sound accompaniment.
Examples: Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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9) Demonstrate a broad range of energy and dynamics in isolated and full-body movements to clarify artistic intent while performing.
Example: Reflect syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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9) Use intentional variations in energy and dynamics to clarify movement phrasing.
Examples: Vary energy throughout a movement phrase.
Experiment with different energies at the initiation or ending of the movement phrase and in transitions. Unpacked Content
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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9) Employ both extreme and subtle differences in energy and dynamics to express complex ideas, qualities, emotions, and relationships that clarify artistic intent.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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10) Utilize correct alignment while performing technical dance skills to improve efficiency, safety, and clarity of movement in choreography.
Example: Avoid pronation while executing jumps to prevent ankle sprains.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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10) Apply kinesthetic awareness of other dancers within a group while executing complex spatial, rhythmic, and dynamic sequences.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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10) Perform with kinesthetic awareness during complex solo or ensemble work while maintaining proper technique in a specific genre, and self-evaluate performance.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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11) Research and develop a plan for healthful practices in dance activities and everyday life, including nutrition and injury prevention.
Example: Chart or document a plan and how it supports personal performance goals.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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11) Implement a plan that applies principles of anatomy, nutrition, body conditioning, and injury prevention to a range of technical dance skills for achieving fluency of movement.
Examples: Identify the muscles required for initiation for a grande battement.
Explore and explain the metabolism rates between different food groups.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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11) Modify personal practice based on findings from research on principles of anatomy, nutrition, body conditioning, and injury prevention in order to achieve fluency of movement.
Example: Research a chronic injury and implement a conditioning program to alleviate the condition. Unpacked Content
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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12) Implement a rehearsal plan through collaboration with peers using a variety of strategies to analyze and evaluate the performance goal.
Examples: Performance goals, video documentation, journaling, or peer feedback.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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12) Plan and execute collaborative and independent rehearsal processes with attention to technique and artistry informed by personal performance goals.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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12) Implement a range of rehearsal strategies to initiate, plan, and direct rehearsals that obtain the technical skills and artistic expression necessary to achieve performance excellence.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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13) Apply rules of performance etiquette during class/ rehearsal and document strengths and weaknesses to enhance the performance process.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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13) Model and document leadership qualities during the performance and rehearsal process while evaluating methods and strategies to enhance performance, using dance and production terminology.
Examples: Accept notes post-performance from choreographer and apply corrections to future performances.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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13) Collect evidence that supports personal excellence in leadership qualities and advanced performance skills from multiple individuals with professional perspectives to be included in a professional portfolio indicating college and career readiness.
Examples: Collect references. Create curriculum vitae or resume.
Gather personal portrait, dance photos, and video files of choreography. Unpacked Content
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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14) Evaluate possible designs for the production elements of a performance and select and execute the ideas that would enhance the artistic intent of the dances.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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14) Produce a dance concert on a stage or in an alternative performance venue and plan the production elements that fulfill the artistic intent of the dance performance.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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14) Design and organize production elements for dance concerts to be performed in a variety of venues by changing production elements for each venue as necessary to clarify artistic intent.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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15) Relate recurring patterns of movement to their relationship in dance in the context of artistic intent.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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| Classroom Resources: |
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15) Analyze choreography and provide examples of recurring patterns of movement and relationships that create structure and generate meaning in a dance.
Examples: Show motif development as a tool for creating theme and variation.
Show how ABA may indicate a cycle of life.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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15) Explain how structure and meaning in choreography are developed through intentional movement and relationships in a variety of dance genres and styles.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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| Classroom Resources: |
1 |
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16) Analyze the use of elements of dance in a variety of genres, styles, or cultural movement practices to communicate intent.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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16) Analyze and compare the use of movement patterns and their relationships within a dance in a variety of genres, styles, or cultural movement practices, using genre-specific terminology.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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16) Differentiate the way dance communicates aesthetics and cultural values within a variety of genres, styles, or culture movement practices, using specific dance terminology.
Example: Present the evolution of costume design through a period of time in any specific genre.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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| Classroom Resources: |
1 |
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17) Compare and discuss how the elements of dance, execution of dance movement principles, and context contribute to artistic expression.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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17) Interpret how the relationships of dance, use of body, dance technique, and context enhance meaning and support choreographic intent, using genre-specific terminology.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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17) Analyze and interpret dance elements, movement principles, and context of choreography across a variety of genres, styles, or cultural movement practices in order to interpret meaning and artistic expression.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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| Classroom Resources: |
1 |
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18) Compare and contrast two or more dances using evaluative criteria to critique artistic expression.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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18) Critique the artistic expression of a dance through the use of collaboratively-developed evaluative criteria.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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18) Support the validity of multiple perspectives in a dance critique, using personal preferences, peer perspectives, and an understanding of societal and cultural values as justification.
Example: Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
Maintain a journal of collected opinions from multiple sources concerning your choreographic choices. Unpacked Content
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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| Classroom Resources: |
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19) Explain how the perspectives expressed by a choreographer may impact one's own interpretation.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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19) Evaluate a dance that is related to content learned in other subjects and research its context, synthesizing information learned and sharing new ideas about its impact on one's perspective.
Example: Use a knowledge of physics to explain the effects of light used in Pilobolus's Shadowland.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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19) Revise choreography over time by using a sustained practice of analysis of dance elements, personal preferences, content, context, and feedback to influence changes that show evidence of personal growth.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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20) Research a question or problem that can be addressed through movement and apply information gathered by creating a group dance that answers the question posed.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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20) Investigate a topic and collaboratively create a dance while transferring the learning from this project to other learning situations.
Example: Create a movement model of the DNA molecule and how it may mutate to develop an understanding of cancer.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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20) Create a capstone project that is influenced by research and explores a variety of techniques, new perspectives, or dance careers to impact original work.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Proficient |
| All Resources: |
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21) Explain how the habits, ideas, and perspectives from cultures, societies, historical periods, or communities impact the artistic elements in dance.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Accomplished |
| All Resources: |
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21) Analyze how cultural dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the people from which the dances originate and explain how this analysis expands one's dance literacy.
Example: Research the Troika and explain how the movements relate to the life of the Russian people who developed it.
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| Arts Education (2017) |
| Grade(s): 9 - 12 |
| Dance: Advanced |
| All Resources: |
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21) Expand personal dance literacy by developing an understanding of how movement characteristics, techniques, and artistic criteria are influenced by the peoples from which dance originates.
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