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:

1. Cultural and historical dance forms and traditions are influenced by the values of the society they represent

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the various roles that dance has played throughout history (DOK 1-2)
  2. Perform historical dances, and demonstrate an understanding of their role in society during their time period (DOK 1-2)
  3. Analyze master works created from a distant tradition such as Western, Eastern, and tribal (DOK 2-3)
  4. Discuss the purposes and functions that dance provides around the world (DOK 1-2)
  5. Examine universal dance themes from around the world by identifying themes of courtship and marriage, fertility, worship, and death (DOK 1-3)
  6. Articulate the factors that differentiate dance as artistic expression and dance as entertainment (DOK 1-3)

Inquiry Questions:

  1. What dance traditions most interest you?
  2. Where could one find information to research a dance tradition?
  3. How could a traditional dance be adapted into a contemporary context?
  4. Why do people dance?
  5. Which dances will be preserved 100 years from now?

Relevance & Application:

  1. Increasing knowledge of different cultures by understanding their dance forms gives insights to the cultural traditions and purposes of dance.
  2. Using dance as a connection to social studies provides social awareness of contemporary and historical culture.
  3. Using technology to research and discover another culture's dance forms or traditions opens doors to familiar and unfamiliar cultures.
  4. Dancing communicates important ideas and shares new perspectives.

Nature Of:

  1. Dancers transcend cultural and linguistic boundaries.
  2. Every culture dances.

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:

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:

1. Dances from different cultures have similarities and differences

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify universal dance themes found throughout the world
  2. Recognize the relationship between music and dance when learning dances from around the world (DOK 1-2)
  3. Examine step patterns and use of gestures for social dances (DOK 1-2)
  4. Replicate the use of formations and spatial groupings in cultural and social dances (DOK 1-2)
  5. Discuss distinguishing characteristics such as vocabulary, basic postures, footwork, and gestures from different dance forms (DOK 1)

Inquiry Questions:

  1. How does the past influence the present?
  2. How does music influence movement?
  3. What do the patterns in social dances tell us about a culture?

Relevance & Application:

  1. Socially and historically specific attitudes toward the use of the body to communicate messages are diverse and depend on many cultural and societal norms.
  2. Dance changes with the time, the country, and even the weather. Dance does not have one history, but many.
  3. Technological media allow for the study of various cultural dances such as historical or cultural documentary films and musicals of varying eras.

Nature Of:

  1. Societies express their unique qualities through dance.

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:

1. Dances communicate cultural norms

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform dances from different cultures, and compare them to dances from one's own culture (DOK 1-3)
  2. Recognize the importance of dance through history and its ability to communicate across cultures (DOK 1-2)
  3. Inquire into the origins of studied dances (DOK 1-2)
  4. Explain how social dances are designed, and use a variety of formations and spatial groupings according to the culture (DOK 1-2)
  5. Demonstrate distinguishing characteristics such as basic postures, footwork, and gestures from different dance forms (DOK 1)
  6. Compare and contrast dances with similar themes (DOK 2-3)

Inquiry Questions:

  1. Why do people choose to dress a certain way when they dance?
  2. What is the significance of the music chosen for a dance?
  3. Does dance define culture, or does culture define dance?

Relevance & Application:

  1. Social dances of today can be found in many diverse cultures and eras such as the courts of Europe, and international society and primitive cultures. They have evolved from passing on traditions and stories of a culture to being pure entertainment.
  2. Understanding the importance of the connection of communication and dance provides insight into reasons why dance forms evolve as societal needs evolve. For example, in the 17th century, the waltz introduced a certain kind of freedom that preceding dances did not allow. Thus, it became a symbol of expression in freedom of movement during a time of the French and American revolutions.

Nature Of:

  1. Cultural and social dances share common elements and purpose.

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:

1. Understand dance as a means of communication

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform dances from different cultures, and compare them based on the elements of dance (space, time, and energy) (DOK 1-3)
  2. Learn the cultural and geographical origins of selected cultural dances (DOK 1)
  3. Learn vocabularies of selected cultural dances (DOK 1)
  4. Recognize how social dances are designed using a variety of formations and spatial groupings (DOK 1-2)
  5. Define distinguishing characteristics such as basic postures, footwork, and gestures from different dance forms (DOK 1)

Inquiry Questions:

  1. How does performing a dance differ from viewing a dance?
  2. Where does movement come from?
  3. How is dance used in different cultures?

Relevance & Application:

  1. The variation of elements of dance found in social, cultural, or historical dances leads to understanding that the emphasis on a dance element can fundamentally change the focus and message of a dance.
  2. The spatial awareness skills that are important in dance transfer to important lifelong skills such using space in a crowd, architecture, visual art, and design.

Nature Of:

  1. Dance represents the values of a culture

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:

1. Social dances rely on unique costumes and music to express intent

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform selected social dances (DOK 1)
  2. Discuss the origins of the dance studied (DOK 1-3)
  3. Recognize how social dances are designed rhythmically (DOK 1-2)
  4. Discuss the significance of costumes, masks, and headpieces in selected social dances (DOK 1-2)

Inquiry Questions:

  1. Why are music and costumes so important in expressing dance?
  2. What kinds of dances do you see around you?
  3. Why do people dance?

Relevance & Application:

  1. Recognizing that dances can be built around specific rhythmic patterns connects movement and music skills.
  2. Identifying how costumes, masks, and headpieces are used within dance styles builds an understanding of the purpose of the dance style and the cultural traditions it symbolizes. For example, Native American headpieces are given specific ornamentation based on the animal, person, or spirit they are meant to symbolize within a dance.

Nature Of:

  1. Social dances combine music and traditional dress to bring people together to celebrate their culture.

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:

1. Perform simple dances from various cultures

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate basic formations or pathways in selected social dances (DOK 1-2)
  2. Learn the origins of the dances studied (DOK 1)
  3. Recognize that different social dances use different kinds of costumes, masks, and headpieces (DOK 1-2)

Inquiry Questions:

  1. Why is sound and music important to a dance?
  2. How can a dance be performed without sound or music?
  3. Why are the steps different in each dance?

Relevance & Application:

  1. Identifying the origins of a dance leads to an understanding of the social and cultural background from which the dance comes, providing important information about a certain time in history or culture. For example, a variety of folk dances were brought to America through immigration.
  2. Recognizing pathways and patterns in simple dances aids in sequencing and patterning in other disciplines.

Nature Of:

  1. Social and cultural dances represent a society's past, present, and future.