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:

3. Produce a multi-faceted dance performance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Direct and assist in producing a public dance performance (DOK 1-4)
  2. Demonstrate the continuity of composition to the end dance performance (DOK 1-4)
  3. Define the explicit process used when producing a dance work (DOK 1-4)

Inquiry Questions:

  1. How does one make a dance work accessible and interesting for an audience?
  2. What must a dancer do to properly prepare for a performance?

Relevance & Application:

  1. Multi-step processes in performance preparation mirrors multi-step problem-solving in mathematics.
  2. Dance producers and project managers alike must develop a detailed schedule for creating and implementing a project to ensure its timely and quality completion.
  3. Theatrical lighting technologies can be used to create lighting plots for dances.

Nature Of:

  1. Collaboration is at the core of a dancer's process of performance. Dancers must work closely with and trust one another, their directors and choreographers, and technicians to prepare for and perform dance.

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:

4. Understand the components of the performance process

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate the ability to work through the rehearsal and performance components of a dance production (DOK 1-4)
  2. Demonstrate the ability to describe production elements used when creating a performance (DOK 1-2)
  3. Analyze the role of the audience during a performance (DOK 1-2)

Inquiry Questions:

  1. Why is an understanding of intent important when performing?
  2. How does the structure used to produce a performance affect the outcome?
  3. What is it like to perform for an audience?

Relevance & Application:

  1. A project manager must utilize and implement an organized and thoughtful process to ensure a successful outcome.
  2. The production of a theatrical performance requires strategically using audio, digital, lighting, and mechanical technologies to provide a variety of presentation possibilities.

Nature Of:

  1. Dancers understand that producing a performance can only be accomplished with the successful collaboration of artistic, administrative, and technical expertise.

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: 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:

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.

Content Area: Dance
Grade Level Expectations: High School - Fundamental Pathway
Standard: 2. Create, Compose and Choreograph

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

Concepts and skills students master:

2. Apply the creative process to dance-making

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use the creative process to make a dance (DOK 1-4)
  2. Refine and edit movements and dances (DOK 1-4)
  3. Develop a dance work using the concept of beginning, middle, and end (DOK 3-4)
  4. Compare composition in dance to writing descriptive narrative and poetry (DOK 1-3)

Inquiry Questions:

  1. How does one start, continue, and end a dance work?
  2. What does it take to plan and rehearse a dance work?
  3. How does one decide what movements to keep and what to cut in a dance work?
  4. Can one tell a story with dance?
  5. How is it different to create a dance for a solo compared to creating an ensemble piece?
  6. How does one know when a dance work is finished?

Relevance & Application:

  1. Applying the use of technology to dance creation gives technology a human face.
  2. Creative process in dance mirrors many of the processes used in other art forms.
  3. Dancers use multimedia and technology to highlight the ideas of a dance work.
  4. Collaboration in dance-making needs forethought about how to maximize the performers' strengths.

Nature Of:

  1. Dancers and choreographers use critical thinking, creativity, collaboration, and process systems to create dance and make dance works.
  2. A new dance emerges from a choreographer as a new story emerges from an author.

Content Area: Dance
Grade Level Expectations: Fifth Grade
Standard: 2. Create, Compose and Choreograph

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

Concepts and skills students master:

1. Create group dances

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create various group shapes and spatial settings (DOK 1-2)
  2. Create a dance by using group shapes and spatial settings (DOK 3-4)
  3. Evaluate a dance in terms of balance and proportion (DOK 1-4)

Inquiry Questions:

  1. How do you give form to group shapes in space and time?
  2. Do the chosen movements project the intent?
  3. How do you know you are finished?

Relevance & Application:

  1. When we work with others, we learn as much about ourselves as we do about others.
  2. Shared inquiry builds an appreciation of diverse opinions and styles.
  3. Dance form and design parallel the structure in creative writing.
  4. A strong understanding of mathematical concepts such as numeracy and geometry are used when developing dance studies.

Nature Of:

  1. Creating and performing dances are forms of self-expression and convey the choreographer's intent.
  2. Dance reinvents itself with new works at every opportunity.