New Colorado P-12 Academic Standards

Current Display Filter: Dance - All - by Specific Prepared Graduate Competency - (Remove PGC Filter)

Content Area: Dance
Grade Level Expectations: High School - Extended Pathway
Standard: 1. Movement, Technique, and Performance

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Display dance movement skills, synthesizing technical proficiency, kinesthetic body awareness, and artistic interpretation

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate an understanding of dance elements (DOK 1-2)
  2. Articulate correct vocabulary terms to name dance movements in a variety of dance forms (DOK 1)
  3. Demonstrate with skill and accuracy an intermediate or advanced technical proficiency in the performance of multiple dance forms such as ballet, modern, jazz, tap, hip-hop, or world dance traditions (DOK 1-2)
  4. Perform dance works with artistic interpretation and projection (DOK 1-3)
  5. Demonstrate the ability to use basic notation methodology (DOK 1-2)

Inquiry Questions:

  1. How can basic technique in one dance form improve with the study of multiple dance forms?
  2. When casting for a role, would you choose the strongest technically proficient dancer, or the one who has greater stage presence or artistic interpretation skills?

Relevance & Application:

  1. Practicing dance technique cultivates self-discipline and leads to a high level of fluency in performance.
  2. Individuals who develop kinesthetic body awareness skills have a heightened awareness of their surroundings. For example, they sense dangerous situations and easily maneuver through crowds.
  3. Using appropriate software to further understand the anatomy and kinesiology of the body provides a scientific basis for proper use of musculature.

Nature Of:

  1. Dancers must combine technical proficiency and kinesthetic body awareness with artistic interpretation in order to become world-class dancers.
  2. Dancers have an in-depth understanding of how the human body moves in space.

Content Area: Dance
Grade Level Expectations: High School - Fundamental Pathway
Standard: 1. Movement, Technique, and Performance

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Demonstrate dance movement skills with technical proficiency and kinesthetic body awareness

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate with skill and accuracy technical proficiency in the performance of selected dance genres such as ballet, modern, jazz, tap, hip-hop, or world dance traditions (DOK 2-3)
  2. Articulate correct vocabulary terms for movements of selected dance styles and genres (DOK 1)
  3. Develop an awareness of center and alignment while efficiently articulating a variety of dance styles (DOK 1-2)

Inquiry Questions:

  1. How does maintaining a strong center support arm and leg extensions?
  2. Why do dancers consider their bodies "body instruments?"
  3. How do dance techniques become "genres" or globally accepted styles?

Relevance & Application:

  1. Developing technical proficiency in any endeavor requires self-discipline, the ability to self-correct, and perseverance.
  2. Musicians employ differing vocal skills when singing opera versus folk versus rap.

Nature Of:

  1. Dancers perform a variety of dance styles with distinctive characteristics.

Content Area: Dance
Grade Level Expectations: Eighth Grade
Standard: 1. Movement, Technique, and Performance

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Various foundational dance styles (ballet, modern, jazz, tap)

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate adaption of movement to various dance styles (DOK 1-3)
  2. Perform prescribed choreographic work from at least two different styles of dance (DOK 1-2)
  3. Demonstrate increased technical rigor in more than one style of dance (DOK 1-3)
  4. Assemble appropriate costumes for a dance production (DOK 1-4)
  5. Demonstrate knowledge of staging procedures within a production (DOK 1-2)

Inquiry Questions:

  1. How does adaptation of various dance styles demonstrate knowledge?
  2. Why is it important to know more than one style or movement approach to dance?
  3. How would you describe your own personal style of dance?

Relevance & Application:

  1. Using technology such as video and moviemaker) provides the ability to demonstrate a broad range of dance styles for building a portfolio.
  2. Applying multiple approaches in dance through the personalization of movement demonstrates a dancer's ability to think critically and problem-solve.
  3. Following a prescribed choreographic work gives dancers a foundation for understanding basic dance sequence and structure.
  4. Choreographic structures have many similarities to music, theatre, and literary structures.

Nature Of:

  1. Innovative dancers are skilled in more than one dance style.

Content Area: Dance
Grade Level Expectations: Seventh Grade
Standard: 1. Movement, Technique, and Performance

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Demonstrate alignment control during warm-up and movement sequences

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate proper modern dance movements in center- and across-the-floor combinations such as centered and off-centered movement; fall and recovery; and swing and suspend. (DOK 1-2)
  2. Articulate the importance of gradually warming up the body by following a sequence of movements that progressively increases in difficulty and works specific muscle groups. (DOK 1-2)
  3. Maintain balanced and aligned posture by being aware of how this is attained (using eyes for visual cues, middle ear for sense of equilibrium, and receptors in joints and muscles). (DOK 1-3)
  4. Physically demonstrate how a well-planned kinesthetic warm maintains dance technique and rigor in performance (DOK 1-3)
  5. Understands and can demonstrate that center/core strength increases body control and thorough range of movement. (DOK 1-3)

Inquiry Questions:

  1. How are some architectural structures suspended?
  2. Which is more satisfying: resisting gravity or giving into it?
  3. What is the connection between a strong center and: fall, recovery, swing and suspension?

Relevance & Application:

  1. The ability to respond mindfully to being thrown off center reflects a flexibility of thought that can be applied in any life situation where the unexpected occurs such as maneuvering a crowded sidewalk.
  2. Dancers use body alignment much like vocalists use proper vocal alignment to provide agility and stability.
  3. Video playbacks can be used to assess proper alignment.

Nature Of:

  1. Dancers are trained to be immediately responsive to both internal and external stimuli and to make the resultant response meaningful.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Demonstrate performance skills

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Memorize prescribed choreographic work in an informal setting (DOK 1)
  2. Perform a prescribed choreographic work in a formal setting (DOK 1-2)
  3. Respond to directions by the choreographer, and implement corrective action (DOK 1-3)

Inquiry Questions:

  1. What jobs or careers involve public performances?
  2. What is the difference between dancing in class and dancing in a production?
  3. How is memorized choreography different from improvisation?
  4. Why is the work of some choreographers easier to perform than the work of others?

Relevance & Application:

  1. Rehearsals require a different focus and application of skills from skills applied in dance production situations.
  2. To videotape and critique one's performance in practice situations improves real-world applications.
  3. The performance of the basic structures of choreographed works develops confidence to take risks.
  4. Performance skills develop a dancer's self-direction and problem-solving abilities.

Nature Of:

  1. It is the goal of dance performance to impart meaning and elevate awareness.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Demonstrate foundational dance forms (ballet, modern, tap, jazz)

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Match dance terminology correctly to movements executed in a variety of dance forms. (DOK 1)
  2. Demonstrate body positions correctly that relate to a variety of dance forms (parallel and turned-out positions, contract, neutral and release) (DOK 1)
  3. Demonstrate traveling movements correctly from a variety of dance forms (DOK 1-2)
  4. Differentiate what style is being demonstrated by the use of a particular technique. (DOK 1)
  5. Understand the benefits of training in more than one style/technique (DOK 2-3)

Inquiry Questions:

  1. How is your experience of modern technique different from your experience of ballet?
  2. What is the connection between muscle control and movement execution?
  3. How would you describe the feeling of working on the floor as opposed to working in a vertical plane?

Relevance & Application:

  1. Because most people move in a parallel orientation, technique leads to better body and kinesthetic awareness for pedestrian movement.
  2. An understanding of how the abdominal wall supports the spine improves posture and helps with proper lifting and carrying.
  3. Voice coaches occasionally have singers lie on the floor to experience proper breathing.
  4. Animation software allows students to take still images and imitate them.

Nature Of:

  1. Dancers who study the foundational dance forms are highly versatile performers.
  2. Dancers employ artistic investigation to enhance kinesthetic growth, cross training, and muscular balance.

Content Area: Dance
Grade Level Expectations: Sixth Grade
Standard: 1. Movement, Technique, and Performance

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Demonstrate movement originating from a strong center

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify in writing movement observed relative to "center" (DOK 1-3)
  2. Identify orally movement relative to "center," and begin techniques to strengthen the center (DOK 1-2)
  3. Demonstrate physically muscular engagement for appropriate posture relative to a strong central center (DOK 1-3)
  4. Demonstrate proper body alignment (parallel and turned out positions) in a variety of foundational dance forms (DOK 1-2)

Inquiry Questions:

  1. What impact does center or core have on your ability to dance and execute steps?
  2. Why is it important to be able to articulate our understanding of "center" through the written and spoken word?
  3. What are some of the non-dance movements you perform that are more efficient because you move from your center?
  4. When would a person not want to move from center? Why?

Relevance & Application:

  1. The knowledge of how to move from the center is fundamental to functional wellness.
  2. The use of words to explain kinesthetic concepts can make those concepts more accessible to verbal and language learners.
  3. The concept of center can be compared to principles of physics, wherein weak cores result in structural collapses. For example, buildings with weak architecture collapse during earthquakes.
  4. Technological networks function properly only if the hubs or routers function properly.

Nature Of:

  1. Dancers in all genres understand that the core is what grounds even the freest of dance movement.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Perform basic movement phrases containing choreographic intent

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform a dance phrase created by others (DOK 1)
  2. Perform a dance phrase manipulated by others (DOK 1-2)
  3. Perform a dance phrase developed by others (DOK 1)
  4. Demonstrate self-awareness through dance sequences and dance works (DOK 1-3)

Inquiry Questions:

  1. How is performing someone else's movement different from performing one's own?
  2. What is lost and gained in movement translation from choreographer to performer?
  3. Does knowing the original phrase make it easier or more difficult to then apply someone else's manipulation?

Relevance & Application:

  1. People are asked in daily life to execute the wishes of others and are judged as successful or unsuccessful based on how accurately they understand the intent of those requesting action.
  2. Theme and development in music is one of the most powerful compositional formats.
  3. One is directed to interpret memorized lines in theatre to shift meaning and nuance.
  4. Graphic design software allows for downloads of non-copyrighted images that can be manipulated and developed for individual copyright.

Nature Of:

  1. Dancers preserve traditions with their ability to replicate the movement and intent of choreographers who precede them, and to teach the movement to the next generation.
  2. Choreographers depend on dancers to take the choreographer's vision and give it form by replicating movement and intent.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Demonstrate skills in foundational dance forms (ballet, modern, tap, jazz)

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Match terminology to movement execution (and vice versa) (DOK 1)
  2. Demonstrate turnout (DOK 1)
  3. Demonstrate positions (DOK 1)
  4. Demonstrate fundamental locomotor and non-locomotor movement (DOK 1)

Inquiry Questions:

  1. Is it easier to hear the term and execute a movement, or to see the movement and think of the term?
  2. Why is ballet considered by many the "foundation" of dance?

Relevance & Application:

  1. Most people find they can remember almost anything more easily if they associate it with something else. Movement is one of the strongest mnemonic devices.
  2. Common twists and sprains occur when the structural components of the leg are out of alignment. Knowledge of turnout and positions allows one to maintain and regain the postural placement of hip, knee, and ankle joints.
  3. In the same way that ballet structures support specific movement, ergonomic devices are designed to maximize technological efficiency.

Nature Of:

  1. Dancers with a solid classical foundation in technique or movement skills have excellent control of their bodies and movement execution.

Content Area: Dance
Grade Level Expectations: Fourth Grade
Standard: 1. Movement, Technique, and Performance

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Perform dances from at least two different styles or genres

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Display different basic techniques required by styles or genres (DOK 1-3)
  2. Notate the basic structure of a style or genre using movement notation (DOK 1-3)

Inquiry Questions:

  1. Where do varying styles and genres come from?
  2. How do the commonalities of style or genre give a distinct form to a dance?
  3. How can forms in dance mirror musical forms?

Relevance & Application:

  1. Video footage of diverse genres and styles gives context to the global world of dance.
  2. Styles and genres of dance depict similarities in musical and literary styles and genres.

Nature Of:

  1. Dancers use structured patterns as a means to communicate intent.