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: 4. Reflect, Connect, and Respond

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

Concepts and skills students master:

1. Apply critical analysis to new dance works, reconstructions, and masterpieces

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze and critique personal and professional or historic works (DOK 1-4)
  2. Compare dances from multiple styles, world traditions, and forms (DOK 2-3)
  3. Journal the creative process of the development of one dance work (DOK 1-4)
  4. Use dance notation and diagrams to reconstruct simple dances (DOK 1-2)
  5. Use aesthetic reflection to refine works and to contemplate issues related to dance as art (DOK 1-4)

Inquiry Questions:

  1. From which perspective (performer, critic, historian, anthropologist, or choreographer) does one view a particular dance, and why?
  2. How does one interpret an artwork based on stylistic and cultural issues?
  3. How does context affect a dance work?
  4. To what extent is a dance work dependent upon the performer's point of view?
  5. To what extent is a dance work dependent upon the viewer's point of view?

Relevance & Application:

  1. The practice of responding to the work of others and being able to critique one's own work helps us to develop our own value set.
  2. The opinion of entertainment and literary critics is valued only when the critic exhibits depth of knowledge and demonstrates expertise in the topic he or she reviews.

Nature Of:

  1. Dancers constantly respond to, reflect upon, and analyze the relevance and significance of their own work and the work of others.
  2. Dancers consider how to improve their own skills through self-reflection and critical analysis with others.

Content Area: Dance
Grade Level Expectations: High School - Fundamental Pathway
Standard: 4. Reflect, Connect, and Respond

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

Concepts and skills students master:

1. Respond to, reflect upon, and analyze new dance works, reconstructions, and masterpieces

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze and critique one dance work (DOK 1-4)
  2. Notate one dance phrase along with one diagram (DOK 1-3)
  3. Use technology to aid in researching and understanding all aspects of dance (DOK 1-3)

Inquiry Questions:

  1. How does dance evoke an emotional response in a viewer?
  2. What is a personal interpretation of the creative process?
  3. How could one diagram a dance to explain movement to another person?

Relevance & Application:

  1. Demonstrating knowledge of a subject or situation provides credibility to one's critique or review.
  2. Notation software can be utilized to capture movement in a written form.

Nature Of:

  1. Dancers constantly respond to, reflect upon, and analyze the relevance and significance of their own work and the work of others.
  2. Dancers review documentation to consider how to improve their own skills through self-reflection and critical analysis with others.

Content Area: Dance
Grade Level Expectations: Eighth Grade
Standard: 4. Reflect, Connect, and Respond

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

Concepts and skills students master:

2. Formal critiques and analysis demonstrate an understanding of dance-making

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use appropriate dance vocabulary to critique a body of work (DOK 1-4)
  2. Compare and contrast the works of different choreographers (DOK 2-3)
  3. Discuss the intent of dance works (DOK 1-4)
  4. Analyze dance works in their cultural and historical context (DOK 2-4)
  5. Identify appropriate costumes for a given work. (DOK 1-3)
  6. Demonstrate a working knowledge of stage procedures within a dance production (DOK 1)

Inquiry Questions:

  1. What is the value of critiques?
  2. How might one's personal tastes alter reviewing a dance work?
  3. How does one evaluate the qualities of a performer?

Relevance & Application:

  1. Database archives offer thousands of critiques to review.
  2. The study of literature requires the reader to draw inferences and conclusions based on the perceived intent of the characters.
  3. Supervisors must actively observe the work of others, and use specific criteria to evaluate others' effectiveness.

Nature Of:

  1. Dancers analyze the structural elements of dance works while discussing their aesthetic components.

Content Area: Dance
Grade Level Expectations: Seventh Grade
Standard: 4. Reflect, Connect, and Respond

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

Concepts and skills students master:

1. Formal analysis and critique protocols

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify, describe, compare, and contrast selected dance styles and genres (DOK 1-3)
  2. Use dance language to describe specific aesthetic differences and similarities among styles and artists (DOK 1-2)
  3. Assess and evaluate a composition created by others relative to its effectiveness and what it communicates (DOK 1-4)
  4. Design, implement, and support personal expectations for evaluating a performance (DOK 1-4)

Inquiry Questions:

  1. What is the connection between learning steps and conveying meaning?
  2. Which is more difficult - finding commonalities or finding differences? Why?
  3. Do different dance styles require different critique criteria?

Relevance & Application:

  1. Attorneys must use factual supporting evidence to persuade a jury.
  2. One's own biases can influence our perception of intent and quality of a piece of choreography.
  3. Dance-focused websites provide archives of dance reviews and resources.
  4. Book reviews for English classes rely on established review protocols.

Nature Of:

  1. Dancers are aware of how their audience will interpret their work.

Content Area: Dance
Grade Level Expectations: Sixth Grade
Standard: 4. Reflect, Connect, and Respond

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

Concepts and skills students master:

1. Critical analysis of dance works requires specific criteria and documentation

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Reflect upon creative process and products in dance (DOK 1-3)
  2. Understand that dance is a tool to convey concepts, ideas, feelings, and themes (DOK 1-2)
  3. Use traditional vocabulary to describe and evaluate world dance forms (DOK 1-2)
  4. Write a formal critique of a completed work (DOK 1-4)
  5. Articulate ideas presented in choreography (DOK 1-4)
  6. Identify the use of choreographic elements and concepts in a work (DOK 1)
  7. Identify the use of stage elements such as costumes and lighting that contribute to the aesthetics of a performance (DOK 1)
  8. Create review criteria based on choreographic criteria (DOK 1-4)
  9. Create a form of personal documentation for performance or choreographic reference (DOK 1-4)
  10. Describe, analyze, and use notation to respond to dance, and read and record movement in symbols (DOK 1-4)
  11. Evaluate the spatial qualities, time elements, relationships, and quality of a particular performance (DOK 1-4)
  12. Describe personal contributions to the choreographic intent (DOK 1-4)

Inquiry Questions:

  1. How does writing a critique clarify one's individual preferences and biases?
  2. In what ways do costumes, lighting, music, and performance spaces contribute to or detract from a dance's theme?
  3. How did dancers document and keep a record of dances before video?

Relevance & Application:

  1. Successful authors describe their story's setting in a way that makes readers feel as though they are there.
  2. Technology can be used to simulate venues, lighting, and costume designs to provide a feel for what work would look like in a professional setting.
  3. Visual artists and graphic designers capture ideas in images.

Nature Of:

  1. Dancers observe dance works on a global scale.
  2. Dance allows observers to experience personal moments.
  3. Dance critics provide evidence to support their interpretations.

Content Area: Dance
Grade Level Expectations: Third Grade
Standard: 4. Reflect, Connect, and Respond

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

Concepts and skills students master:

1. Research the life and work of a well-known choreographer

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Learn a short phrase taken from a choreographer's work (DOK 1)
  2. Describe dances using style-specific vocabulary (DOK 1-2)
  3. Compare and contrast works by different choreographers (DOK 2-3)

Inquiry Questions:

  1. How does one identify a dance style?
  2. Why does a choreographer choose to create in a particular style?
  3. How does one identify if the style and genre are suitable for a message?

Relevance & Application:

  1. Utilizing research skills builds problem-solving and self-direction skills that are needed in many disciplines such as reading, writing, science, and social studies.
  2. Recognizing the contributions and importance of well-known choreographers builds appreciation for the roles choreographers play in today's society such as choreographing Olympic ceremonies; awards shows; and television, video, film, theatre, and music performances.

Nature Of:

  1. Understanding a choreographer's life story gives insight into his or style.
  2. Appreciating dance includes having a clear picture of the movement, number of dancers, performance environment, costumes, and sound.

Content Area: Dance
Grade Level Expectations: Preschool
Standard: 4. Reflect, Connect, and Respond

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

Concepts and skills students master:

2. Attentively observe a dance performance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. View a performance with attention (DOK 1)
  2. Clap to show joy and appreciation of a dance (DOK 1)
  3. Draw on paper the movement seen in the space of a particular dance work (DOK 1-2)

Inquiry Questions:

  1. How is dance used in everyday life?
  2. What do you love about dance?
  3. Why is it important to watch respectfully during a live dance performance?

Relevance & Application:

  1. Demonstrating appropriate audience behavior builds foundational self-direction skills for many societal events such as live performances, movie showings, public events, and presentations.
  2. Transferring movement that is observed to a drawing on a paper builds foundational fine motor skills.

Nature Of:

  1. Choreographers create dances that have meaning, but people often find their own meaning in those dances.