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:

2. Articulate connections to dance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Connect the art of dance to other disciplines in a creative way (DOK 2-3)
  2. Compare dances from multiple styles, world traditions, and forms (DOK 2-3)
  3. Use technology to aid in researching and understanding all aspects of dance in relation to other disciplines (DOK 1-3)

Inquiry Questions:

  1. How can the connections between dance and other academic content areas be explained?
  2. Why is dance considered a "universal language?"
  3. What disciplines inspire the creation of dance?
  4. How do underlying structures unconsciously guide the creation of dance works?
  5. How can information be shared through dance works?

Relevance & Application:

  1. The translation of connections in media allows the development of skills to work in commercial environments.
  2. Connections provide dancers with the intuition to drive intent and meaning within a dance work.
  3. The interpretation of messages in advertisements, news, and entertainment provides the ability to make informed decisions based on messages in commercial dance works.

Nature Of:

  1. Dancers have great sensitivity to the details of the world.
  2. Dancers are able to relate issues, events, and daily occurrences to physical movement, and communicate them with audiences.

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:

2. Articulate connections in dance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Transform a concept from another discipline into a movement phrase (DOK 2-3)
  2. Create a short dance based on a series of concepts from another academic content area (DOK 3-4)

Inquiry Questions:

  1. What is the connection between dance and science?
  2. What is the connection between dance and the humanities?
  3. What ideas can be used from other academic content areas to inspire dance or create dance?
  4. How is dance a "universal language?"
  5. What are ways that dancers use connections to make informed choices?

Relevance & Application:

  1. Using inspiration from the world around us as stimuli for creating work creates connections.
  2. Using reactions to other disciplines as inspiration for dance work (and vice versa) provides ways to use dance to inspire or change the world around us.
  3. Describing one similarity between dance and the sciences or humanities sparks awareness of the interdisciplinary connections to dance.

Nature Of:

  1. Dancers have great sensitivity to the details of the world. They relate issues, events, and daily occurrences to physical movement.

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:

1. Communicate choreography through written, oral, and practical applications

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Communicate choreography through the use of dance vocabulary to describe movement (DOK 1)
  2. Use proper anatomical terms related to dance movements to describe the body and body parts (DOK 1)
  3. Use proper kinesiology terms to describe body movement (DOK 1)
  4. Use dance notation to document a dance phrase from a social, historical, or famous dance work (DOK 1-2)
  5. Create notation for an original phrase (DOK 1-3)
  6. Use emotional and expressive language to describe a performance (DOK 1-4)

Inquiry Questions:

  1. What could be considered a "universal" language?
  2. How do other art forms document or preserve their work?
  3. Should you use personal opinion when critiquing a dance work? Why, why not?

Relevance & Application:

  1. Every discipline has its own language, and dance is no exception. For example, in math one learns the meaning and application of fractions. In dance one learns the meaning and application of body alignment.
  2. Software programs that computerize notation aid in long-term dance preservation.

Nature Of:

  1. Dancers understand that to preserve a dance, it must be documented in writing and through the use of technology.

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: 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.