New Colorado P-12 Academic Standards

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Content Area: Dance
Grade Level Expectations: High School - Extended Pathway
Standard: 3. Historical and Cultural Context

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

Concepts and skills students master:

1. Investigate two or more cultural and historical dance forms or traditions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Relate dances across cultures to a real-world context (DOK 1-3)
  2. Compare and contrast two or more masterworks created from different traditions such as Western, Eastern, and tribal (DOK 2-3)
  3. Articulate the significant role of the ability of dance to communicate across cultures (DOK 1-3)
  4. Understand the role of gesture and posture in historical and cultural dance traditions (DOK 1-3)

Inquiry Questions:

  1. What dance traditions interest you the most and why?
  2. How do the costumes compliment or support a dance?
  3. How do changes in the steps, movement style, and body posture change the message?

Relevance & Application:

  1. Knowledge of different cultures leads to an understanding of their dance forms.
  2. Dance connects to social studies and humanities.
  3. Technology can be used to research and discover another culture's dance form or tradition.
  4. Approaches in choreography can be seen as important rituals in many cultures.

Nature Of:

  1. Dancers transcend cultural and linguistic boundaries.
  2. Dancers communicate important ideas or perspectives, and share with their peers and audiences in other cultures.
  3. Every culture dances.

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

Concepts and skills students master:

2. Utilize technical skills and knowledge of historical and cultural dance in performance situations

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Relate dances across cultural and historical periods to a real-world context of decisions made in contemporary performance (DOK 1-4)
  2. Synthesize the technical differences between two or more master works created in different historical periods (DOK 3-4)
  3. Demonstrate a diversity of historical repertory (DOK 1-2)
  4. Articulate how dance is used recreationally throughout history and within cultures (DOK 1-2)
  5. Analyze and discuss the characteristics of noted dance performers through history and up to the present (DOK 1-3)

Inquiry Questions:

  1. How has dance been affected by people or events in history?
  2. How has dance affected people or events in history?
  3. How have costumes changed in a specific dance form throughout history?
  4. How has a dance form changed throughout the ages?
  5. How do different cultures manifest the purpose of dance?
  6. How can dance function to make important contributions to society?

Relevance & Application:

  1. An increase in knowledge of different eras of history demonstrates an understanding of various dance forms.
  2. Dance provides a connection to history.
  3. Technology is used to research and discover another culture's dance forms or traditions.

Nature Of:

  1. Every historical era can be represented through dance.
  2. Dancers use their art form to document moments in history.

Content Area: Dance
Grade Level Expectations: High School - Fundamental Pathway
Standard: 3. Historical and Cultural Context

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

Concepts and skills students master:

2. Use knowledge of cultural and historical dance forms to translate into performance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Research one dance work from a historical time period, and incorporate the work into a performance (DOK 1-4)
  2. Research the significant role of dance throughout history to make decisions for performance (DOK 1-4)
  3. Examine dance as artistic expression, and include different dance styles and dances across various cultures that are elevated to an art form (DOK 1-4)

Inquiry Questions:

  1. What connections are seen between a historical dance form and the culture in which it was created?
  2. How has dance been affected by events in history?
  3. How has dance affected events in history?
  4. Why is it important to incorporate cultural and historical traditions into contemporary performance?

Relevance & Application:

  1. The knowledge of different eras of history provides understanding of different dance forms.
  2. The significance of historical and cultural dance traditions provides insight into many diverse societies.
  3. Technology is used to research and discover a historical dance.
  4. Every era of history has dance, which is considered the first art form in history.

Nature Of:

  1. Culture and history live through dance.

Content Area: Dance
Grade Level Expectations: Eighth Grade
Standard: 3. Historical and Cultural Context

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

Concepts and skills students master:

1. Historical dance figures represent the era and society in which they lived and worked

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Articulate the importance of dance through history and its ability to communicate across cultures (DOK 1-2)
  2. Understand the impact of notable dancers in history (DOK 1-3)
  3. Describe the important contributions of different choreographers in selected dance styles and cultures (DOK 1-3)
  4. Demonstrate the role of dance patrons and impresarios as art through history (DOK 1-2)
  5. Use appropriate research techniques to study historical dance figures (DOK 1-3)
  6. Discuss the relationship between the social and political environment of historical dance figures and how these factors contributed to their work (DOK 2-3)
  7. Draw correlations between what is researched and what is learned in dance class (DOK 1-3)

Inquiry Questions:

  1. What qualifies a dancer or choreographer as historical?
  2. What contributions have historical dance figures had on the development of dance and dance styles?
  3. How is the work of historical dance figures relevant today?

Relevance & Application:

  1. Current societal issues are common themes in artistic presentations.
  2. Technological resources give access to research journals, primary sources, and dance literature that provide in-depth research on historical dance figures.

Nature Of:

  1. Dancers reflect their world through movement.

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

Concepts and skills students master:

2. Observe and participate in a variety of dance forms from around the world

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Understand the universal themes, purposes, and functions of dance through time and across cultures (DOK 1-3)
  2. Distinguish between participation (social) dances that build community and performance-based dances that express an individual's ideas (DOK 1-2)
  3. Differentiate between dance as artistic expression and dance as entertainment (DOK 1-2)
  4. Research and participate in dances from various world cultures (DOK 1-3)
  5. Articulate through verbal and written means the significant dance elements of identified world cultures (DOK 1-3)
  6. Create and present a dance study that reflects one's synthesis of researched world cultures (DOK 1-4)

Inquiry Questions:

  1. What style of dance would be considered "world culture?"
  2. Are American dance styles considered world culture in other countries? Why, why not?
  3. What world cultures exist within your own community?

Relevance & Application:

  1. Traditional dress, dances, foods, music, and rituals are ways that cultures express what is most important in their communities.
  2. Real-time media allow us to experience authentic performances from a variety of world cultures simultaneously.

Nature Of:

  1. Dance serves as an expression of what a culture values most.

Content Area: Dance
Grade Level Expectations: Seventh Grade
Standard: 3. Historical and Cultural Context

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

Concepts and skills students master:

1. The values of a culture are reflected in their dances

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Examine the human need to communicate individual ideas through movement and dance (DOK 1-3)
  2. Recognize dances from around the world that communicate something unique about specific cultures (DOK 1-2)
  3. Understand the impact of culture and geographic origins on the characteristics, costumes, and styles of dances (DOK 1-3)
  4. Discuss the unique elements of selected world dance forms (DOK 1-2)
  5. Demonstrate an understanding of world dance forms through performance (DOK 1)
  6. Improvise identified world dance forms utilizing their unique elements (DOK 2-3)
  7. Discuss how dance styles influence each other across cultures (DOK 1-3)

Inquiry Questions:

  1. To what extent do costumes determine how dancers move? How is this related to what they are trying to convey as a culture?
  2. How would youth from other cultures learn our dances?

Relevance & Application:

  1. People express through their dances what they value as a culture.
  2. In the same way that "walking in another's shoes" builds sensitivity, putting another's movements into one's own body builds empathy.
  3. Digital media allow us to experience authentic performances from a variety of world cultures.

Nature Of:

  1. Dance communicates both global and personal perspectives.
  2. Dance reflects a common goal, effort, and communal spirit.

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

Concepts and skills students master:

2. Dance represents the culture of a society

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Learn the roots of Western dances and those that are not Western (DOK 1-2)
  2. Understand differences in social, ritual, and performance-based dances (DOK 1-2)
  3. Trace the evolution of social dances in different societies, and use gestures, step patterns, body positions, rhythms, styles, and costumes (DOK 1-4)
  4. Demonstrate basic skill in performing formal social dances (DOK 1)
  5. Link social dances to social mores, and discuss how the dances are performed and received (DOK 1-2)

Inquiry Questions:

  1. Why did some dances become popular in their day?
  2. In what ways are popular dances today similar and different from historical social dances?
  3. How do dances of given eras reflect the manners and morals of that era?

Relevance & Application:

  1. Becoming familiar with social norms prior to travelling to another country can help one to avoid embarrassing or confrontational situations.
  2. Re-creating a historical scene is an engaging way to experience another time period.
  3. Videotaping allows for careful comparisons between originals and re-creations.

Nature Of:

  1. Dance serves as a barometer for social attitudes and political climates.

Content Area: Dance
Grade Level Expectations: Sixth Grade
Standard: 3. Historical and Cultural Context

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

Concepts and skills students master:

1. Culture and geography are reflected in the traditional dance heritage of a people

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify the origins of selected dances throughout history, and trace their development and evolution through time (DOK 1-3)
  2. Describe dance forms that developed along with musical forms (DOK 1-2)
  3. Demonstrate basic skills in the replication of a series of traditional steps (DOK 1)
  4. Demonstrate stylistic and technical differences between cultures (DOK 1-2)
  5. Speak to orally or in writing distinctions in cultural contexts (DOK 1-2)
  6. Research selected cultural dances (DOK 1-3)

Inquiry Questions:

  1. How do cultural forms reflect current trends in dance?
  2. How does learning about another culture inform your perception of your own?
  3. How does understanding a culture make learning a dance more meaningful?

Relevance & Application:

  1. Concepts in science require memorization and an understanding of traditional processes in order to comprehend how interactions work.
  2. Theatre productions use traditional costumes, music, and movement to convey a sense of time and place.
  3. Software for databases, word processing, and spreadsheets require one to learn traditional industry standards of practice.
  4. Geography impacts how traditional dances are created.

Nature Of:

  1. Dancers value traditional and cultural dance forms, which serve as the foundation for new and cutting-edge choreography.

Content Area: Dance
Grade Level Expectations: Fifth Grade
Standard: 3. Historical and Cultural Context

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

Concepts and skills students master:

2. Observe dances from different historical periods

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the use of dance elements (space, time, and energy) in dances from different historical periods (DOK 1-2)
  2. Describe the use of compositional elements in dances from different historical periods (DOK 1-2)
  3. Identify contributions of major works in relation to their historical and cultural context (DOK 1-3)

Inquiry Questions:

  1. What cultural influences do you see in popular dances that you like?
  2. What does a dance from long ago tell us about people from the past?
  3. How have historical events affected or influenced dance styles?

Relevance & Application:

  1. Dance can reveal, in codified fashion, socially and historically specific attitudes toward use of the body for communication. For example, many cultures use social dances to celebrate births, commemorate deaths, and mark special events using gestures and movements drawn from their everyday lives.
  2. Electronic media such as television, the Internet, and film provide a window to view the many diverse cultural and societal uses of dance. They also provide an ability to see similarities and differences among traditional dance techniques.

Nature Of:

  1. Dance reflects history through movement.

Content Area: Dance
Grade Level Expectations: Fourth Grade
Standard: 3. Historical and Cultural Context

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

Concepts and skills students master:

2. Recognize ideas and styles in major dance works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify the intent behind major dance works (DOK 1-2)
  2. Re-create ideas found in a major dance work (DOK 2-4)
  3. Alter space, time, and energy as stimulated by a great work (DOK 2-3)

Inquiry Questions:

  1. Do you see dance differently when you know dance vocabulary?
  2. Does dance have boundaries?
  3. How have technology and the mass media affected dance?
  4. How does dance movement provide emotional responses in an audience?

Relevance & Application:

  1. Connecting the similarities in many diverse styles provides insight to the universality of dance. For example, gestures identifying a caress mean tenderness, and a clenched fist means anger.
  2. Using an idea from a major work and modifying the idea requires similar problem-solving skills as science experimentation (identifying common variables within an experiment); mathematical experimentation (identifying similar numeric patterns and rearranging them to produce new results); and musical experimentation (using a familiar musical phrase and adjusting the tempo or harmony to create a new sound).

Nature Of:

  1. Observers of dance see and feel the choreographer's intent.

Content Area: Dance
Grade Level Expectations: Third Grade
Standard: 3. Historical and Cultural Context

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

Concepts and skills students master:

2. Recognize styles in major dance works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Recognize examples of modern dance (DOK 1)
  2. Execute basic jazz moves and tap steps, and trace the origins to African dance (DOK 1-2)
  3. Compare and contrast popular dance with concert dance (DOK 2-3)
  4. Recognize dance as performance-based, social, and ritual (DOK 1-2)
  5. Recognize dance's relationship to theater, music, and art (DOK 1-2)
  6. Understand the artistic role of dancers and choreographers in today's society (DOK 1-3)

Inquiry Questions:

  1. Where is dance performed?
  2. What makes a dance interesting?
  3. What makes theatrical or performance dance different from a social or ritual dance?

Relevance & Application:

  1. Major dance works are often heavily influenced by a cultural event that has had a great impact on society. For example, Siobhan Davies' "Carnival of the Animals" is a work that provides students with an introduction to Saint- Saens' creation of sounds for the animals and Davies' visual movements for exploration and recreation.
  2. Forms and sources of documented dance works include video, DVD, and the Internet.

Nature Of:

  1. Dance provides a cross-cultural collaboration.

Content Area: Dance
Grade Level Expectations: Second Grade
Standard: 3. Historical and Cultural Context

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

Concepts and skills students master:

2. Dance is part of every society and community

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Understand that different cultures have unique styles of dance based on their cultural influences (DOK 1-2)
  2. Compare and contrast the difference between dances of the past and dances of the present (DOK 2-3)
  3. Understand dance as performance-based, social, and ritual (DOK 1-2)
  4. Recognize the contributions of present-day professional choreographers and dancers (DOK 1)

Inquiry Questions:

  1. What kinds of social dances did your parents do?
  2. Why might different people interpret the same dance differently?
  3. How will learning movement patterns help to understand dance?

Relevance & Application:

  1. Understanding that culture produces shared customs, beliefs, words, and artifacts, as well as movement styles and activities provides an awareness of the many purposes of dance such as tribal rituals, festivals, rites of passages, and entertainment.
  2. Articulating and following dance patterns and styles build a kinesthetic connection of mathematical patterns.
  3. Documenting dances, dancers, and the ways that world communities respond to dance can be done with contemporary tools such as photography and communication devices.

Nature Of:

  1. Dance is a product of the creator's personality, and the social and historical context in which it was created.

Content Area: Dance
Grade Level Expectations: First Grade
Standard: 3. Historical and Cultural Context

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

Concepts and skills students master:

2. All cultures around the world have unique dances

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Recognize that dance is found in all countries in the world (DOK 1)
  2. Use basic postures, footwork, and gestures in dances from different cultures (DOK 1-2)
  3. Dance to folk dance music with various tempi (DOK 1)
  4. Discover how music inspires and influences dance (DOK 1-2)

Inquiry Questions:

  1. How would you describe a particular dance?
  2. What kind of stories do different cultures tell through movements?
  3. How has dance changed through over time?

Relevance & Application:

  1. The communication without words through dance identifies the global language of movement.
  2. Scientists and historians study the use of dance and rituals of diverse cultures to understand the similarities and differences in cultures and societal norms.

Nature Of:

  1. Dancers express their lives through movement.

Content Area: Dance
Grade Level Expectations: Kindergarten
Standard: 3. Historical and Cultural Context

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

Concepts and skills students master:

1. Perform simple social dances that communicate an idea

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Dance cooperatively with others (DOK 1-3)
  2. Recognize that social dances are designed in circles, lines, and free formations (DOK 1-2)
  3. Recognize the movements in performance of historical, cultural, social, sacred, and theatrical dances (DOK 1)

Inquiry Questions:

  1. How does dance help us to think about people from the past?
  2. How does dance help us to learn about other people?
  3. How do you know what is happening in a dance?

Relevance & Application:

  1. Understanding folk dances and their origins brings insights into the many diverse cultures that immigrated to America.
  2. Identifying and performing using dance shapes and formations builds collaboration and self-direction skills, and connects shape and form in other disciplines such as mathematics, visual art, and stories.

Nature Of:

  1. Dancers see patterns and structures in dances of all kinds.

Content Area: Dance
Grade Level Expectations: Preschool
Standard: 3. Historical and Cultural Context

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

Concepts and skills students master:

1. Recognize dances from around the world

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. View dances from around the world, and explore the country of origin (DOK 1-2)
  2. Explore dance as a way for people to express themselves (DOK 1-2)
  3. Demonstrate how people in different cultures move in similar and different ways (DOK 1-2)
  4. Explore occasions for dance across different cultures (DOK 1-2)
  5. Explore shapes, levels, and patterns in a dance, and describe the actions (DOK 1-3)

Inquiry Questions:

  1. How do people today express themselves through dance?
  2. What feelings can dance create?
  3. Why do different cultures have different dances?

Relevance & Application:

  1. Identifying the special occasions and festive events that use dancing provides an understanding that dance can serve a specific purpose.
  2. Identifying how dance is used to express feelings provides opportunities to explore individual feelings.

Nature Of:

  1. Dancers share their life experiences through movement.