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 Arts Standards Coding System Table of Contents NYS Learning Standards for the Arts Anchor Standard • Artistic Process • Process Component p. Revision Committee Each discipline is assigned an alphabetic abbreviation using uppercase letters 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 Cr Creating Shirlene Blake Harvest Collegiate High School Pr Performing/Presenting/Producing Anchor Standard 3 • Creating • Revise 6 Re Responding Kerrianne Cody PS 165 Edith K. Bergtraum School 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. Page 2 of 17, DANCE Copyright 2017 The New York State Education Department DA N C E ~ C r e a t i n g ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 1 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.