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Nebraska K-12 Fine Arts Standards: Dance (Approved by the Nebraska State Board of Education March 4, 2014) K-12 Dance: Students will develop knowledge and skills to create, perform, respond to, and connect artistic ideas and expressions through dance and movement. Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12 Create Concepts FA 2.3.1 Students FA 5.3.1 Students will use dance elements (glossary) and FA 8.3.1 FA 12.3.1 Students will employ dance will use dance choreographic principles (glossary) to develop movements that Students will elements (glossary) and choreographic elements (glossary) communicate ideas, images, and feelings. use dance principles (glossary), structures, and and choreographic elements processes to create dances that principles (glossary) to (glossary), communicate ideas, images, feelings, and explore ideas and choreographic experiences. images. principles (glossary), and structures to construct dances that communicate ideas, images, feelings, and experiences. FA 2.3.1.a Generate FA 5.3.1.a Generate spontaneous movement independently to develop ideas, images, FA 8.3.1.a FA 12.3.1.a Generate movement and create dance spontaneous movement and feelings (e.g., pantomime (glossary), communicate an emotion or idea through Generate phrases (glossary) to communicate ideas, images, independently to explore gestural movement). spontaneous and feelings, and experiences based on inspiration from a ideas and images (e.g., exaggerated variety of sources (e.g., create a dance phrase (glossary) *Show “excitement” using a variety of movements within special boundaries. Use shadowing and movement movement based on a favorite song, poem, art piece). imagery). movement to portray what you would like to be when you grow up. independently to *ABA (glossary) form, repetition, inversion, retrograde construct ideas, *Use similes such as “flit images, feelings, (glossary). like a butterfly” and “slither and experiences like a snake” to prompt (e.g., use a movement exploration. memory or personal narrative (glossary) to create a short movement phrase (glossary)). *Through movement, express a time you were scared. FA 2.3.1.b Create FA 5.3.1.b Create movement sequences that combine a variety of dance elements FA 8.3.1.b Create FA 12.3.1.b Create a dance sequence that uses a variety movements that use a (glossary) and images (e.g., combine multiple ideas or images to create a movement and compare of dance elements (glossary) to implement simple variety of dance elements sequence). multiple movement choreographic structures (glossary) and principles (glossary) (e.g., verbally cue phrases (glossary) (glossary) to fulfill choreographic intent (glossary) (e.g., *Make a movement sequence using student examples of “excitement”. Create a students to explore a that use a variety select phrases (glossary) for expansion into dance variety of imaginary “when I grow up” movement sequence. of dance elements sequences). environments that promote (glossary) and *Edit movement phrases (glossary) by changing rhythm, movement exploration and simple qualities). choreographic tempo (glossary), dynamics (glossary), use of space. structures *Follow the leader. Move (glossary) (e.g., through peanut butter, deconstruct

1 It is the policy of the Nebraska Department of Education not to discriminate on the basis of gender, disability, race, color, religion, marital staus, age, national origin or genetic information in its education programs, administration, policies, employment or other agency programs.

Nebraska K-12 Fine Arts Standards: Dance (Approved by the Nebraska State Board of Education March 4, 2014) strawberry gelatin, outer movement to space, a swamp; float like explore a helium balloon. choreographic structures (glossary)). *Explore what happens to a phrase (glossary) when you change the tempo (glossary), level, direction, sequence, repetition. FA 2.3.1.c Participate in FA 5.3.1.c Invent a movement sequence with others, improvise (glossary) to generate FA 8.3.1.c Invent FA 12.3.1.c Understand and apply the role of movement invention, movement ideas (e.g., use and understand the importance of cooperation and movement improvisation (glossary) to create choreography (glossary) improvise (glossary) with collaboration – Always say ‘yes’). sequences with with others (e.g., create cohesive transitions between the others (e.g., demonstrate others, improvise phrases (glossary)). *Echo, pass the movement. the roles of leader and (glossary) to *Use improvisation (glossary) to create transitions. Use follower or the activity of generate “give and take”). movement ideas communication and collaboration skills to solidify that develop from choreography (glossary). a variety of prompts and sources (e.g., incorporate various ideas to combine and layer movement elements). *Respond to musical accents (glossary), rhythms, narratives (glossary), artwork, images.

FA 2.3.1.d Collaborate FA 5.3.1.d Explore a variety of solutions to movement problems (glossary) with others to FA 8.3.1.d FA 12.3.1.d Manipulate movement ideas, choose from a (glossary) to solve simple create a movement sequence (e.g., choose and order the movements in a sequence). Manipulate variety of solutions to movement problems (glossary), and movement problems movement ideas work with others to create choreography (glossary) (e.g., *Define beginning, middle, end. (glossary), explore and and choose from a create a group work for peers). develop ideas and variety of solutions *Works may be based on an abstract (glossary) concept concepts (e.g., create to movement shapes as a small group, problems (glossary) such as time, or a concrete subject such as a personal moving as a unit). to establish a experience. simple movement *Create circles, triangles, study (glossary) squares, chains. Create with others (e.g., smaller groups within the collaborate larger group. (glossary) with peers to set formations and spatial patterns for a group work using learned movement

Nebraska K-12 Fine Arts Standards: Dance (Approved by the Nebraska State Board of Education March 4, 2014) material). *Give students a beginning of a movement phrase (glossary) and have them finish it as a group.

K-12 Dance: Students will develop knowledge and skills to create, perform, respond, and connect artistic ideas and expressions through dance and movement.

Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12 C FA 2.3.2 Students will explore FA 5.3.2 Students will develop FA 8.3.2 Students will comprehend and FA 12.3.2 Students will apply movement re movement skills in dance. movement skills in dance. demonstrate movement skills in dance. skills in dance. FA 2.3.2.a Explore locomotor and non-locomotor FA 5.3.2.a Demonstrate whole body movements FA 8.3.2.a Execute body movements with flexibility, FA 12.3.2.a Use a variety of body movements with at movement (glossary) to develop dance technique with flexibility and endurance to develop dance endurance, strength, and accuracy to develop dance flexibility, endurance, strength, and proper alignment (glossary) (e.g., gross motor movements). technique (glossary) (e.g., execute exercises and technique (glossary) (e.g., execute movement in a (glossary) to develop form and execute dance technique e combinations that build strength, awareness, variety of dance forms with accuracy). (glossary) (e.g., execute extended sequences in a variety *Skip, hop, march, sway, swing, spin, jump. M coordination, control). of dance forms with a high rate of accuracy). *Explore basic steps from a teacher-created list of *Demonstrate and practice proper alignment o Re dance forms. Teacher models and student co (glossary), isolations, implement warm-up (glossary), demonstrates. v cool-down routine. nst e FA 2.3.2.b Develop body awareness and explore FA 5.3.2.b Demonstrate ability to move rhythmically, FA 8.3.2.b Move in varied rhythms, explore spatial FA 12.3.2.b Apply time, space, weight, and flow to ruc how the body moves through space and time (e.g., explore levels (glossary) in space, shift weight, with orientations, and connect a series of dance moves perform dance (e.g., use expressive musical phrasing m t stretch, reach, bend, fold, twist, shrink, grow). and without locomotion to perform dance (e.g., plié, with differing intentions as dictated by style (glossary), and dynamic control). Mo triplet, gallop, battement, three-point turn, grapevine, genre (glossary), or other influences (e.g., use rhythm, *Axial movements (glossary), balance, spatial e dif lunge, balance (glossary)). space, weight, flow to respond to various influences). exploration. nt y *Incorporate arm movements and travel across the *Connect step series and perform with differing Ma floor. Combine in a small series. Try with a variety intentions apropos to the style (glossary) of outside nip of music. influences. ula te Addressed in grades 3-5. FA 5.3.2.c Demonstrate spatial qualities and FA 8.3.2.c Implement technical skills from a variety FA 12.3.2.c Recognize differences and execute technical pathways including curved, straight, and zig-zag of dance forms (e.g., modern, ballet, tap, jazz, hip- skills from a variety of dance styles (glossary) (e.g., study pathways; move at levels (glossary) from low to middle hop) after viewing a performance (glossary). techniques (glossary) such as ballet, modern, “release to high; leap, roll, and combine to a variety of technique (glossary)”, West African, Afro-Haitian, jazz, hip- *Bring in a guest artist that specializes in a genre rhythms (e.g., plié, triplet, gallop, battement, three- hop, rhythm tap, Broadway tap, flamenco, Broadway point turn, grapevine, lunge, balance (glossary)). (glossary). View an outside performance (glossary) and theater dance, Latin, ballroom). replicate the choreography (glossary). *Incorporate arm movements and travel across the *After completion of multiple units find similarities in floor. Combine in a small series. Try with a variety technique (glossary). Attend an outside workshop and of rhythms. discuss differing dance styles (glossary).

Nebraska K-12 Fine Arts Standards: Dance (Approved by the Nebraska State Board of Education March 4, 2014) K-12 Dance: Students will develop knowledge and skills to create, perform, respond, and connect artistic ideas and expressions through dance and movement. Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12 P FA 2.3.3 Students will explore etiquette FA 5.3.3 Students will employ proper FA 8.3.3 Students will understand how FA 12.3.3 Students will understand how to er (glossary) to enhance dance performance etiquette (glossary) to enhance dance to use performance (glossary) values apply performance (glossary) values fo (glossary). performance (glossary). (kinesthetic (glossary) awareness, (kinesthetic (glossary) awareness, r concentration, focus, and etiquette concentration, focus, and etiquette (glossary) (glossary) to enhance dance performance to enhance dance performance (glossary). m (glossary). FA 2.3.3.a Identify examples of audience etiquette FA 5.3.3.a Demonstrate appropriate behaviors and FA 8.3.3.a Use appropriate behaviors and etiquette FA 12.3.3.a Apply appropriate behaviors and etiquette (glossary) that support and enhance the performance etiquette (glossary) to observe and perform dance (glossary) to observe, create, and perform dance (glossary) to observe, create, and perform dance (e.g., (glossary) experience (e.g., develop guidelines with (e.g., create a set of agreed-upon criteria to evaluate movements (e.g., reflect upon personal criteria to demonstrate safe practices for each genre (glossary), peers and teacher for expressing opinions about dance with teacher and peers). evaluate dance, and share in class discussion). apply dance experience and knowledge, exhibit dance dance). awareness). *Invite a group to perform appropriate and *Use student self-reflection and peer assessment. Int *Raise hand to give positive feedback, polite inappropriate responses. Discuss the differences. Implement evaluation skills. *Be respectful of the space, student, instructor and self. erp applause. Ask students to list points of etiquette (glossary) regarding ret individual genres (glossary). Diff Addressed in grades 6-8. Addressed in grades 6-8. FA 8.3.3.b Identify the impact of performance FA 12.3.3.b Understand the impact of performance ere (glossary) values of clarity, concentration, focus, and (glossary) values of clarity, concentration, focus, and nti projection (glossary) on dance performance (glossary) projection (glossary) on dance performance (glossary) (e.g., ate (e.g., collaborate (glossary) with peers for group work understand the concepts of solo, duet, group dance, and Du using learned movement materials). the impact of each). plic *Feedback from an informed outside source on *Create a solo, duet or group performance (glossary) ate performance (glossary) values. Create an action plan reflecting a distinct personal statement. Students will on given feedback. Learn how to take constructive conduct peer assessment. criticism. Addressed in grades 6-8. Addressed in grades 6-8. FA 8.3.3.c Recognize how self-assessment can be FA 12.3.3.c Understand how self-assessment, teacher, used to refine dance performance (glossary) (e.g., and peer feedback can be used to refine dance maintain a dance journal, use research, resources, performance (glossary) (e.g., maintain a dance portfolio: notation, peer assessments, and self-reflections). journal, research, ideas, drawings, print-media clippings, resources, and performance (glossary) notes. Recognize *Give a few minutes at the end of each class period dance may look different to an audience vs. the way it for journaling. feels to a performer). *Interview an audience member and a dancer to get varying views. Apply constructive criticism from feedback to future rehearsals and performances (glossary).

Nebraska K-12 Fine Arts Standards: Dance (Approved by the Nebraska State Board of Education March 4, 2014) K-12 Dance: Students will develop knowledge and skills to create, perform, respond, and connect artistic ideas and expressions through dance and movement. Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12 R FA 2.3.4 Students will explore critical FA 5.3.4 Students will develop critical FA 8.3.4 Students will demonstrate FA 12.3.4 Students will apply critical e thinking skills to evaluate dance. thinking skills to analyze and evaluate critical thinking skills to analyze and thinking skills to analyze and evaluate dance. evaluate dance. dance. s p

o FA 2.3.4.a Explore and discuss how elements of FA 5.3.4.a Develop and discuss how elements of FA 8.3.4.a Explain and interpret how elements of FA 12.3.4.a Use accurate dance terminology to describe n movement are used to communicate ideas in dance movement are used to communicate ideas in dance movement and choreographic structures (glossary) are how elements of movement and choreographic structures (e.g., encourage students to use descriptive words (e.g., encourage students to use deliberate words to used to communicate ideas in dance (e.g., (glossary) are used to communicate ideas in dance (e.g., d to explore imagery). explore imagery). encourage students to analyze movements in order use written and verbal expression to analyze dance in to explore imagery and give perception). response to dance observation, creation, and *View photos or videos of dance and discuss *View photos or videos of dance and discuss performance (glossary)). imagery, shapes, and ideas. Discuss student- imagery, emotions, and ideas. Think-pair-share *Research the connections between dance styles generated free movement activities. student-generated free movement activities. (glossary). Discover the uses of cultural dances in *Write a review and compare it to a professional review. order to communicate. View an episode of “So You Think You Can Dance” or “Dancing With the Stars.” Write and compare student and judge critiques. Addressed in grades 6-8. Addressed in grades 6-8. FA 8.3.4.b Recognize and discuss the use of dance FA 12.3.4.b Analyze the use of dance elements (glossary)

elements (glossary) and choreographic forms and and choreographic forms and structures in a variety of Re structures in a variety of dance compositions (e.g., significant, current dance works for the 21st century (e.g., lat view live or recorded dance performance (glossary) implement analytical skills to examine current companies e and discuss, compare, and contrast). and/or choreographers). Ex am *Research a contemporary (glossary), emerging ine choreographer and write a report. Explore a current dance company and assess requirements for admission.

Nebraska K-12 Fine Arts Standards: Dance (Approved by the Nebraska State Board of Education March 4, 2014) K-12 Dance: Students will develop knowledge and skills to create, perform, respond, and connect artistic ideas and expressions through dance and movement. Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12 C FA 2.3.5 Students will explore cultural FA 5.3.5 Students will identify cultural FA 8.3.5 Students will understand FA 12.3.5 Students will apply cultural, o and interdisciplinary connections with and interdisciplinary connections with cultural, interdisciplinary, and historical interdisciplinary, and historical connections dance. dance. connections with dance. with dance. n FA 2.3.5.a Use dance to connect to social events, FA 5.3.5.a Use dance to discover social events, FA 8.3.5.a Use dance to understand concepts in FA 12.3.5.a Use dance to apply concepts in world history n ideas, and traditions (e.g., list the reasons people ideas, and traditions from a local context (e.g., U.S. history and relate them to significant events, and relate them to significant events, ideas, and traditions dance, sharing personal dance experiences; family investigate how dance reflects culture). ideas, and traditions from a national context (e.g., from a global context (e.g., research the role dance e events, social gatherings, to express emotions). investigate what role dance played in U.S. history). played globally and throughout time). *Learn a dance from one’s heritage and teach it to ct *Create a word/picture wall using these examples. the class. Explain when and by whom the dance is *Choose a style (glossary) of dance, and explore the *Explore the influences of various global dances by performed, and the cultural significance. origins and people who pioneered the dance form. researching historical, social, and cultural contexts. FA 2.3.5.b Use other arts disciplines to support FA 5.3.5.b Identify how other academic disciplines FA 8.3.5.b Analyze how other arts and academic FA 12.3.5.b Demonstrate how other arts disciplines and ideation for dance creation and performance support and enhance ideation and understanding for disciplines are integrated into dance creation and academic disciplines are integrated into dance creation (glossary) (e.g., understand how music, visual art, dance creation and performance (glossary) (e.g., performance (glossary) (e.g., recognize who, what, and performance (glossary) (e.g., understand the principles media and theatre can be combined with dance). combine dance with other academic disciplines when, where, why, and how it connects to other underlying collaboration by learning or creating dances in relating to coursework). disciplines when creating dance pieces). cooperation with students working in other disciplines, or *Add music to your movement. Use artwork to by using elements and skills from other disciplines). *Create a dance about movement of tectonic *Discuss technical elements (e.g., costume, set, Ge inspire movement. Take turns filming each other. *Music: joint project with a student composer. Visual ne Tell a story through movement. plates, times table, orbit of the planets. lighting) that convey the “givens” of a piece of rat literature. Arts: relationship between space, objects, viewer in art e installations. Theatre: sing and act while dancing. Media Int Arts: create a music video. er FA 2.3.5.c Explore how health and nutrition FA 5.3.5.c Identify how health and nutrition enhance FA 8.3.5.c Understand how dance has the ability to FA 12.3.5.c Apply health and nutrition to enhance dance nal enhance dance ability (e.g., discuss how exercise dance ability (e.g., recognize that some foods and enhance physical and emotional health (e.g., ability (e.g., set goals for healthy behaviors that may ize and nutrition make you feel). activities are more healthful than others). recognize shifting moods and the ways dance can enhance dance experiences). Int help explore and move through them). *Contribute to a list of favorite foods; discuss the *List, compare/contrast healthy and unhealthy *Investigate bodywork practices, (e.g., yoga) that may eg relationship between food, energy and exercise. choices. Understand how the body responds to small *Create a dance describing an emotion. remain lifelong pursuits. rat and large movements, stretching, and aerobic e activity. Pe FA 2.3.5.d Recognize that jobs in dance are FA 5.3.5.d Identify a variety of dance-related FA 8.3.5.d Investigate a variety of dance-related FA 12.3.5.d Identify various dance-related professions rso possible. careers. professions and the necessary training. and how they impact the field of dance. nal ize *Brainstorm and research a dance-related profession.