D2L Corporation
2012-12-19T15:19:31-05:00
2011-03-08T13:57:28-05:00
D2L Corporation
Colorado Academic Standards for Dance
The purpose of dance education in preschool through high school is to broadly educate all students in dance as an art form and to promote physical activity for fitness. Students demonstrate competence and confidence in a variety of genres and styles. They perform across cultural and professional boundaries. They communicate and inspire. They take responsibility and show initiative at the expected moment. Investigating the meanings and significance of the works of artists, choreographers, and technicians across time and space provides for the examination of ideas across disciplines. Students connect the concepts of dance to history, science, politics, religion, literature, drama, music, visual arts, and physical fitness. Dance can provide connections with any subject matter and help students to understand concepts important in other disciplines. Analyzing and critiquing dances — past and present — supports understanding of the relevance of the work in its time and culture.
2011-03-08
2009
1.
Standard
Movement, Technique, and Performance
High School — Extended Pathway
1.
Grade Level Expectation
Display dance movement skills, synthesizing technical proficiency, kinesthetic body awareness, and artistic interpretation
a.
Evidence Outcome
Demonstrate an understanding of dance elements
b.
Evidence Outcome
Articulate correct vocabulary terms to name dance movements in a variety of dance forms
c.
Evidence Outcome
Demonstrate with skill and accuracy an intermediate or advanced technical proficiency in the performance of multiple dance forms such as ballet, modern, jazz, tap, hip-hop, or world dance traditions
d.
Evidence Outcome
Perform dance works with artistic interpretation and projection
e.
Evidence Outcome
Demonstrate the ability to use basic notation methodology
2.
Grade Level Expectation
Perform advanced movement with expression and artistry
a.
Evidence Outcome
Maintain vertical, off-center, and non-vertical body alignment appropriate to the dance styles performed
b.
Evidence Outcome
Self-correct while performing complex movement sequences
c.
Evidence Outcome
Use technique, rhythmic accuracy, and artistic expression as appropriate to selected dance styles
d.
Evidence Outcome
Achieve proficiency of specific dance vocabulary
e.
Evidence Outcome
Memorize and reproduce movement sequences accurately
3.
Grade Level Expectation
Produce a multi-faceted dance performance
a.
Evidence Outcome
Direct and assist in producing a public dance performance
b.
Evidence Outcome
Demonstrate the continuity of composition to the end dance performance
c.
Evidence Outcome
Define the explicit process used when producing a dance work
High School — Fundamental Pathway
1.
Grade Level Expectation
Demonstrate dance movement skills with technical proficiency and kinesthetic body awareness
a.
Evidence Outcome
Demonstrate with skill and accuracy technical proficiency in the performance of selected dance genres such as ballet, modern, jazz, tap, hiphop, or world dance traditions
b.
Evidence Outcome
Articulate correct vocabulary terms for movements of selected dance styles and genres
c.
Evidence Outcome
Develop an awareness of center and alignment while efficiently articulating a variety of dance styles
2.
Grade Level Expectation
Anatomical awareness heightens movement potential
a.
Evidence Outcome
Discuss how dance can contribute to fitness, wellness, and a positive self-image
b.
Evidence Outcome
Identify joints used for mobility, and relate anatomy to movement
c.
Evidence Outcome
Identify key anatomical elements that contribute to varying dance movements
d.
Evidence Outcome
Describe how developing strength, flexibility, and endurance through dance contributes to fitness and wellness
3.
Grade Level Expectation
Perform with expression and artistry
a.
Evidence Outcome
Demonstrate an understanding of the movement elements of space, time, and energy when performing in dance
b.
Evidence Outcome
Perform dance movements with rhythmic accuracy and with a complementary relationship to accompaniment
c.
Evidence Outcome
Perform one dance work demonstrating use of technical skill and artistic awareness with artistic interpretation and projection
d.
Evidence Outcome
Perform with others to express the intent of the choreography
e.
Evidence Outcome
Increase movement vocabulary
4.
Grade Level Expectation
Understand the components of the performance process
a.
Evidence Outcome
Demonstrate the ability to work through the rehearsal and performance components of a dance production
b.
Evidence Outcome
Demonstrate the ability to describe production elements used when creating a performance
c.
Evidence Outcome
Analyze the role of the audience during a performance
1.
Grade Level Expectation
Various foundational dance styles (ballet, modern, jazz, tap)
a.
Evidence Outcome
Demonstrate adaption of movement to various dance styles
b.
Evidence Outcome
Perform prescribed choreographic work from at least two different styles of dance
c.
Evidence Outcome
Demonstrate increased technical rigor in more than one style of dance
d.
Evidence Outcome
Assemble appropriate costumes for a dance production
e.
Evidence Outcome
Demonstrate knowledge of staging procedures within a production
2.
Grade Level Expectation
Articulate correlations among anatomy, kinesiology, and dance movement
a.
Evidence Outcome
Name major muscle groups and their affect on joint movement
b.
Evidence Outcome
Name major muscle groups and their engaged affect on joint movement
c.
Evidence Outcome
Use proper anatomical vocabulary to describe muscle action
3.
Grade Level Expectation
Develop a proper nutrition regimen for dance
a.
Evidence Outcome
Design an appropriate dietary regimen to complement anticipated dance activity needs
b.
Evidence Outcome
Design an appropriate schedule to ensure fuel intake, rest, and relaxation to support dance activities
c.
Evidence Outcome
Integrate appropriate nutrition, wellness, and fitness into daily lifestyle
1.
Grade Level Expectation
Demonstrate alignment control during warm-up and movement sequences
a.
Evidence Outcome
Demonstrate proper modern dance movements in center- and across-the-floor combinations such as centered and off-centered movement; fall and recovery; and swing and suspend.
b.
Evidence Outcome
Articulate the importance of gradually warming up the body by following a sequence of movements that progressively increases in difficulty and works specific muscle groups.
c.
Evidence Outcome
Maintain balanced and aligned posture by being aware of how this is attained (using eyes for visual cues, middle ear for sense of equilibrium, and receptors in joints and muscles).
d.
Evidence Outcome
Physically demonstrate how a well-planned kinesthetic warm maintains dance technique and rigor in performance
e.
Evidence Outcome
Understands and can demonstrate that center/core strength increases body control and thorough range of movement.
2.
Grade Level Expectation
Demonstrate performance skills
a.
Evidence Outcome
Memorize prescribed choreographic work in an informal setting
b.
Evidence Outcome
Perform a prescribed choreographic work in a formal setting
c.
Evidence Outcome
Respond to directions by the choreographer, and implement corrective action
3.
Grade Level Expectation
Demonstrate foundational dance forms (ballet, modern, tap, jazz)
a.
Evidence Outcome
Match dance terminology correctly to movements executed in a variety of dance forms.
b.
Evidence Outcome
Demonstrate body positions correctly that relate to a variety of dance forms (parallel and turned-out positions, contract, neutral and release)
c.
Evidence Outcome
Demonstrate traveling movements correctly from a variety of dance forms
d.
Evidence Outcome
Differentiate what style is being demonstrated by the use of a particular technique.
e.
Evidence Outcome
Understand the benefits of training in more than one style/technique
4.
Grade Level Expectation
Demonstrate value of sequence in a warm-up
a.
Evidence Outcome
Explain the rationale for sequential warm-up for the demands of a class
b.
Evidence Outcome
Order correctly a series of warm-up movements using proper technique
5.
Grade Level Expectation
Identify and demonstrate appropriate posture
a.
Evidence Outcome
Apply dance posture and carriage in and outside of dance class
b.
Evidence Outcome
Identify proper and improper posture and carriage in others
c.
Evidence Outcome
Suggest anatomical adjustments to correct poor posture and carriage
d.
Evidence Outcome
Maintain alignment appropriate to a dance form while performing
1.
Grade Level Expectation
Demonstrate movement originating from a strong center
a.
Evidence Outcome
Identify in writing movement observed relative to "center"
b.
Evidence Outcome
Identify orally movement relative to "center," and begin techniques to strengthen the center
c.
Evidence Outcome
Demonstrate physically muscular engagement for appropriate posture relative to a strong central center
d.
Evidence Outcome
Demonstrate proper body alignment (parallel and turned out positions) in a variety of foundational dance forms
2.
Grade Level Expectation
Perform basic movement phrases containing choreographic intent
a.
Evidence Outcome
Perform a dance phrase created by others
b.
Evidence Outcome
Perform a dance phrase manipulated by others
c.
Evidence Outcome
Perform a dance phrase developed by others
d.
Evidence Outcome
Demonstrate self-awareness through dance sequences and dance works
3.
Grade Level Expectation
Demonstrate skills in foundational dance forms (ballet, modern, tap, jazz)
a.
Evidence Outcome
Match terminology to movement execution (and vice versa)
b.
Evidence Outcome
Demonstrate turnout
c.
Evidence Outcome
Demonstrate positions
d.
Evidence Outcome
Demonstrate fundamental locomotor and non-locomotor movement
4.
Grade Level Expectation
Perform a basic dance warm-up
a.
Evidence Outcome
Memorize and participate in a prescribed warm-up
b.
Evidence Outcome
Correlate the correct warm up to specific movement
c.
Evidence Outcome
Independently select the appropriate warm-up for any situation
d.
Evidence Outcome
Demonstrate flexibility and placement in a warm-up
e.
Evidence Outcome
Refine body control, and develop technique skill through a warm-up
5.
Grade Level Expectation
Make appropriate nutritional choices for dance performance
a.
Evidence Outcome
Identify foods and liquids that support dance wellness and enhance performance
b.
Evidence Outcome
Correlate the benefits of sound, nutritional choices to dance performance
1.
Grade Level Expectation
Perform basic dance movements/technique
a.
Evidence Outcome
Demonstrate a dance, and then identify its basic dance movements
b.
Evidence Outcome
Perform a dance from memory
c.
Evidence Outcome
Notate a dance or phrase using basic dance vocabulary
2.
Grade Level Expectation
Perform a movement phrase, or dance with a variety of intent
a.
Evidence Outcome
Use variety of stimuli to vary the same phrase or dance
b.
Evidence Outcome
Identify how the intent of phrase or dance can be altered by stimuli
1.
Grade Level Expectation
Perform dance phrases using dance elements and movement skills
a.
Evidence Outcome
Perform simple dance phrases of varying lengths
b.
Evidence Outcome
Perform alone, in pairs, and in group formations
2.
Grade Level Expectation
Perform dances from at least two different styles or genres
a.
Evidence Outcome
Display different basic techniques required by styles or genres
b.
Evidence Outcome
Notate the basic structure of a style or genre using movement notation
1.
Grade Level Expectation
Perform dance studies with accuracy
a.
Evidence Outcome
Demonstrate the articulated use of the dance elements in dance studies
b.
Evidence Outcome
Perform dance studies using form (AB, canon, ABA, theme, and variation)
c.
Evidence Outcome
Refine the articulation of the body
d.
Evidence Outcome
Dance in time with the music
e.
Evidence Outcome
Notate a short dance phrase using movement notation
2.
Grade Level Expectation
Move with intent while developing technique
a.
Evidence Outcome
Identify by name the major bones and muscles in movement, including the spine, pelvis, knees, feet, and abdominals
b.
Evidence Outcome
Participate in simple warm-ups and stretching before and after dancing
c.
Evidence Outcome
Demonstrate basic control and flexibility in practice and performance
d.
Evidence Outcome
Articulate the importance of posture and facial expression when communicating an idea in performance
e.
Evidence Outcome
Demonstrate coordinated movements incorporating head, shoulders, arms, and legs
1.
Grade Level Expectation
Perform simple dance studies
a.
Evidence Outcome
Perform a one-part movement phrase
b.
Evidence Outcome
Utilize movement vocabulary using stimuli for creative dance
c.
Evidence Outcome
Perform a simple dance using the elements of dance (space, time, and energy)
d.
Evidence Outcome
Perform simple dances with a sense of rhythm in small groups
e.
Evidence Outcome
Use simple, iconic movement notation to describe a dance study
2.
Grade Level Expectation
Explore moods and feelings in performance
a.
Evidence Outcome
Perform movement phrases in response to a variety of rhythms and changes in moods
b.
Evidence Outcome
Perform a simple movement phrase, and notate it using shapes, colors, and symbols
c.
Evidence Outcome
Study everyday postures and gestures in the global community to identify how movement communicates meaning and emotions
d.
Evidence Outcome
Learn to move in ways that encourage a healthy body
e.
Evidence Outcome
Perform a simple dance sequence from memory for an audience
1.
Grade Level Expectation
Perform movement phrases alone and with others
a.
Evidence Outcome
Demonstrate control, coordination, balance, and elevation in the basic actions of travel, gesture, bend, turn, jump, stillness, and transference of weight
b.
Evidence Outcome
Perform movement sequences alone and with others (leading-following, copying-mirroring, unison-canon, and meeting-parting); and use traveling patterns in space and time
c.
Evidence Outcome
Demonstrate good posture and basic joint actions
d.
Evidence Outcome
Demonstrate focus and concentration while moving
e.
Evidence Outcome
Develop a one-part movement phrase with a beginning, middle, and an end
f.
Evidence Outcome
Demonstrate a basic sense of rhythm in performance
2.
Grade Level Expectation
Demonstrate the elements of dance (space, time, and energy) in movement phrases
a.
Evidence Outcome
Differentiate among and demonstrate movement qualities such as soft and hard, strong and light, and smooth and percussive
b.
Evidence Outcome
Explore pushing and pulling space
c.
Evidence Outcome
Equate qualities of movements with feelings and moods
d.
Evidence Outcome
Perform short movement phrases incorporating the elements of dance (space, time, and energy)
e.
Evidence Outcome
Perform with variations in qualities of movements to music in many tones and tempos
f.
Evidence Outcome
Respond to basic notation icons
1.
Grade Level Expectation
Demonstrate simple phrases of movement in time and space
a.
Evidence Outcome
Move the body safely in time and space
b.
Evidence Outcome
Identify body parts used in basic locomotor movements such as walk, run, hop, jump, leap, gallop, slide, and skip
c.
Evidence Outcome
Explore movement in personal and general space using shape, size, level, direction, stillness, and transference of weight (stepping)
d.
Evidence Outcome
Practice shapes in space alone and in groups using high, middle, and low levels; and travel forwards, backwards, sideways, diagonally — and turn
e.
Evidence Outcome
Perform simple phrases of movement to experience movements in sequence, rhythm, and relationships
f.
Evidence Outcome
Perform simple folk dances
g.
Evidence Outcome
Identify simple movement notation symbols
2.
Grade Level Expectation
Move with intent to music and other stimuli
a.
Evidence Outcome
Improvise in silence to varying rhythms and to music in many tones and genres
b.
Evidence Outcome
Improvise to express a feeling or mood
c.
Evidence Outcome
Improvise in response to shapes, colors, and words
d.
Evidence Outcome
Imitate movement from nature such as animals, trees, and clouds
e.
Evidence Outcome
Improvise with objects such as scarves, feathers, and balls
f.
Evidence Outcome
Improvise with a partner
1.
Grade Level Expectation
Demonstrate simple phrases of movement in time and space
a.
Evidence Outcome
Practice how to move with action movements to action words (movement vocabulary) using simple non-locomotor body actions such as bend, stretch, twist, turn, shake, and stretch, and simple locomotor body actions such as travel, jump, run, hop, and roll
b.
Evidence Outcome
Explore movement in personal and general space using shape, size, level, direction, stillness, and transference of weight (stepping)
c.
Evidence Outcome
Explore how to move using qualities of movement
d.
Evidence Outcome
Perform simple phrases of movement to experience movements in sequence, rhythm, and relationships
2.
Standard
Create, Compose and Choreograph
High School — Extended Pathway
1.
Grade Level Expectation
Refine the creative process in dance-making
a.
Evidence Outcome
Create dance studies using different choreographic forms such as AB, ABA, rondo, chance, or narrative
b.
Evidence Outcome
Develop a full dance work using both literal and abstract methods
c.
Evidence Outcome
Refine and edit the movements of two dances in contrasting styles
d.
Evidence Outcome
Refine in-process drafts into polished products
2.
Grade Level Expectation
Compose dance works that convey meaning and intent
a.
Evidence Outcome
Select intent or stimuli to create a solo dance and an ensemble dance
b.
Evidence Outcome
Define the meaning, intent or stimuli of solo and ensemble dance works
c.
Evidence Outcome
Create dance works using different choreographic forms such as AB, ABA, rondo, chance, or narrative
d.
Evidence Outcome
Compose dances inspired by or based on a particular movement or musical style
e.
Evidence Outcome
Develop an artistic perspective in dance-making
3.
Grade Level Expectation
Utilize choreographic components when creating dance works
a.
Evidence Outcome
Skillfully use the elements of dance to create new work
b.
Evidence Outcome
Use and manipulate form to create multiple dances
c.
Evidence Outcome
Articulate the significance of transitions in dance creations that bring balance, harmony, and proportion to the work
d.
Evidence Outcome
Use formal structures in professional dances to inspire a composition
e.
Evidence Outcome
Develop an artistic perspective in dance-making
f.
Evidence Outcome
Perform with concentration and commitment to communicate meaning
g.
Evidence Outcome
Create a dance using components of choreography
High School — Fundamental Pathway
1.
Grade Level Expectation
Utilize the principles and practices of choreography to create dance works
a.
Evidence Outcome
Create, repeat, and perform dance works that demonstrate an effective use of dance elements; have a beginning, middle, and an end; and use compositional forms such a theme, variation, canon, and call and response
b.
Evidence Outcome
Use the elements of dance (space, time, and energy) to create a dance
c.
Evidence Outcome
Apply improvisation, experimentation, use of various stimuli, and manipulation tools to integrate with the choreographic process
2.
Grade Level Expectation
Apply the creative process to dance-making
a.
Evidence Outcome
Use the creative process to make a dance
b.
Evidence Outcome
Refine and edit movements and dances
c.
Evidence Outcome
Develop a dance work using the concept of beginning, middle, and end
d.
Evidence Outcome
Compare composition in dance to writing descriptive narrative and poetry
3.
Grade Level Expectation
Use meaning, intent, and stimuli to create and develop dance works
a.
Evidence Outcome
Define the meaning of a dance work
b.
Evidence Outcome
Create a dance based on selected intent or stimuli
c.
Evidence Outcome
Create short studies that have unique, captivating beginnings, and develop them through to a logical conclusion
d.
Evidence Outcome
Recognize the communicative impact that can be achieved by solo, duet, and trio dances
4.
Grade Level Expectation
Understand form in choreography
a.
Evidence Outcome
Use form to create a dance
b.
Evidence Outcome
Use phrases to create theme-based dances
c.
Evidence Outcome
Vary movement theme and motif to communicate intent
d.
Evidence Outcome
Work alone and in small groups to create dances with structural and aesthetic criteria
e.
Evidence Outcome
Use structured improvisation as a movement form
1.
Grade Level Expectation
Correlation between choreographic intent and choreographic product
a.
Evidence Outcome
Understand the relevance of form in the creative process
b.
Evidence Outcome
Use choreographic principles, processes, and structures to create dance works based on intent
c.
Evidence Outcome
Understand dance as a way to create and communicate meaning
d.
Evidence Outcome
Articulate and explain intention consistently by using critical and creative thinking skills
e.
Evidence Outcome
Manipulate the time, space, or energy of a given phrase based on a theme or intent
2.
Grade Level Expectation
Create abstract movement using imagery
a.
Evidence Outcome
Create abstract phrasing based on shape
b.
Evidence Outcome
Create abstract phrasing based on a single idea or form
c.
Evidence Outcome
Explore imagery that is concrete and specific in concept but abstract in movement
d.
Evidence Outcome
Design abstract expressive movement
1.
Grade Level Expectation
Choreographic intent involves making intentional movement choices
a.
Evidence Outcome
Add design and structure to movement choreography to support intent
b.
Evidence Outcome
Delete movement from choreography to support intent
c.
Evidence Outcome
Manipulate or augment existing choreographed movement to support intent
d.
Evidence Outcome
Demonstrate expressive responses to a range of contrasting music, non-musical sounds, and silence through improvisation
e.
Evidence Outcome
Observe personal work and the work of others, and articulate to what extent and in what ways the choreography has been communicated to express intent
2.
Grade Level Expectation
Effective and appropriate use of dance elements (space, time, and energy) in the creative process
a.
Evidence Outcome
Create a composition based solely on one of the elements of dance (space, time, or energy)
b.
Evidence Outcome
Use multiple elements such as time and space, or space and energy when creating a dance
c.
Evidence Outcome
Create a composition using contrasting levels or relationships and a full range of organic shapes such as symmetry and asymmetry in space or time, or differences between two- and three-dimensional space
3.
Grade Level Expectation
Group dynamics have distinctive choreographic characteristics
a.
Evidence Outcome
Create solo, duet, and group combinations
b.
Evidence Outcome
Integrate world dance choreography into a solo, duet, or group work
c.
Evidence Outcome
Demonstrate basic partnering techniques with transitional flow
d.
Evidence Outcome
Improvise ways to support oneself and a dance partner
e.
Evidence Outcome
Work with others to extend movement options, including mobility and stability
1.
Grade Level Expectation
Articulate creative choices required to develop choreographic intent
a.
Evidence Outcome
Recognize and articulate the creative choices made in choreography
b.
Evidence Outcome
Select movements that serve the intent through improvisation, experimentation, and exploration
c.
Evidence Outcome
Organize and design sequences that reflect intent and meaning
d.
Evidence Outcome
Create and develop movement motifs to produce dance studies
2.
Grade Level Expectation
Demonstrate basic composition skills
a.
Evidence Outcome
Create, repeat, and perform dance studies that demonstrate effective use of space, time, energy, dynamics, body shapes, and rhythm and that have a beginning, middle development, and an ending
b.
Evidence Outcome
Vary movement size
c.
Evidence Outcome
Vary movement tempo
d.
Evidence Outcome
Vary movement force, energy, and flow
e.
Evidence Outcome
Vary meter, rhythm, and accents
f.
Evidence Outcome
Use basic composition to create a dance study
3.
Grade Level Expectation
Movement phrases are developed based on both existing knowledge and new discoveries
a.
Evidence Outcome
Create a phrase of varied lengths
b.
Evidence Outcome
Manipulate personal phrase
c.
Evidence Outcome
Manipulate another's phrase
d.
Evidence Outcome
Integrate traditional world dance steps into an original movement phrase
e.
Evidence Outcome
Discover new patterns using design such as repetition, variety, and contrast and structure such as AB, ABA, theme, and variation
f.
Evidence Outcome
Select movements that communicate the meaning and intent
1.
Grade Level Expectation
Create group dances
a.
Evidence Outcome
Create various group shapes and spatial settings
b.
Evidence Outcome
Create a dance by using group shapes and spatial settings
c.
Evidence Outcome
Evaluate a dance in terms of balance and proportion
2.
Grade Level Expectation
Create a dance incorporating compositional elements
a.
Evidence Outcome
Create movement phrases using each one of the compositional elements
b.
Evidence Outcome
Consider the aesthetic quality of the design when composing
1.
Grade Level Expectation
Create simple group dances
a.
Evidence Outcome
Create a phrase for two dancers
b.
Evidence Outcome
Repeat, develop, and vary the phrase
c.
Evidence Outcome
Share work in progress for feedback to improve
2.
Grade Level Expectation
Create a short dance using compositional elements
a.
Evidence Outcome
Use both stillness and motion as expressive tools
b.
Evidence Outcome
Use timing to make entrances and exits
c.
Evidence Outcome
Use forms such as AB, ABA, and call and response to structure dance
d.
Evidence Outcome
Edit and refine a dance to clarify the intent
e.
Evidence Outcome
Perform for an audience
1.
Grade Level Expectation
Design a group dance study using the elements of dance (space, time, and energy)
a.
Evidence Outcome
Identify how body positions such as upright, off-center, and curved can communicate feelings and ideas
b.
Evidence Outcome
Respond to a variety of motivational stimuli in movement to communicate ideas in solo, duet, and group formations
c.
Evidence Outcome
Use the dance elements to solve a movement problem
d.
Evidence Outcome
Experiment with elements of composition
2.
Grade Level Expectation
Create a short dance using compositional principles (form/structure and design)
a.
Evidence Outcome
Improvise phrases that express feeling, moods, and ideas inspired by stimuli, including animals, nature sounds, action words, rhythms, objects, and silence
b.
Evidence Outcome
Use repetition and variation with space, time, and energy
c.
Evidence Outcome
Select phrases and link them in order to compose a short dance.
1.
Grade Level Expectation
Create a dance work alone and with others, and incorporate a movement motif
a.
Evidence Outcome
Improvise a movement phrase alone and with a partner, and select a movement starting point
b.
Evidence Outcome
Select movement for the phrase that has meaning and relevance to the idea or stimuli
c.
Evidence Outcome
Observe and refine a movement phrase utilizing knowledge of the dance elements (space, time and energy), and incorporate contrast, variety, climax, and relationships
d.
Evidence Outcome
Develop a sense of sequence
e.
Evidence Outcome
Translate basic written word compositions into movement
f.
Evidence Outcome
Reflect upon one's own work, and make suggestions for improvements
2.
Grade Level Expectation
Create expressive movement to music and other stimuli
a.
Evidence Outcome
Choose stimuli such as auditory, visual, ideational, tactile, or kinesthetic for dance
b.
Evidence Outcome
Select movement for the phrase that has meaning and relevance to the idea or stimuli
c.
Evidence Outcome
Observe and refine a movement phrase, and create the motif
d.
Evidence Outcome
Develop "two-part" (AB) dances alone or with a partner, and use contrast to display variation and color (an ending) in the movements
e.
Evidence Outcome
Use movement symbols to re-create movement phrases
f.
Evidence Outcome
Improve compositional and practical skills through the assessment of self and peers
g.
Evidence Outcome
Use words and letters as inspiration for movement
1.
Grade Level Expectation
Use the dance elements to create a simple movement phrase based on personal ideas and concepts from other sources
a.
Evidence Outcome
Create a simple movement phrase that has a beginning, middle, and an end during instructor-lead exercise
b.
Evidence Outcome
Experiment with tempo and timing changes. Walk and move on a beat in various ways such as moving for four beats and stopping for seven beats
c.
Evidence Outcome
Create shapes that relate to nature or an idea, and develop them into a simple phrase of movement, learning to compose a "one-part" phrase (beginning, middle, and end)
d.
Evidence Outcome
Create a short movement phrase to express feelings
e.
Evidence Outcome
Use movement symbols to create a movement phrase during instructor-lead exercise
2.
Grade Level Expectation
Create a solo dance with changes in space or timing to reflect different feelings
a.
Evidence Outcome
Use action words, everyday sounds, and musical instruments to create movements
b.
Evidence Outcome
Learn to improvise within a structure
c.
Evidence Outcome
Explore and learn the concept of variety by using the dance elements (space, time and energy), and incorporate changes of level, space, body part, direction, shaping, and timing to create a phrase of movement
d.
Evidence Outcome
Choose movements that feel right and can define the moment
e.
Evidence Outcome
Select and organize movements to create a "one-part" phrase (beginning, middle, and end) that promotes the theme or idea
f.
Evidence Outcome
Use repetition to create simple movement phrases
1.
Grade Level Expectation
Improvise movement to music and other stimuli
a.
Evidence Outcome
Explore movement qualities and emphasize the difference between percussive and smooth
b.
Evidence Outcome
Explore body part movement in isolation and in various combinations
c.
Evidence Outcome
Improvise in silence, sounds (drums, tambourines, and claps), varying rhythms, and music in many tones and genres
d.
Evidence Outcome
Improvise to express a feeling or mood
e.
Evidence Outcome
Improvise in response to shapes, colors, and words
f.
Evidence Outcome
Improvise movement from nature such as animals, trees, and clouds
g.
Evidence Outcome
Improvise with objects such as scarves, feathers, balls, beanbags, and ribbons
h.
Evidence Outcome
Improvise alone, with a partner, and in a group
i.
Evidence Outcome
Mirror movement and expression with a partner
j.
Evidence Outcome
Respond in movement to a variety of stimuli, including everyday sounds, musical instruments, and action words
k.
Evidence Outcome
Explore imagery that translates into body movement in time and space with energy, or in relationships
2.
Grade Level Expectation
Translate simple ideas and stories into movement phrases alone and with a partner
a.
Evidence Outcome
Explore and experiment with movement that expresses different feelings in personal and general space
b.
Evidence Outcome
Create a "one—part" movement phrase (beginning, middle, and end) with a partner to convey simple concepts such as cooperation and working together
c.
Evidence Outcome
Use movement to show an expression to share with others
d.
Evidence Outcome
Use repetition to create simple movement phrases during an instructor-directed exercise
e.
Evidence Outcome
Learn to transpose movement to different body parts
f.
Evidence Outcome
Use sensory stimuli and real-life situations as an impetus for moving and creating original work
1.
Grade Level Expectation
Translate simple ideas and stories into movement
a.
Evidence Outcome
Explore with movement that expresses different feelings in personal and general space
b.
Evidence Outcome
Experience different shapes, sizes, levels, and directions to make simple patterns of movements in space and time
c.
Evidence Outcome
Select some movements out of many, and create a simple movement phrase to encourage self-expression
d.
Evidence Outcome
Use sensory stimuli and real-life situations as an impetus for moving and creating original work
3.
Standard
Historical and Cultural Context
High School — Extended Pathway
1.
Grade Level Expectation
Investigate two or more cultural and historical dance forms or traditions
a.
Evidence Outcome
Relate dances across cultures to a real-world context
b.
Evidence Outcome
Compare and contrast two or more masterworks created from different traditions such as Western, Eastern, and tribal
c.
Evidence Outcome
Articulate the significant role of the ability of dance to communicate across cultures
d.
Evidence Outcome
Understand the role of gesture and posture in historical and cultural dance traditions
2.
Grade Level Expectation
Utilize technical skills and knowledge of historical and cultural dance in performance situations
a.
Evidence Outcome
Relate dances across cultural and historical periods to a real-world context of decisions made in contemporary performance
b.
Evidence Outcome
Synthesize the technical differences between two or more master works created in different historical periods
c.
Evidence Outcome
Demonstrate a diversity of historical repertory
d.
Evidence Outcome
Articulate how dance is used recreationally throughout history and within cultures
e.
Evidence Outcome
Analyze and discuss the characteristics of noted dance performers through history and up to the present
High School — Fundamental Pathway
1.
Grade Level Expectation
Cultural and historical dance forms and traditions are influenced by the values of the society they represent
a.
Evidence Outcome
Describe the various roles that dance has played throughout history
b.
Evidence Outcome
Perform historical dances, and demonstrate an understanding of their role in society during their time period
c.
Evidence Outcome
Analyze master works created from a distant tradition such as Western, Eastern, and tribal
d.
Evidence Outcome
Discuss the purposes and functions that dance provides around the world
e.
Evidence Outcome
Examine universal dance themes from around the world by identifying themes of courtship and marriage, fertility, worship, and death
f.
Evidence Outcome
Articulate the factors that differentiate dance as artistic expression and dance as entertainment
2.
Grade Level Expectation
Use knowledge of cultural and historical dance forms to translate into performance
a.
Evidence Outcome
Research one dance work from a historical time period, and incorporate the work into a performance
b.
Evidence Outcome
Research the significant role of dance throughout history to make decisions for performance
c.
Evidence Outcome
Examine dance as artistic expression, and include different dance styles and dances across various cultures that are elevated to an art form
1.
Grade Level Expectation
Historical dance figures represent the era and society in which they lived and worked
a.
Evidence Outcome
Articulate the importance of dance through history and its ability to communicate across cultures
b.
Evidence Outcome
Understand the impact of notable dancers in history
c.
Evidence Outcome
Describe the important contributions of different choreographers in selected dance styles and cultures
d.
Evidence Outcome
Demonstrate the role of dance patrons and impresarios as art through history
e.
Evidence Outcome
Use appropriate research techniques to study historical dance figures
f.
Evidence Outcome
Discuss the relationship between the social and political environment of historical dance figures and how these factors contributed to their work
g.
Evidence Outcome
Draw correlations between what is researched and what is learned in dance class
2.
Grade Level Expectation
Observe and participate in a variety of dance forms from around the world
a.
Evidence Outcome
Understand the universal themes, purposes, and functions of dance through time and across cultures
b.
Evidence Outcome
Distinguish between participation (social) dances that build community and performance-based dances that express an individual's ideas
c.
Evidence Outcome
Differentiate between dance as artistic expression and dance as entertainment
d.
Evidence Outcome
Research and participate in dances from various world cultures
e.
Evidence Outcome
Articulate through verbal and written means the significant dance elements of identified world cultures
f.
Evidence Outcome
Create and present a dance study that reflects one's synthesis of researched world cultures
1.
Grade Level Expectation
The values of a culture are reflected in their dances
a.
Evidence Outcome
Examine the human need to communicate individual ideas through movement and dance
b.
Evidence Outcome
Recognize dances from around the world that communicate something unique about specific cultures
c.
Evidence Outcome
Understand the impact of culture and geographic origins on the characteristics, costumes, and styles of dances
d.
Evidence Outcome
Discuss the unique elements of selected world dance forms
e.
Evidence Outcome
Demonstrate an understanding of world dance forms through performance
f.
Evidence Outcome
Improvise identified world dance forms utilizing their unique elements
g.
Evidence Outcome
Discuss how dance styles influence each other across cultures
2.
Grade Level Expectation
Dance represents the culture of a society
a.
Evidence Outcome
Learn the roots of Western dances and those that are not Western
b.
Evidence Outcome
Understand differences in social, ritual, and performance-based dances
c.
Evidence Outcome
Trace the evolution of social dances in different societies, and use gestures, step patterns, body positions, rhythms, styles, and costumes
d.
Evidence Outcome
Demonstrate basic skill in performing formal social dances
e.
Evidence Outcome
Link social dances to social mores, and discuss how the dances are performed and received
1.
Grade Level Expectation
Culture and geography are reflected in the traditional dance heritage of a people
a.
Evidence Outcome
Identify the origins of selected dances throughout history, and trace their development and evolution through time
b.
Evidence Outcome
Describe dance forms that developed along with musical forms
c.
Evidence Outcome
Demonstrate basic skills in the replication of a series of traditional steps
d.
Evidence Outcome
Demonstrate stylistic and technical differences between cultures
e.
Evidence Outcome
Speak to orally or in writing distinctions in cultural contexts
f.
Evidence Outcome
Research selected cultural dances
1.
Grade Level Expectation
Dances from different cultures have similarities and differences
a.
Evidence Outcome
Identify universal dance themes found throughout the world
b.
Evidence Outcome
Recognize the relationship between music and dance when learning dances from around the world
c.
Evidence Outcome
Examine step patterns and use of gestures for social dances
d.
Evidence Outcome
Replicate the use of formations and spatial groupings in cultural and social dances
e.
Evidence Outcome
Discuss distinguishing characteristics such as vocabulary, basic postures, footwork, and gestures from different dance forms
2.
Grade Level Expectation
Observe dances from different historical periods
a.
Evidence Outcome
Describe the use of dance elements (space, time, and energy) in dances from different historical periods
b.
Evidence Outcome
Describe the use of compositional elements in dances from different historical periods
c.
Evidence Outcome
Identify contributions of major works in relation to their historical and cultural context
1.
Grade Level Expectation
Dances communicate cultural norms
a.
Evidence Outcome
Perform dances from different cultures, and compare them to dances from one's own culture
b.
Evidence Outcome
Recognize the importance of dance through history and its ability to communicate across cultures
c.
Evidence Outcome
Inquire into the origins of studied dances
d.
Evidence Outcome
Explain how social dances are designed, and use a variety of formations and spatial groupings according to the culture
e.
Evidence Outcome
Demonstrate distinguishing characteristics such as basic postures, footwork, and gestures from different dance forms
f.
Evidence Outcome
Compare and contrast dances with similar themes
2.
Grade Level Expectation
Recognize ideas and styles in major dance works
a.
Evidence Outcome
Identify the intent behind major dance works
b.
Evidence Outcome
Re-create ideas found in a major dance work
c.
Evidence Outcome
Alter space, time, and energy as stimulated by a great work
1.
Grade Level Expectation
Understand dance as a means of communication
a.
Evidence Outcome
Perform dances from different cultures, and compare them based on the elements of dance (space, time, and energy)
b.
Evidence Outcome
Learn the cultural and geographical origins of selected cultural dances
c.
Evidence Outcome
Learn vocabularies of selected cultural dances
d.
Evidence Outcome
Recognize how social dances are designed using a variety of formations and spatial groupings
e.
Evidence Outcome
Define distinguishing characteristics such as basic postures, footwork, and gestures from different dance forms
2.
Grade Level Expectation
Recognize styles in major dance works
a.
Evidence Outcome
Recognize examples of modern dance
b.
Evidence Outcome
Execute basic jazz moves and tap steps, and trace the origins to African dance
c.
Evidence Outcome
Compare and contrast popular dance with concert dance
d.
Evidence Outcome
Recognize dance as performance-based, social, and ritual
e.
Evidence Outcome
Recognize dance's relationship to theater, music, and art
f.
Evidence Outcome
Understand the artistic role of dancers and choreographers in today's society
1.
Grade Level Expectation
Social dances rely on unique costumes and music to express intent
a.
Evidence Outcome
Perform selected social dances
b.
Evidence Outcome
Discuss the origins of the dance studied
c.
Evidence Outcome
Recognize how social dances are designed rhythmically
d.
Evidence Outcome
Discuss the significance of costumes, masks, and headpieces in selected social dances
2.
Grade Level Expectation
Dance is part of every society and community
a.
Evidence Outcome
Understand that different cultures have unique styles of dance based on their cultural influences
b.
Evidence Outcome
Compare and contrast the difference between dances of the past and dances of the present
c.
Evidence Outcome
Understand dance as performance-based, social, and ritual
d.
Evidence Outcome
Recognize the contributions of present-day professional choreographers and dancers
1.
Grade Level Expectation
Perform simple dances from various cultures
a.
Evidence Outcome
Demonstrate basic formations or pathways in selected social dances
b.
Evidence Outcome
Learn the origins of the dances studied
c.
Evidence Outcome
Recognize that different social dances use different kinds of costumes, masks, and headpieces
2.
Grade Level Expectation
All cultures around the world have unique dances
a.
Evidence Outcome
Recognize that dance is found in all countries in the world
b.
Evidence Outcome
Use basic postures, footwork, and gestures in dances from different cultures
c.
Evidence Outcome
Dance to folk dance music with various tempi
d.
Evidence Outcome
Discover how music inspires and influences dance
1.
Grade Level Expectation
Perform simple social dances that communicate an idea
a.
Evidence Outcome
Dance cooperatively with others
b.
Evidence Outcome
Recognize that social dances are designed in circles, lines, and free formations
c.
Evidence Outcome
Recognize the movements in performance of historical, cultural, social, sacred, and theatrical dances
1.
Grade Level Expectation
Recognize dances from around the world
a.
Evidence Outcome
View dances from around the world, and explore the country of origin
b.
Evidence Outcome
Explore dance as a way for people to express themselves
c.
Evidence Outcome
Demonstrate how people in different cultures move in similar and different ways
d.
Evidence Outcome
Explore occasions for dance across different cultures
e.
Evidence Outcome
Explore shapes, levels, and patterns in a dance, and describe the actions
4.
Standard
Reflect, Connect, and Respond
High School — Extended Pathway
1.
Grade Level Expectation
Apply critical analysis to new dance works, reconstructions, and masterpieces
a.
Evidence Outcome
Analyze and critique personal and professional or historic works
b.
Evidence Outcome
Compare dances from multiple styles, world traditions, and forms
c.
Evidence Outcome
Journal the creative process of the development of one dance work
d.
Evidence Outcome
Use dance notation and diagrams to reconstruct simple dances
e.
Evidence Outcome
Use aesthetic reflection to refine works and to contemplate issues related to dance as art
2.
Grade Level Expectation
Articulate connections to dance
a.
Evidence Outcome
Connect the art of dance to other disciplines in a creative way
b.
Evidence Outcome
Compare dances from multiple styles, world traditions, and forms
c.
Evidence Outcome
Use technology to aid in researching and understanding all aspects of dance in relation to other disciplines
High School — Fundamental Pathway
1.
Grade Level Expectation
Respond to, reflect upon, and analyze new dance works, reconstructions, and masterpieces
a.
Evidence Outcome
Analyze and critique one dance work
b.
Evidence Outcome
Notate one dance phrase along with one diagram
c.
Evidence Outcome
Use technology to aid in researching and understanding all aspects of dance
2.
Grade Level Expectation
Articulate connections in dance
a.
Evidence Outcome
Transform a concept from another discipline into a movement phrase
b.
Evidence Outcome
Create a short dance based on a series of concepts from another academic content area
1.
Grade Level Expectation
Communicate choreography through written, oral, and practical applications
a.
Evidence Outcome
Communicate choreography through the use of dance vocabulary to describe movement
b.
Evidence Outcome
Use proper anatomical terms related to dance movements to describe the body and body parts
c.
Evidence Outcome
Use proper kinesiology terms to describe body movement
d.
Evidence Outcome
Use dance notation to document a dance phrase from a social, historical, or famous dance work
e.
Evidence Outcome
Create notation for an original phrase
f.
Evidence Outcome
Use emotional and expressive language to describe a performance
2.
Grade Level Expectation
Formal critiques and analysis demonstrate an understanding of dance-making
a.
Evidence Outcome
Use appropriate dance vocabulary to critique a body of work
b.
Evidence Outcome
Compare and contrast the works of different choreographers
c.
Evidence Outcome
Discuss the intent of dance works
d.
Evidence Outcome
Analyze dance works in their cultural and historical context
e.
Evidence Outcome
Identify appropriate costumes for a given work.
f.
Evidence Outcome
Demonstrate a working knowledge of stage procedures within a dance production
1.
Grade Level Expectation
Formal analysis and critique protocols
a.
Evidence Outcome
Identify, describe, compare, and contrast selected dance styles and genres
b.
Evidence Outcome
Use dance language to describe specific aesthetic differences and similarities among styles and artists
c.
Evidence Outcome
Assess and evaluate a composition created by others relative to its effectiveness and what it communicates
d.
Evidence Outcome
Design, implement, and support personal expectations for evaluating a performance
1.
Grade Level Expectation
Critical analysis of dance works requires specific criteria and documentation
a.
Evidence Outcome
Reflect upon creative process and products in dance
b.
Evidence Outcome
Understand that dance is a tool to convey concepts, ideas, feelings, and themes
c.
Evidence Outcome
Use traditional vocabulary to describe and evaluate world dance forms
d.
Evidence Outcome
Write a formal critique of a completed work
e.
Evidence Outcome
Articulate ideas presented in choreography
f.
Evidence Outcome
Identify the use of choreographic elements and concepts in a work
g.
Evidence Outcome
Identify the use of stage elements such as costumes and lighting that contribute to the aesthetics of a performance
h.
Evidence Outcome
Create review criteria based on choreographic criteria
i.
Evidence Outcome
Create a form of personal documentation for performance or choreographic reference
j.
Evidence Outcome
Describe, analyze, and use notation to respond to dance, and read and record movement in symbols
k.
Evidence Outcome
Evaluate the spatial qualities, time elements, relationships, and quality of a particular performance
l.
Evidence Outcome
Describe personal contributions to the choreographic intent
1.
Grade Level Expectation
Analyze and evaluate dance works
a.
Evidence Outcome
Describe the traditional dance vocabulary used in a dance
b.
Evidence Outcome
Assess the suitability of a movement, the number of dancers participating, and the length of the work to determine whether the choreographer's intent is clear
c.
Evidence Outcome
Recognize how production factors such as poor-quality sound and props may undermine the aesthetic effect of a performance
d.
Evidence Outcome
Compare and contrast works in writing
e.
Evidence Outcome
Describe the movement content of a particular dance work and the effect each component has on the work
2.
Grade Level Expectation
Use basic dance vocabulary to analyze dance works
a.
Evidence Outcome
Recognize how focus, time, and energy are required to create and perform quality dances
b.
Evidence Outcome
Use traditional dance vocabulary to describe aspects of space, time, and energy in a particular dance
c.
Evidence Outcome
Recognize how the aesthetic principles of design (sequence, contrast, repetition, and unity) increase artistic clarity
d.
Evidence Outcome
See how contrasts can hold one's attention, while sequence, transition, and unity make viewing satisfying
e.
Evidence Outcome
Describe and analyze a sequence in a dance based on basic the Laban or Benesh language of dance concepts, symbols, and vocabulary
1.
Grade Level Expectation
Compare and contrast the work of well-known choreographers
a.
Evidence Outcome
Identify a choreographer's dance vocabulary
b.
Evidence Outcome
Identify elements of dance (space, time, and energy) in a work
2.
Grade Level Expectation
Evaluate the functions of dance training and rehearsal as they contribute to a performance
a.
Evidence Outcome
Recognize how the quality of dance training and rehearsal can affect a performance
b.
Evidence Outcome
Recognize how the quantity of dance training and rehearsal can affect a performance
c.
Evidence Outcome
Recognize when performers move precisely
d.
Evidence Outcome
Evaluate how the dancers' sense of rhythm and interpretation can define the meaning in a dance
1.
Grade Level Expectation
Research the life and work of a well-known choreographer
a.
Evidence Outcome
Learn a short phrase taken from a choreographer's work
b.
Evidence Outcome
Describe dances using style-specific vocabulary
c.
Evidence Outcome
Compare and contrast works by different choreographers
2.
Grade Level Expectation
Describe the use of dance elements in choreography
a.
Evidence Outcome
Identify the dance elements (space, time and energy)
b.
Evidence Outcome
Identify the compositional elements
c.
Evidence Outcome
Describe the effectiveness use of the dance elements
d.
Evidence Outcome
Describe in written words how the choice of stimuli, costumes, number of dancers, and movements can change the mood and feeling in a dance
e.
Evidence Outcome
Describe the reason for a dance
1.
Grade Level Expectation
Compare and contrast different dance styles and world dance forms
a.
Evidence Outcome
Describe a performer's use of space
b.
Evidence Outcome
View and examine dance works for their design
c.
Evidence Outcome
Recognize dances that maintain order and structure
d.
Evidence Outcome
Identify the use of energy in a particular dance
e.
Evidence Outcome
Understand time as a design element
f.
Evidence Outcome
Describe the timing or changes in timing of an observed dance
g.
Evidence Outcome
Understand the meaning in a movement
2.
Grade Level Expectation
Describe the feeling that is communicated through various dances
a.
Evidence Outcome
Observe a dance, and show interest and self-discipline
b.
Evidence Outcome
Observe and describe feelings, steps, and movements in a dance
1.
Grade Level Expectation
Respond to different dance styles using basic stylistic vocabulary
a.
Evidence Outcome
Observe a dance, and tell the story
b.
Evidence Outcome
Describe the movements and gestures that stand out in a particular dance work because they tell the story
c.
Evidence Outcome
Respond to a dance with language of dance symbols or other types of symbols, and relate them to a favorite movement in the dance
2.
Grade Level Expectation
Display, discuss, and demonstrate appropriate etiquette at a dance performance
a.
Evidence Outcome
Observe a dance and show interest
b.
Evidence Outcome
Describe favorite movements
c.
Evidence Outcome
Discuss reactions to a dance
d.
Evidence Outcome
Learn to use appropriate dance elements vocabulary to describe a dance movement
e.
Evidence Outcome
Use language of dance symbols or other types of symbols to describe a dance movement
f.
Evidence Outcome
Describe the performer's use of space in a dance movement
g.
Evidence Outcome
Describe how the selected accompaniment fits the mood and idea of a dance
1.
Grade Level Expectation
Observe different dance styles, and describe one movement you remember
a.
Evidence Outcome
Describe in writing or with a drawing the movement and mood of a particular dance work
b.
Evidence Outcome
Describe a favorite movement from a dance
c.
Evidence Outcome
Enjoy participating in and observing a variety of dance styles
d.
Evidence Outcome
Respond to a dance with language of dance symbols or other types of symbols, and relate them to a favorite movement
e.
Evidence Outcome
Describe the performer's use of space in a favorite movement from a dance
2.
Grade Level Expectation
Demonstrate appropriate etiquette at a dance performance
a.
Evidence Outcome
View and respond to a performance in a positive manner
b.
Evidence Outcome
Describe a favorite movement to the dance performer using basic vocabulary
c.
Evidence Outcome
Discuss and critique short dance works that relate to the topics being studied in dance class
1.
Grade Level Expectation
Observe and identify different dance genres
a.
Evidence Outcome
Experience the joy of seeing and responding to dance
b.
Evidence Outcome
Demonstrate movement to express emotion
c.
Evidence Outcome
Describe what is seen and felt in a movement by speaking or drawing a picture
2.
Grade Level Expectation
Attentively observe a dance performance
a.
Evidence Outcome
View a performance with attention
b.
Evidence Outcome
Clap to show joy and appreciation of a dance
c.
Evidence Outcome
Draw on paper the movement seen in the space of a particular dance work