DANCE Standards At-A-Glanc

New York State Learning Standards for the

Present Together we • Create • Perform • Respond • Connect Produce

DanceAt-A-Glance Standards New York State Learning Standards for the

Present Together we • Create • Perform • Respond • Connect Produce

DanceAt-A-Glance Standards NYS Learning Standards for the Arts NYS Arts Standards Coding System Table of Contents Revision Committee Each discipline is assigned an alphabetic abbreviation using uppercase letters Anchor Standard • Artistic Process • Process Component p. DA=Dance MA=Media Arts MU=Music TH=Theatre VA=Visual Arts DANCE Anchor Standard 1 • Creating • Explore 3 * Denotes Committee Chair Each artistic process is assigned an alphabetic abbreviation using an upper and lower case letter Anchor Standard 2 • Creating • Plan 4-5 Shirlene Blake Harvest Collegiate High School Cr Creating Pr Performing/Presenting/Producing Anchor Standard 3 • Creating • Revise 6 Kerrianne Cody PS 165 Edith K. Bergtraum School Re Responding Cn Connecting Anchor Standard 4 • Performing • Express 7-8 The Harkness Foundation for Dance Joan Finkelstein Each anchor standard is assigned a number National Core Dance Standards Writer Creating Anchor Standard 5 • Performing • Embody 9-10 Ana Nery Fragoso Director of Dance, NYCDOE 1. Generate and conceptualize artistic ideas and work. 2. Organize and develop artistic ideas and work. Anchor Standard 6 • Performing • Present 11-12 Elizabeth Hallmark Nazareth College 3. Refine and complete artistic ideas and work. Performing/Presenting/Producing Anchor Standard 7 • Responding • Analyze 13 Susan Koff* New York University 4. Analyze, interpret and select artistic work for presentation. 5. Develop and refine artistic techniques and work for presentation. Anchor Standard 8 • Responding • Interpret 14 Karen Koyanagi* Binghamton High School (retired) 6. Convey meaning through the presentation of artistic work.

Margaret Elaine Plaza Dr. Sun Yat Sen Middle School 131 Responding Anchor Standard 9 • Responding • Critique 15 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. Anchor Standard 10 • Connecting • Synthesize 16 Leslie Yolen, Associate in Visual Arts Education 9. Apply criteria to evaluate artistic work. New York State Education Department Connecting Anchor Standard 11 • Connecting • Relate 17 Jennifer Childress, Art Education Consultant (editing, document 10. Synthesize and relate knowledge and personal experiences to make art. 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. design) NOTE: The Anchor Standards (AS) are the same across all arts disciplines. However, each arts discipline’s standards have Dance Example discipline-specific interpretations of the AS, called Enduring Understandings. EUs guide the content of the Performance Indicators. Some Anchor Standards in some of the arts disciplines have more than one EU. Example Performance Indicator To create code alignment between all standards and disciplines, AS numbers are always followed by “.1” , “.2” , like this: 1.1, Performance Indicators are coded with a lower case 1.2. “.1” follows the AS number even when there is only one Enduring Understanding. alpha (a, b, c) even when there is only one in a column.

Each grade level is indicated by a letter, number, or HS+Roman numeral Bold words indicate discipline specific vocabulary. PK=Pre-Kindergarten K=Kindergarten 1,2,3,4,5,6,7,8 for grades 1– 8 Definitions can be found in the NYS Arts Standards HSI for HS Proficient HSII for HS Accomplished HSIII for HS Advanced Glossary (separate publication).

Each Performance Indicator (PI) is assigned a lower case letter even when there is only one. The first performance indicator is “a”, the next “b”, and so on.

Ordering Example First position indicates the discipline. It is always followed by a colon ( : ). Code Second position (following the colon) indicates the Artistic Process. Third position indicates the Anchor Standard number and Enduring Understanding number, which are separated by a “.” Fourth position indicates the Grade Level. Fifth position indicates the Performance Indicator.

Anchor Standard 1 Generate and conceptualize artistic ideas and work.

Enduring Understanding 1.1 Choreographers are inspired by a variety of sources to convey concepts and ideas through movement for artistic expression. Artistic Process • CREATING Essential Question • Where do choreographers get ideas for dances? Process Component • EXPLORE

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Cr1.1.PK DA:Cr1.1.K DA:Cr1.1.1 DA:Cr1.1.2 DA:Cr1.1.3 DA:Cr1.1.4 DA:Cr1.1.5 DA:Cr1.1.6 DA:Cr1.1.7 DA:Cr1.1.8 DA:Cr1.1.HSI DA:Cr1.1.HSII DA:Cr1.1.HSIII a. Respond using a. Respond using a. Explore a. Explore a. Experiment with a a. Identify ideas for a. Build content for a. Relate similar or a. Compare a variety of a. Evaluate and a. Explore a variety of a. Synthesize content a. Synthesize content movement movement movement movement variety of self- choreography, choreography, using a contrasting ideas to stimuli (e.g. music/ implement movement stimuli for sourcing generated from generated from elements and skills elements and skills elements and skills elements and skills identified stimuli generated from a variety of stimuli develop sound, dance from a variety of movement to develop stimulus materials to stimulus material. to a series of sensory to a series of sensory inspired by a variety of inspired by a variety of (e.g. music/sound, variety of stimuli (e.g. music/sound, choreography, using a exemplars, literary stimuli (e.g. an improvisational or choreograph dance stimuli (e.g. stimuli (e.g. stimuli (e.g. music/ stimuli (e.g. text, objects/props, (e.g. music/ sound, dance exemplars, variety of stimuli forms, notation, music/sound, dance choreographed dance studies or dance Experiment and take music/sound, visual, music/sound, text, sound, text, music/sound, text, images, notation, text, objects/props, literary forms, (e.g. music/sound, natural phenomena, exemplars, literary study. works, using original risks to discover a tactile). objects/props, images, objects/props, images, objects/props, images, dance exemplars, images, notation, notation, ideas and dance exemplars, personal experiences/ forms, notation, and codified personal voice to symbols, observed symbols, observed symbols, observed own ideas, and dance exemplars, images, own literary forms, recall, world news, or natural phenomena, Analyze the process movement. communicate artistic dance through video dance through video dance, own experiences) for own ideas and experiences, notation, ideas and social issues) and personal experiences/ and the relationship intent. or live performance). or live performance) experiences) and creating movement. experiences). objects/props, natural images, personal make selections to recall, world news, or between the stimuli and identify the suggest additional phenomena, world experiences/recall, expand movement social issues) to and the movement. source. sources for movement news and social objects/props, natural vocabulary and develop dance content ideas. issues). phenomena, world artistic expression for an original dance news and social for choreography. study or dance. issues). b. Find different ways b. Explore movement b. Explore a variety of b. Combine a variety b. Explore a given b. Create multiple b. Construct and b. Explore the b. Explore the b. Identify and select b. Experiment with the b. Apply personal b. Expand personal to do several basic ideas and the different locomotor and non- of movements into movement solutions to given solve multiple elements of dance elements of dance personal preferences elements of dance movement movement locomotor and non- ways to vary basic locomotor short phrases while problem through movement movement in various movement in various movement and elements of to explore personal preferences and preferences and locomotor locomotor and non- movements by manipulating the improvisation with the problems to develop problems by using vocabularies to vocabularies to dance to create an movement strengths with the strengths to discover movements. locomotor experimenting with elements of dance. elements of dance. choreographic the elements of convey ideas through express an artistic original dance study preferences and movement new and unfamiliar movements by the elements of material by dance to develop choreography. intent in or dance work. strengths, and select vocabulary of several solutions to changing at least one dance in response to Select, demonstrate, manipulating the choreographic choreography. movements that dance styles or communicate the of the elements of the environment and a and describe a elements of dance. content. Describe the Use genre- specific challenge skills and genres to artistic intent of an dance. range of themes. solution using connection between Explain and discuss dance terminology build on strengths in choreograph an original dance work. accurate language. Describe the solutions, Describe the process the choreography and the choices made, to articulate and an original dance original dance study using accurate of creation and the the ideas conveyed, using genre- specific justify choices made in study or dance. or dance work that Analyze the new and language. solutions, using using genre-specific dance terminology. movement varies the elements unfamiliar solutions, genre-specific vocabulary when development to View and discuss the of dance in such a the use and variation vocabulary when appropriate. communicate artistic dances of a variety of way as to of the elements of appropriate. intent. recognized communicate an dance, and explain choreographers, to see artistic intent. why they were what choices they effective in expanding have made. Compare personal artistic intent. choices to those made by well-known choreographers, basing the comparison on research of their work, using both primary and secondary sources.

Anchor Standard 2 Organize and develop artistic ideas and work.

Enduring Understanding 2.1 The elements of dance, dance structures, and choreographic structures serve as both a foundation and a departure point for choreographers. Artistic Process • CREATING Essential Question • What choices do choreographers make to create a dance? Process Component • PLAN

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Cr2.1.PK DA:Cr2.1.K DA:Cr2.1.1 DA:Cr2.1.2 DA:Cr2.1.3 DA:Cr2.1.4 DA:Cr2.1.5 DA:Cr2.1.6 DA:Cr2.1.7 DA:Cr2.1.8 DA:Cr2.1.HSI DA:Cr2.1.HSII DA:Cr2.1.HSIII a. Improvise a dance a. Improvise a dance a. Improvise a dance a. Improvise a dance a. Identify and a. Apply a variety of a. Apply a variety of a. Explore a. Use a variety of a. Collaborate to select a. Collaborate to design a. Work individually and a. Demonstrate fluency that starts and stops on that has a clear phrase with a clear phrase with a clear experiment with choreographic choreographic choreographic choreographic and apply a variety of a dance using collaboratively to design and personal voice in cue (e.g. shapes, active beginning and end. beginning, middle, and beginning, a middle choreographic devices (e.g. unison, devices (e.g. addition, devices (e.g. devices (e.g. choreographic choreographic and implement a variety designing and stillness). end. that has a main idea, devices to create canon, repetition) to subtraction) to expand juxtaposition, shifting counterpoint, solo vs. devices (e.g. processes and of choreographic choreographing original and a clear end. simple movement expand choreographic choreographic formations) and dance group, accumulation) retrograde, devices, and dance processes and dances. Describe the movement patterns and dance movement possibilities, possibilities and structures (e.g. ABA, and dance structures inversion) and dance structures such as devices and dance choices made, orally or Describe the movement structures (e.g. patterns, and develop a main idea. solo or duet with group) (e.g. theme and structures (e.g. improvisation, structures to develop Justify choreographic in drawing. choices made, orally, repetition, AB, ABA, structures. with teacher guidance variation) with some rondo, narrative, ABA) observation, original dances. choices and explain how drawing, or in writing. theme and Explain reasoning for to develop a dance teacher support to to choreograph an abstraction, they are used to variation). movement choices. study that supports an develop a dance study original dance study randomization, rondo, Analyze how the intensify artistic artistic intent. with a clear artistic or dance with a clear canon, motif, structure and final intent. intent. artistic intent. retrograde, etc., to composition informs the Explain the goal or support an artistic artistic intent. purpose of the dance. Articulate reasoning for Research how different intent. movement, music and professional Analyze why structural choices. choreographers Explain how the choreographers use approach their creative choreographic exploration and Observe and describe process and apply some devices, dance experimentation. peers' choreographic of these ideas. structures, and process. movement choices Use genre-specific clarify, communicate, or dance terminology to effect the artistic articulate the group intent. process for making movement, sound and structural choices. b. Engage in dance b. Express an idea, b. Choose and arrange b. Choose and arrange b. Develop a dance b. Develop a dance b. Develop a dance b. Determine artistic b. Determine artistic b. Define and apply b. Develop an artistic b. Develop an artistic b. Construct an artistic experiences moving feeling, or image, movements that follow movements that express study that expresses study that expresses study by selecting criteria to choreograph criteria to choreograph artistic criteria to statement that statement that statement that alone or in relation to through improvised a musical phrase, an idea, emotion, or and communicates an and communicates a specific movement a dance study that a dance study that choreograph a dance communicates the communicates a communicates a other people with or movement alone or in express an idea or follow a musical phrase idea or feeling by main idea. vocabulary to communicates personal communicates personal that communicates artistic intent of an personal aesthetic, personal, cultural and without props (e.g. relationship to a emotion in response to in response to other exploring the communicate a main or cultural meaning. or cultural meaning. personal or cultural original dance study motivation, and artistic artistic perspective. scarves, bean bags). partner, with or without other people, objects, or people, objects, or the elements of dance. Discuss the reasons and idea. meaning. or dance. intent of an original props (e.g. scarves, the environment. environment. effectiveness of the Based on the criteria, Articulate how the dance study or dance. Discuss how the bean bags, ribbons). Explain the artistic movement choices. Discuss how the dance evaluate why some artistic criteria inform Discuss how the Select and demonstrate movement elements, Explain the reasons for intent and effect of the communicates the idea movements are more or the choreographic criteria clarify or movements that Discuss how the choreographic movement choices. movement choices. nonverbally. less effective than process. intensify the meaning of support the artistic movement elements, devices and dance others. the dance. statement. choreographic structures serve to devices and dance support the artistic structures serve to statement. support the artistic statement.

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Cr2.1.PK DA:Cr2.1.K DA:Cr2.1.1 DA:Cr2.1.2 DA:Cr2.1.3 DA:Cr2.1.4 DA:Cr2.1.5 DA:Cr2.1.6 DA:Cr2.1.7 DA:Cr2.1.8 DA:Cr2.1.HSI DA:Cr2.1.HSII DA:Cr2.1.HSIII c. Identify c. Identify c. Identify and c. Identify and c. Identify, explore, c. Identify, explore, c. Identify, explore, c. Compare and c. Explore the c. Collaborate to c. Refine the process of c. Collaborate with c. Research production production explore production explore production and select and select and select contrast a variety of possibilities of design production selecting production theatre technicians choreographers who elements (e.g. elements (e.g. elements (e.g. elements (e.g. production production production possible production producing dance in a elements (e.g. elements that and designers to have worked in music/sound, props). music/sound, props) music/sound, props) music/sound, props, elements (e.g. elements (e.g., elements (e.g. elements (e.g. music, variety of venues and music/sound, props, intensify and heighten create a alternative that support that support costumes) that music/sound, props, music/sound, props, music/sound, props, props, costumes, for different costumes, lights, set, the artistic intent of comprehensive performance Describe the job of a performances. performances. support formal or costumes) that costumes, video) that costumes, lights, set, lights, set, video) that audiences, using video) that intensify the work. integration of venues, focusing on dancer. informal support formal or support the artistic video) that heighten would intensify and production and heighten the movement and site-specific pieces, Describe the job of a Describe the job of a performances. informal intent of a dance for and intensify the heighten the artistry of terminology to artistry of a dance Inhabit the various production and choreographers dancer versus that of a dancer, performances. formal or informal artistry of a dance and the work. explain how performed on a stage, roles of lighting, elements that who have collaborated choreographer. choreographer, and Contrast the job of a performances. are adaptable for production in different venues, or sound, costume intensifies and with theatre and/or composer. composer and Contrast the various various performance Analyze how the elements (e.g. for various audiences. designers and/or heightens the artistic visual and media costume designer. production jobs of Compare and contrast spaces. choreographer works music, props, composers to design a intent of the work. artists, to create choreographer, the various production with all production costumes, lights, set, Explain reasoning for comprehensive dances that were composer, and jobs of composers and Analyze production and non-production video) are handled in choices using integration of Document the design, “outside the box” of costume designer. costume, lighting, and and non-production professionals. different situations. production movement and and explain the the theatrical dance of set designers. dance jobs. terminology. production connection between the time. Analyze the impact of elements. the design, the production and non- Research the artistic intent of the Using this knowledge, production methodology Explain the connection dance, and the develop a plan for a professionals on the employed by diverse between the design, artistic statement. work or works that are presentation of a professional the artistic intent of interdisciplinary or dance. choreographers when the dance, and the Using primary and site-specific. working with artistic statement. secondary sources, production and non- research the role of production partners Research how non-dance theatre during the creation professional professionals in dance and presentation of a choreographers in a productions, and the dance. variety of genres technical expertise work and have worked and various processes with other theatre that are used to design professionals. the production elements in performance.

Consider traditional and alternative performance venues.

Anchor Standard 3 Refine and complete artistic work.

Enduring Understanding 3.1 Choreographers analyze, evaluate, refine, and document their work to communicate meaning. Artistic Process • CREATING Essential Question • How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work? Process Component • REVISE

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Cr3.1.PK DA:Cr3.1.K DA:Cr3.1.1 DA:Cr3.1.2 DA:Cr3.1.3 DA:Cr3.1.4 DA:Cr3.1.5 DA:Cr3.1.6 DA:Cr3.1.7 DA:Cr3.1.8 DA:Cr3.1.HSI DA:Cr3.1.HSII DA:Cr3.1.HSIII a. Respond to peer a. Apply self, peer, and a. Apply self, peer, and a. Explore movement a. Revise movement a. Revise movement a. Explore alternate a. Revise dance a. Evaluate possible a. Revise a. Clarify the artistic a. Clarify the artistic a. Clarify the artistic and teacher teacher suggestions teacher suggestions to choices in response to choices in response to material, using peer or movement revisions, compositions based revisions of dance choreography intent of a dance by intent of a dance by intent of a dance by suggestions for for changing revise and complete others' suggestions teacher and peer teacher feedback and using self, peer, or on artistic criteria compositions and independently or manipulating refining manipulating and changing movement movement through short sequences based and develop feedback to improve a self-reflection, to teacher feedback, to developed reconsider artistic collaboratively, based choreographic choreographic refining through guided guided on own movement improvisational and/or short dance study. improve expand choreographic collaboratively, using criteria, based on on artistic criteria, devices and dance devices and dance choreographic improvisational improvisational ideas. short remembered communication of ideas for a dance self, peer, or teacher self-reflection, and self-reflection, and structures, based on structures, devices, dance experiences. experiences. sequences. Describe the changes artistic intent in a study that feedback. peer and teacher peer or teacher established artistic independently or structures, and made in the short dance study. communicates feedback. feedback. criteria and feedback collaboratively, using artistic criteria, movements after artistic intent. Explain rationale for from others. established artistic using self-reflection revision. Explain movement revisions and how Explain rationale for Articulate rationale for criteria, self- and feedback from choices and revisions Explain movement choices relate to choices and how they choices and revisions, Analyze and evaluate reflection and the others. made in the process. choices and artistic intent. clarify artistic intent. and explain how they impact of choices feedback of others. refinements. clarify and enhance made in the revision Document choices artistic intent. process. Analyze and evaluate made in the revision impact of choices process and justify made in the revision how the refinements process. support artistic intent. b. Identify parts of the b. Depict a dance b. Document a short b. Document the b. Document b. Document the b. Document various b. Explore or invent a b. Investigate a b. Experiment with b. Compare and b. Research one or b. Document a dance body and document a movement by drawing movement sequence levels (e.g. high, directions or spatial relationships (e.g. stages in the revision system to document a recognized system of aspects of a discuss recognized more official dance (formations, steps, body shape or position a picture, using a (e.g. jump, turn, slide) middle, low) of patterns in a dance next to, above, below, of a dance sequence dance sequence documentation to recognized system of systems of notation systems. dynamics, artistic through drawings (e.g. symbol, or working by drawing a picture, movement study by drawing a behind, in front of) through writing, through writing, record a dance documentation to documentation used intent, expressions) notation symbols) or with media using a symbol, or combinations by picture or pathway between two or more symbols, or media symbols, or media sequence by using record a section of a to document dance Record the formations as a tool to remember oral language. technology. working with media drawing a picture, map, using symbols, dancers in a technology. technology. words, symbols, or dance by using words, using writing, and dance phrases ideas and revisions, technology. using a symbol, or or working with movement sequence media symbols, or media symbols, or media of the dances created and for reflection and working with media media technology. by drawing a picture, technologies. technologies. technologies. in the class using a feedback using technology. pathway map, using system of dance systems of dance symbols, or working Develop a strategy to documentation (e.g. documentation (e.g. with media record sections of a writing, a form of writing, a form of technology. dance in order to notation symbols, or notation symbols, or remember dance using media using media phrases, movement technologies), in technologies). ideas and revision. order to remember phrases, movement Peer and self-review Peer and self-review ideas, and revisions. will be facilitated by will be facilitated by the use of media the use of media Peer and self-review technologies. technologies. will be facilitated by the use of media technologies.

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Anchor Standard 4 Select, analyze, and interpret artistic work for presentation.

Enduring Understanding 4.1 Space, time, and energy are basic elements of dance. Artistic Process • PERFORMING Essential Question • How do dancers work with space, time, and energy to communicate artistic expression? Process Component • EXPRESS

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Pr4.1.PK DA:Pr4.1.K DA:Pr4.1.1 DA:Pr4.1.2 DA:Pr4.1.3 DA:Pr4.1.4 DA:Pr4.1.5 DA:Pr4.1.6 DA:Pr4.1.7 DA:Pr4.1.8 DA:Pr4.1.HSI DA:Pr4.1.HSII DA:Pr4.1.HSIII a. Demonstrate basic a. Make still and a. Demonstrate a. Demonstrate clear a. Estimate distance a. Make static and a. Integrate static and a. Refine skills for a. Expand movement a. Sculpt the body in a. Develop partner and a. Dance alone and with a. Modulate and use the full body locomotor moving body shapes locomotor and non- facings and intent traveled and use space dynamic shapes with dynamic shapes and estimating distance and vocabulary of spatial space and design body ensemble skills that others with spatial broadest range of movements (e.g. crawl, that show lines (e.g. locomotor when performing three dimensionally. positive and negative floor and air pathways spatial design in patterns/designs shapes in relation to enable contrasting level intention. movement in space for walk, run), non- straight, bent, and movements that locomotor (e.g. walk, space. into dance sequences. partner and ensemble (floor and air). other dancers, objects, changes while artistic and expressive locomotor movements curved), change levels change body shapes, skip, gallop) and non- Demonstrate shapes work. and the environment. maintaining a sense of Expand partner and clarity. (e.g. bend, twist, reach), (e.g. high, middle, low), levels, and facings. locomotor with positive and Perform jump shapes Establish relationships Incorporate and modify spatial design and ensemble skills to and spatial relationships and vary in size (e.g. movement sequences negative space. with safety awareness. with other dancers Establish diverse shapes and spatial Use focus of eyes relationship. greater ranges and skill Use inward and outward (e.g. over, under, large/small). Move in straight, (e.g. swing, twist, bend) through focus of eyes pathways, levels, and elements from different during complex floor levels. focus to clarify around) while moving curved, and zig-zagged that change body Perform movement Establish relationships and other body parts. patterns in space. dance genres and and air patterns or direct Use space intentionally movement and artistic in general space. Work with others to pathways. shapes, facings, and sequences in clear with other dancers styles for interest and and indirect during dance phrases Execute complex floor intent. make a circle formation pathways in space. pathways through through focus. Convert inward focus to Maintain focus with contrast. pathways. and through transitions and air sequences with and change its Find and return to place space with outward focus for partner or group in near between dance others while Establish and break dimensions. in space. Identify symmetrical intentionality and projecting out to far and far space. phrases. maintaining spatial and conceptual and asymmetrical body focus. space. relationships through relationships with other Move with others to shapes and examine Establish and break focus and dancers and audience as form straight lines and negative space physical and conceptual intentionality. appropriate to the circles. between body parts and relationships with dance. bodies. others as appropriate to Apply these skills in the choreography. ways that express the Differentiate between ideas of the circling and turning as choreographer/ two separate ways of choreography. continuous directional change. b. Identify the speed of b. Demonstrate b. Recognize and relate b. Determine the length b. Fulfill specified b. Accompany other b. Dance to a variety of b. Use combinations of b. Vary dance b. Analyze and select b. Use syncopation and b. Perform dance b. Modulate time factors a dance as fast or slow. contrasts in tempo movement to steady of time that a movement duration of time with dancers, using a variety rhythms generated sudden and sustained phrasing by using metric, kinetic, and accent movements studies and for artistic interest and through movement by beat. or phrase takes (e.g., improvised locomotor of percussive from internal and timing as it relates to accents and timing breath phrasing and related to different compositions that use expressive acuity. Move to varied matching the tempo of long or short). and non-locomotor instruments and external sources. both the tempo and variations within a apply appropriately to tempi. time and tempo in rhythmic sounds at sound stimuli. Demonstrate ability to movements. sounds. the dynamics of a phrase to add interest dance phrases. unpredictable ways. Demonstrate complexity different tempi. adjust movement to Identify and move on Perform movement phrase or dance work. kinesthetically, Take rhythmic cues in phrasing with and slow, moderate, and the downbeat in duple Differentiate between Respond in movement phrases that show the rhythmically, and Perform dance from different aspects of Use internal rhythms without musical quick tempi. and triple meter. "in time" and "out of to even and uneven ability to respond to Accurately use accented visually. phrases of different accompaniment. and kinetics as phrasing accompaniment. time" to music. rhythms. metric and rhythmical and unaccented beats in lengths that use various tools. Correlate metric changes. various meters. tempi within the same Integrate breath Use multiple and phrasing with Perform movements Recognize and respond section. phrasing with metric Apply these skills in complex rhythms (e.g., movement phrasing. that follow or contrast to tempo changes as and kinesthetic ways that express the contrapuntal, and/ or the rhythmic pattern of they occur in dance and Use different tempi in phrasing. ideas of the polyrhythmic) at the the accompaniment. music. different body parts choreographer/ same time. simultaneously. choreography. Use metric and Work with and against kinesthetic phrasing. rhythm of accompaniment or sound environments.

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Anchor Standard 5 Develop and refine artistic techniques and work for presentation.

Enduring Understanding 5.1 Dancers use the body-mind principles and develop the body as an instrument for artistry and artistic expression. Artistic Process • PERFORMING Essential Question • What must the dancer do to prepare the mind and body for artistic expression? Process Component • EMBODY

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Pr5.1.PK DA:Pr5.1.K DA:Pr5.1.1 DA:Pr5.1.2 DA:Pr5.1.3 DA:Pr5.1.4 DA:Pr5.1.5 DA:Pr5.1.6 DA:Pr5.1.7 DA:Pr5.1.8 DA:Pr5.1.HSI DA:Pr5.1.HSII DA:Pr5.1.HSIII a. Demonstrate basic a. Demonstrate same a. Demonstrate same a. Demonstrate same a. Demonstrate the a. Demonstrate a. Recall and execute a a. Embody technical a. Embody technical a. Embody technical a. Embody technical a. As dancers: a. As dancers: full body locomotor side, and cross-body side and cross-body side, and cross-body fundamental dance fundamental dance series of dance dance skills (e.g. dance skills (e.g. dance skills (e.g. dance skills to retain Dance with sensibility Apply body-mind movements (e.g. locomotor (e.g. locomotor (e.g. locomotor (e.g. skills of awareness of skills (e.g. phrases, using functional functional functional and execute full dance toward other dancers principles to crawl, walk, run) non- gallop, skip) and non- gallop, skip) and non- gallop, skip) and non- body alignment and alignment, fundamental dance alignment, alignment, alignment, choreographies, while executing technical dance locomotor locomotor locomotor locomotor core support while coordination, balance, skills (e.g. coordination, balance, coordination, balance, coordination, balance, continuing to develop complex spatial, skills in complex movements (e.g. movements (e.g. movements (e.g. movements (e.g. performing body core support, alignment, core support, core support, core support, somatic strategies. rhythmic, and choreography when bend, twist, reach), swing, twist, stretch), swing, twist, stretch), swing, twist, bend), shapes (e.g. twisted, kinesthetic coordination, balance, kinesthetic kinesthetic kinesthetic dynamic sequences to performing solo, and spatial and spatial and spatial and spatial narrow), movement awareness) and core support, awareness, clarity of awareness, clarity of awareness, clarity of meet performance partnering, or dancing goals. relationships (e.g. relationships (e.g. relationships (e.g., relationships (e.g. qualities (e.g. light, movement qualities kinesthetic movement) to movement, weight movement, weight in ensemble works in over, under, around). over, under, around, over, under, around, over, under, around, heavy), and patterns when replicating and awareness, clarity of accurately execute shifts, flexibility/range shifts, flexibility/range a variety of dance Move and dance with through). through). through), and simple in simple dance recalling patterns and movement). changes of direction, of motion). of motion) to replicate, sensibility toward self, genres and styles. dance sequences that sequences. sequences of levels, facings, recall, and execute developing an Show orientation of require moving locomotor and non- pathways, elevations Apply somatic spatial designs and understanding and Self-evaluate direction (e.g. stage through space with a locomotor and landings, strategies to musical or awareness of the performances and right and left, upstage, variety of pathways movements. extensions of limbs, facilitate the rhythmical dance integration of discuss and analyze downstage). (e.g. straight, curved, and movement performance of dance phrases. cognition, body, and performance ability zig-zag). transitions. skills. expression. with others. Deepen application Show understanding and understanding of Dance "in the As choreographers: of stage orientation somatic strategies moment." Work closely with (e.g., stage right and and their use in dance. dancers to help them left, upstage, As choreographers: understand and downstage). Observe and critique internalize the the spatial execution by concepts around the dancers; give which the dance work corrections and/or make is built. changes that improve/ enhance the Discuss and communication or expression of the ideas encourage the dancers central to the dance. to embody the meaning of the work within their use of the dance elements and their technique.

Know basic first aid for injuries and what to do to help speed and ensure recovery. c. Identify and move c. Move body parts in c. Repeat and recall c. Repeat movements c. Recall movement c. Coordinate phrases c. Collaborate with c. Collaborate as an c. Collaborate with c. Collaborate with c. Collaborate with c. Plan and execute c. Initiate, plan, and body parts and repeat relation to other body movements and with an awareness of sequences with a and timing with other peer ensemble ensemble to refine peers to practice and peers to discover peers to establish and collaborative and direct rehearsals with short movement parts. spatial formations self and others in partner or in group dancers by cueing off members to repeat dances by identifying refine dances. strategies for implement a rehearsal independent practice attention to technical sequences in upon request in space. dances. of each other and sequences, what works and does achieving plan to meet and rehearsal details and fulfilling preparation for Repeat and recall preparation for formal responding to stimuli synchronize actions, not work in executing Develop group performance accuracy, performance goals. processes with artistic expression. informal sharing. movements upon and informal Self-adjust and modify Apply constructive cues (e.g. music, text, and refine spatial complex patterns, performance clarity, and attention to request in preparation sharing. movements or feedback from teacher or lighting). relationships to sequences, and expectations, based expressiveness. Use a variety of technique and Use a range of for formal and placement upon and peers, and self- improve performance formations. upon observation and strategies to analyze artistry informed by rehearsal strategies to informal sharing. request. assess to improve Reflect on constructive quality. analyses (e.g. view live Articulate personal and evaluate personal performance achieve performance dance skills. feedback from others Solve movement or recorded performance goals, performances of self goals. excellence. to inform personal Synthesize challenges in dances professional dancers; and practice to achieve and others (e.g. use dance performance kinesthetic by investigating and collaboratively them. video recordings of Perform thoughtful goals in rehearsal to awareness and options and arriving at develop group practice to analyze the and repetitive practice improve performance constructive feedback consensus decisions. performance Document personal difference between of techniques and quality. to establish personal expectations in improvement over the way movements skills before and performance goals in Document self- response to time (e.g. journaling, look and how they feel during rehearsal of daily class practice and improvements over information gained portfolio, or timeline). to match performance dances. rehearsal. time. from observations). with visual affect). Apply feedback to Articulate performance daily practice to goals and justify improve technical reasons for selecting and expressive skills. particular practice strategies. Reflect on personal achievements.

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Anchor Standard 6 Convey meaning through the presentation of artistic work.

Enduring Understanding 6.1 Dance performance is an interaction between performers, production elements, and audience that heightens and amplifies artistic expression. Artistic Process • PERFORMING Essential Question • How do dance artists heighten their artistry in performance? Process Component • PRESENT

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Pr6.1.PK DA:Pr6.1.K DA:Pr6.1.1 DA:Pr6.1.2 DA:Pr6.1.3 DA:Pr6.1.4 DA:Pr6.1.5 DA:Pr6.1.6 DA:Pr6.1.7 DA:Pr6.1.8 DA:Pr6.1.HSI DA:Pr6.1.HSII DA:Pr6.1.HSIII a. Dance for others with a. Dance for others a. Dance for and with a. Dance for and with a. Identify the main a. Analyze the a. Adapt dance to a. Evaluate unique a. Recommend and a. Demonstrate a. Demonstrate a. As choreographers a. Demonstrate awareness of while maintaining others while others while areas of performance characteristics of alternative characteristics of a implement various commitment, commitment, and dancers: commitment, performance awareness of maintaining awareness maintaining awareness space by using alternative performance venues venue and adapt ways to adapt dependability, dependability, Demonstrate dependability, expectations (e.g. performance of performance of performance production performance venues by modifying spacing movements to the movements to a responsibility, and responsibility, and commitment, responsibility, and silence, focus) in expectations (e.g. expectations as a expectations as a terminology (e.g., (e.g. gymnasium, and movements in performance space. performance space. cooperation when cooperation when dependability, cooperation when informal settings. silence, focus) in both dancer (e.g. silence, dancer (e.g. silence, stage right, stage left, grassy area, school accordance with the preparing for preparing for responsibility, and preparing for formal and informal focus) in both formal focus) in both formal center stage, upstage, yard) and modify performance space. Document the process Document the process performances. performances. cooperation when performances. settings. and informal settings. and informal settings. and downstage). spacing and in writing and in other and progress over time preparing for movements Document the process media. in writing and in other Document the process Document the rehearsal performances. Model performance Demonstrate audience As audience members, Learn about the role of accordingly. in writing. media. and progress in writing and performance etiquette and member expectations demonstrate curiosity, a stage manager. Use performance and in other media, and process and evaluate Document the rehearsal performance practices (e.g. attention, respect, appreciation, Demonstrate Demonstrate etiquette and Use performance create a plan for methods and strategies, and performance during class, rehearsal, applause). and engagement. Demonstrate appropriate performer appropriate performer performance practices etiquette and ongoing improvement. using dance and process and evaluate and performance. appropriate performer and audience and audience during class, rehearsal, performance practices production methods and strategies and audience etiquette in informal etiquette in informal and performance. during class, rehearsal Use performance terminology. using dance and Enhance performance etiquette in informal and formal and formal and performance. etiquette and production by using a broad and formal performances. performances. Post-performance, performance practices Demonstrate terminology. repertoire of strategies performances. receive, record, and Post-performance, during class, rehearsal, performance for dynamic projection. Post-performance, reflect upon notes from receive, record, and and performance. etiquette and Model performance share peer performance the choreographer, and reflect upon notes from performance practices etiquette and Develop a professional experiences and arrive apply corrections to the choreographer, and Post-performance, during class, rehearsal, performance practices portfolio (resume, head at group decisions future performances. apply corrections to receive, record, and and performance. during class, rehearsal, shot, etc.) that about improving future performances. reflect upon notes from and performance. documents the performance. the choreographer, and Post-performance, rehearsal and apply corrections to accept notes from the Implement performance process future performances. choreographer and performance strategies with fluency in apply corrections to to enhance projection. professional dance and future performances. production As dancers: terminology. Post-rehearsal, and post-performance, accept notes from the choreographer and apply corrections to future performances.

As choreographers: Give notes that guide the dancers to strengthen their performance and the conveyance of the dance's artistic intent to the audience.

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Pr6.1.PK DA:Pr6.1.K DA:Pr6.1.1 DA:Pr6.1.2 DA:Pr6.1.3 DA:Pr6.1.4 DA:Pr6.1.5 DA:Pr6.1.6 DA:Pr6.1.7 DA:Pr6.1.8 DA:Pr6.1.HSI DA:Pr6.1.HSII DA:Pr6.1.HSIII b. Explore movement b. Select and explore b. Explore moving b. Explore moving b. Explore ways to b. Identify and b. Explore solutions b. Explore and select b. Explore, devise, b. Explore, devise, b. As dancers: b. As dancers: b. As dancers: with a simple prop as the use of a prop as with simple props to with simple props and dance with simple explore ways to to adapt to interaction solutions to adapt to and select solutions to and select solutions to Rehearse with the Rehearse with Rehearse with part of a dance. part of a dance. enhance performance. scenery. production dance with a variety of with production interaction with adapt to interaction adapt to interaction production production production elements (e.g. production elements (e.g. production with production with production elements to create a elements to create a elements to create a Observe video costumes, props, elements (e.g. music/ sound, props, elements (e.g. elements (e.g. elements (e.g. performance that performance during performance that is a recording as a tool to music, scenery, music/ sound, props, costumes, sets) to music/ sound, props, music/sound, props, music/sound, props, expresses the which movement/ unified whole during enhance performance. lighting, or media) for costumes, sets) to enhance performance costumes, sets, costumes, sets, costumes, sets, choreographer's choreography works which movement/ an audience in a enhance performance of a dance. lighting) to enhance lighting) to enhance lighting) to enhance artistic intent. with non -movement choreography melds designated of a dance. performance of a the performance of a performance of a elements to heighten seamlessly with non- performance space. Observe video dance. dance. dance. As choreographers: and amplify artistic movement elements Observe video recording as a tool to Evaluate possible expression. to heighten and Observe video recording as a tool to improve performance. Discuss the challenges Analyze the effects of Evaluate the effects of designs for the amplify artistic recording as a tool to improve performance. of dancing with various dancer various dancer production As choreographers: expression. enhance performance. various production interactions with interactions with elements of a Work collaboratively to elements to intensify production production performance and produce a dance As dancers and and heighten the elements to intensify elements to intensify select and execute the concert on a stage or choreographers: artistic performance of and heighten the and heighten artistic ideas that would in an alternative Work collaboratively to a work, using dance artistic performance of performance of a intensify and heighten performance produce dance and production a work, using dance work, using dance the artistic intent of venue. concerts in a variety of terminology. and production and production the dances. venues. terminology. terminology. As choreographers: Experiment with Direct the use of diverse ways of production incorporating these elements that would elements into be necessary to fulfill performance, tailoring the artistic intent of choices to different the dance works in venues and each of the venues (act audiences. as artistic director).

Anchor Standard 7 Perceive and analyze artistic work.

Enduring Understanding 7.1 Dance is perceived and analyzed to comprehend its compositional structure. Artistic Process • RESPONDING Essential Question • How is dance constructed? Process Component • ANALYZE

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Re7.1.PK DA:Re7.1.K DA:Re7.1.1 DA:Re7.1.2 DA:Re7.1.3 DA:Re7.1.4 DA:Re7.1.5 DA:Re7.1.6 DA:Re7.1.7 DA:Re7.1.8 DA:Re7.1.HSI DA:Re7.1.HSII DA:Re7.1.HSIII a. Identify a movement a. Identify a movement a. Identify movements a. Identify contrasting a. Describe floor a. Differentiate simple a. Explain the basic a. Analyze the a. Compare, contrast, a. Compare, contrast, a. Compare, contrast, a. Compare, contrast, a. Compare, contrast, in a dance by that repeats in a dance. that repeat to make a movement patterns in pathways and choreographic structure of a dance organization of and analyze recurring and analyze recurring and analyze and analyze dance and analyze dance repeating it. pattern in a dance. a dance. formations in a dance. devices in a dance (e.g. ABA) and where choreographic patterns of movement, patterns of movement, dynamics, patterns of works within a single works from a variety of (e.g. unison, canon, choreographic devices and their the organization of formations, movement, key genre or style, and dance genres and Identify movement variation). devices (e.g. theme relationships (e.g. choreographic dynamics, key motifs, and provide examples of styles and explain motifs that relate to and variation, call transitions, contrasts) devices, and their motifs, choreographic recurring patterns of how choreographic the title of a dance. and response) appear in a dance. relationships (e.g. choreographic devices and movement, devices and in the dance. transitions, contrasts) devices, and their structures, and their choreographic structures, in a dance. relationships in a relationships. devices and dynamics, formations dance. structures, and the and recurring patterns Articulate how the Explain how they relationships between of movement and their dance is constructed. Debate how the support the structure them. relationships create dance's structure and artistic well-structured relates to its effect, expression of the Critically examine the choreography. citing evidence in dance. overall effect that the support. organization of these Critically examine and Examine how the components has on evaluate the overall dance's structure different dances. effect that the relates to its effect, and organization of these defend an analysis, Provide evidence and components has on citing specific rationale for critiques. different dances. evidence. Provide evidence and rationale for critiques. b. Demonstrate b. Demonstrate and b. Demonstrate and b. Demonstrate and b. Compare and b. Compare and b. Describe, using b. Explain how the b. Compare and b. Examine the b. Analyze how the b. Within the cultural b. Explain how the observed or performed describe observed or describe observed or describe observed or contrast observed or contrast observed or basic dance elements of dance contrast how the hallmarks of a variety elements of dance context, analyze and movements and movements performed movements performed movements performed movements performed movements performed movements terminology, the are used in a variety of elements of dance of styles, genres, are used in a variety of compare patterns of compositional originating from originating from originating from originating from originating from originating from qualities and dance genres, are used in a variety of and cultural genres, styles, and movement, and the structures of a dance diverse dance diverse dance diverse dance genres diverse dance diverse dance styles, diverse dance styles, characteristics of a styles, or cultural genres, styles, or movement cultural movement relationships between communicate genres. genres. and cultural genres, styles, genres, and/or genres, and/or dance from one’s own movement cultural movement practices, identifying practices within their them in a variety of aesthetic and movement and/or cultural cultural movement cultural movement cultural movement practices. practices. their movement cultural context. genres, styles, and cultural values in a practices. movement practices. practices, using practice or other dance characteristics by cultural movement variety of genres, practices. basic dance experiences. Use terminology analyzing the use of Use terminology practices. styles, and cultural terminology. specific to the dance the elements. specific to the dance movement Explain differences. Compare them to the form or practice. form or practice. Use terminology practices. qualities and Use terminology specific to the dance characteristics found in specific to the dance form or practice. Use terminology a different dance form or practice. specific to the dance genre, style, or form or practice. cultural movement practice.

Anchor Standard 8 Interpret meaning in artistic work.

Enduring Understanding 8.1 Meaningful interpretations of dance consider artistic intent, style, genre, the elements of dance, technique, structure, and context. Artistic Process • RESPONDING Essential Question • How can dance be interpreted? Process Component • INTERPRET

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Re8.1.PK DA:Re8.1.K DA:Re8.1.1 DA:Re8.1.2 DA:Re8.1.3 DA:Re8.1.4 DA:Re8.1.5 DA:Re8.1.6 DA:Re8.1.7 DA:Re8.1.8 DA:Re8.1.HSI DA:Re8.1.HSII DA:Re8.1.HSIII a. Observe a a. Observe movement a. Select movements a. Identify a. Identify a. Use movements, a. Interpret meaning a. Explain how a dance a. Speculate on the a. Select a dance and a. Analyze and discuss a. Analyze, compare, a. Analyze and movement and share and describe it, using from a dance that characteristics of a characteristics of ideas, and context to in a dance from its communicates possible meanings of explain how meaning how the elements of and contrast different interpret how the impressions. simple dance suggest ideas and dance style and, various dance styles decipher meaning in a movements and meaning through the a dance. is communicated dance, technique, dances. elements of dance, terminology. explain how the employing simple and genres and, dance and describe context. elements of dance, through relationships structure, and execution of dance movements capture dance terminology, employing basic that meaning by using use of body, dance Explain how these between the context contribute to Research and discuss elements, the ideas, using relate them to the dance terminology, basic dance Explain how the technique, and meanings are elements of dance, artistic expression artistic intent and production simple dance meaning of the dances relate them to the terminology. movements dance structure, expressed by the use of body, dance and meaning. meaning. elements, and terminology. of that style. main ideas and to the communicate the using genre-specific elements of dance, technique, and context contribute to meaning of the main idea of the dance terminology. use of body, dance context. Use genre-specific Explain how the artistic expression, dances. dance, using genre- technique, dance dance terminology. relationships among meaning, and artistic specific dance structure, and Cite evidence in the the elements of intent, across terminology when context. dance to support your dance, technique, different genres, appropriate. interpretation, structures, styles, or cultural Use genre-specific using genre-specific production movement dance terminology. dance terminology. elements, and practices. context enhance meaning and support Use genre-specific artistic intent, using dance terminology. genre-specific dance terminology.

Anchor Standard 9 Apply criteria to evaluate artistic work.

Enduring Understanding 9.1 Criteria for evaluating dance vary across genres, styles, and cultures. Artistic Process • RESPONDING Essential Question • What criteria are used to evaluate dance? Process Component • CRITIQUE

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Re9.1.PK DA:Re9.1.K DA:Re9.1.1 DA:Re9.1.2 DA:Re9.1.3 DA:Re9.1.4 DA:Re9.1.5 DA:Re9.1.6 DA:Re9.1.7 DA:Re9.1.8 DA:Re9.1.HSI DA:Re9.1.HSII DA:Re9.1.HSIII a. Choose a movement a. Select a movement a. Identify and a. Observe and a. Demonstrate and a. Demonstrate and a. Define the a. Discuss the a. Compare artistic a. Apply artistic a. Identify and use a. Compare and a. Apply personal in a dance work or that was prominent in demonstrate several demonstrate dances discuss the discuss how the use of characteristics of a characteristics and intent, content, and criteria to determine evaluative criteria contrast two or more artistic preferences to practice that was fun a dance work or movements in a dance from a variety of characteristics of the the elements of dance that give it a context of a dance context from dances to what makes an to assess the overall dance works or the critique of dance to watch. practice and work or practice. genres. movement movement strong overall from a genre, style, examine the effective performance. effectiveness of dance practices, using works and practices. demonstrate that elements used in contribute to the impression, in relation or cultural characteristics of works or practices. criteria to evaluate Repeat it and explain movement. Explain what Discuss movements various genres, overall impression of to the elements of movement practice genres, styles, or Consider content, their overall Consider societal and why it was fun to both characteristics make and other aspects of styles, or cultural dances. dance in genres, and develop criteria cultural movement context, genre, Relate the criteria to effectiveness and personal values, and a watch and do. Explain what the movements the dances. movement styles, or cultural to critique the dance, practices. style, or cultural their cultural situating the criteria range of artistic distinguished the interesting. practices. Analyze the movement using genre-specific movement practice context. within a cultural expression. movement from the Using simple dance characteristics of practices. dance terminology. Based on the to comprehend context. others. terminology, Using basic dance movement comparison, refine artistic expression. Use genre-specific Discuss perspectives explain how the terminology where elements observed Generate, with peers, artistic criteria, dance terminology. Consider societal with peers and justify movement appropriate, discuss or performed in a criteria for excellence using genre-specific Use genre-specific values and a range of views. characteristics of the how those specific genre, style, in a dance, dance terminology. dance terminology. perspectives. dance make it characteristics or cultural considering its Evaluate and revise interesting and create contribute to the movement practice cultural context. Use genre-specific criteria by applying points of focus. overall impression of and describe, using dance terminology. insights gained from the dances. basic dance Use genre-specific these considerations terminology. dance terminology and discussions. when appropriate.

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Anchor Standard 10 Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Enduring Understanding 10.1 Personal experiences, knowledge, and contexts are integrated and synthesized to interpret and create dance. Artistic Process • CONNECTING Essential Question • How do empathy for others, understanding of ourselves, events around us, and other knowledge, deepen our dance experience? Process Component • SYNTHESIZE

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Cn10.1.PK DA:Cn10.1.K DA:Cn10.1.1 DA:Cn10.1.2 DA:Cn10.1.3 DA:Cn10.1.4 DA:Cn10.1.5 DA:Cn10.1.6 DA:Cn10.1.7 DA:Cn10.1.8 DA:Cn10.1.HSI DA:Cn10.1.HSII DA:Cn10.1.HSIII a. Recognize an a. Recognize and a. Recognize an a. Create and perform a a. Compare the a. Relate and explain a. Compare two dances a. Analyze the a. Compare and a. Investigate and a. Examine the dance a. Analyze a dance work a. Review original emotion expressed in a identify an emotion that emotion expressed or dance that expresses relationships expressed how the main idea of a with contrasting movement contrast the describe connections works of known that is related to choreographies dance that is watched or is experienced when portrayed in a dance personal meaning. in a dance to dance is similar to or themes. characteristics or movement between different choreographers and content learned in other developed over time performed. watching, improvising, work or practice that relationships with different from one's qualities observed in a characteristics or dance works and/or original classroom work subjects and research with respect to content or performing a dance relates to a familiar Explain how movement others. own experiences, Discuss feelings and specific dance genre. qualities found in a genres that are and identify factors in its context. and context and their work or practice and experience. choices communicate relationships, ideas, or ideas evoked by each. variety of dance relevant to the personal experience relationship to personal relate it to a personal one's own experiences. Explain how they are perspectives. Relate what was genres. development of one’s and knowledge that Synthesize information knowledge and experience. Identify and analyze the the same or different. Describe how the observed to one’s personal perspectives. shape interpretation learned and share the experiences. movements that themes and attitudes and Discuss how they differ and creation. effect that these new communicate this movements relate to movement preferences. from one’s own understandings have Reflect on and analyze emotion. points of view and personal movement on one’s perspective of the changes in one's experiences. characteristics and the dance work. personal growth and qualities, and how the variables that different perspectives contributed to them. can be communicated through movement. b. Observe a dance b. Observe a work of b. Observe illustrations b. Respond to a dance b. Investigate a b. Develop a question b. Choose a topic, b. Conduct research, b. Research the b. Investigate two b. Choose a concept b. Use established b. Choose a personally work or practice. visual art. from a story book. work, using an inquiry- research question that relates to a topic of concept, or content using a variety of historical development contrasting topics, from a field other than research methods and relevant and based set of questions about a dance that study. from another discipline resources, to find of a dance genre or using a variety of dance. techniques to controversial idea to Identify and replicate a Describe and express Discuss observations (e.g. See.Think. communicates a of study and research information about a style. research methods. investigate a topic other research through text, movement from the through movement and identify ideas that Wonder.). perspective on an issue Research and select key how other art forms social issue of great Conduct research than dance. interview, web-based piece, and ask a something of interest inspire movement. or event and explore aspects of the topic, have expressed the interest. Use knowledge gained Identify and organize through text, interview, resources, and other question that pertains about the artwork. Create a movement its key aspects through using multiple sources. topic. from the research to ideas to create web-based resources, Collaborate with others media. to the choreography. Perform a dance sequence based on the movement. Use the information to create a dance study representative and/or other media. to identify questions Ask questions related to sequence that portrays responses and explain Choreograph and Create a dance study create a dance study that evokes the essence movement phrases. and solve movement Develop questions and the connection between the main ideas from the how certain movements Share the dance study perform a short that expresses the idea. that expresses a specific of the genre or style. From the research, problems that pertain movement problems the movements and the story. express a specific idea. and describe how the sequence that point of view on the Create a dance study select relevant ideas to the topic. from the research. artwork. creative process helped communicates the Explain how the dance topic. Share the study with exploring the and information and discover new aspects of information. study expressed the peers as part of a contrasting ideas. create a group dance Create and perform a Create and perform this topic. idea and discuss how Discuss whether the lecture demonstration work. dance work based upon choreography that Describe what was this learning process is experience of creating that tells the story of the Discuss how the the research and addresses these issues. Communicate the new learned from creating similar to, or different and sharing the dance historical journey of the research informed the Discuss how the dance discussion. learning in oral or the dance and discuss from, other learning reinforces personal chosen genre or style. choreographic process work communicates Discuss, orally or in written form. how the topic might be situations. views or offers new and deepens new perspectives or Discuss, orally or in writing, the insights portrayed using knowledge and Document the process understanding of the realizations. writing, the insights relating to knowledge another form of perspectives. of research and topics. relating to knowledge gained through the expression. application. Compare, orally and in gained through the research process and writing, the research process, the personal growth choreographic process synergy of resulting from the to that of other creative, collaboration, and the creation and academic, or scientific transfer of learning performance of this procedures. from this project to dance. other learning situations.

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Anchor Standard 11 Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Enduring Understanding 11.1 Societal, cultural, historical, and community contexts both influence and are influenced by dance. Artistic Process • CONNECTING Essential Question • How does dance reflect and influence the world? Process Component • RELATE

Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced DA:Cn11.1.PK DA:Cn11.1.K DA:Cn11.1.1 DA:Cn11.1.2 DA:Cn11.1.3 DA:Cn11.1.4 DA:Cn11.1.5 DA:Cn11.1.6 DA:Cn11.1.7 DA:Cn11.1.8 DA:Cn11.1.HSI DA:Cn11.1.HSII DA:Cn11.1.HSIII a. Show a dance a. Describe or a. View and perform a a. Observe a dance a. Identify the a. Select and describe a. Describe how the a. Interpret and show a. Compare, contrast, a. Analyze and discuss a. Formulate reasons a. Analyze dance a. Analyze dances from movement demonstrate the dance work or practice work or practice. relationship between movements in a movement how the movement and discuss dance how dance works or for the similarities and works or practices several genres or experienced at home movements in a dance from a different movement in a dance specific genre or characteristics and and qualities of a works or practices practices from a differences between from several genres styles, historical time or elsewhere. that was watched or culture or context. Relate the movements work or practice to that style and explain how qualities of a dance in dance work or practice performed by people variety of cultures, dance works or or styles, historical periods, and/or performed. to the people and of the society, or the movements relate a specific dance communicate its in various localities or societies, historical practices from selected time periods, and/or cultural dance Discuss the types of environment in which community and the to the culture, society, genre or style cultural, historical, communities. periods, or genres, geographical cultural dance practices. movements the dance work or culture from which the historical period, or communicate the and/or community communities both locations, and/or practices. performed. practice was created dance work or practice community from ideas of the culture, purpose or meaning. Formulate possible reveal and affect the historical time Discuss how the and performed. is derived. which the dance historical period, or reasons why ideas and perspectives periods. Discuss how the movement originated. community from similarities and of the people. movement characteristics, Explain which aspects which it originated. differences developed Identify changes that characteristics, techniques, of the culture are in relation to the ideas Present the dance works or techniques, choreographic communicated and perspectives documentation of practices and dance choreographic structures and through the dance important to each analysis in movement, artists have structures and devices, and purpose work or practice. social group. orally, in writing, engendered in society. devices, and purpose relate to the ideas and and/or via media relate to the ideas and perspectives of the Analyze the effect of technology. perspectives of the peoples from whom each dance work or peoples from whom the dances originate. practice, if any, on its the dance works or context. practices originate. Identify and discuss the political, cultural, Identify and discuss and historical the political, cultural, significance of the or historical dances and dance significance of the artists as related to dance works or social movements and practices and dance change. artists as related to social movements and Explain how this new change. knowledge has expanded one's dance literacy.