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1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information
Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance.
They demonstrate movement skills, process sensory information,
and describe movement, using the vocabulary of dance.
Development of Motor Skills and Technical Expertise
1.1 Combine and perform basic locomotor skills, moving on a specific
pathway (e.g., skip in circles, slide in zigzags, run in a variety
of linear paths). Combine and perform locomotor and axial movements
(e.g., walk and turn, stretch and slide).
1.2 Demonstrate the ability to start, change, and stop movement.
Comprehension and Analysis of Dance Elements
1.3 Perform short movement problems, emphasizing the element of
force/energy (e.g., swing, melt, explode, quiver).
1.4 Expand the ability to incorporate spatial and time concepts
in movement problems (e.g., select and combine three locomotor
movements traveling in three different path-ways and using three
different tempos).
Development of Dance Vocabulary
1.5 Describe dance elements used in personal work and that of
others.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance
Students apply choreographic principles, processes, and skills
to create and communicate meaning through the improvisation, composition,
and performance of dance.
Creation/Invention of Dance Movements
2.1 Create and perform complex improvised movement patterns, dance
sequences, and studies.
2.2 Improvise and select multiple possibilities to solve a given
movement problem (e.g., find four different ways to combine a
turn, stretch, and jump).
Application of Choreographic Principles and Processes to Creating
Dance
2.3 Create a sequence that has a beginning, a middle, and an end.
Name and refine the parts of the sequence.
2.4 Create a wide variety of shapes and movements, using different
levels in space.
Communication of Meaning in Dance
2.5 Perform dances to communicate personal meaning, using focus
and expression.
2.6 Compare and contrast the role of the performer with that of
a member of the audience.
Development of Partner and Group Skills
2.7 Demonstrate a variety of partner skills (e.g., imitation,
leading/following, mirroring).
2.8 Create, memorize, and perform original movement sequences
with a partner or a small.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions
of Dance
Students analyze the function and development of dance in past
and present cultures throughout the world, noting human diversity
as it relates to dance and dancers.
Development of Dance
3.1 Describe commonalities among and differences between dances
from various countries.
3.2 Describe and demonstrate ceremonial and folk/traditional dances
that show work activities (e.g., harvesting, fishing, weaving).
History and Function of Dance
3.3 Explain the function of dance in ceremonial and social community
events in Native American cultures.
3.4 Describe how costumes and shoes influence dance movement.
Diversity of Dance
3.5 Name and demonstrate dances of Native Americans.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of
Dance
Students critically assess and derive meaning from works of
dance, performance of dancers, and original works according to
the elements of dance and aesthetic qualities.
Description, Analysis, and Criticism of Dance
4.1 Name specific criteria to assess the quality of a dance performance
of peers (e.g., focus, level of personal involvement, physical
control).
4.2 Explain and demonstrate what it means to be a good audience
member.
Meaning and Impact of Dance
4.3 Explain how a performers dance skills contribute to communication
of ideas and moods when performing a dance (e.g., focus, strength,
coordination).
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning
in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in dance to learning across subject
areas. They develop competencies and creative skills in problem
solving, communication, and management of time and resources that
contribute to lifelong learning and career skills. They also learn
about careers in and related to dance.
Connections and Applications Across Disciplines
5.1 Explain relationships between dance elements and other subjects
(e.g., spatial path-ways maps and grids; geometric shapes body
shapes).
5.2 Describe how dancing develops physical and mental well-being
(e.g., control, flexibility, posture, strength, risk taking).
Development of Life Skills and Career Competencies
5.3 Explain how the time management, problem solving, and self-discipline
skills required for composing a dance apply to other school activities.
5.4 Give examples of ways in which the activities of professionals
in the performing arts are similar to each other (e.g., observing
discipline, practicing skills, rehearsing performances).
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