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:

1. Display dance movement skills, synthesizing technical proficiency, kinesthetic body awareness, and artistic interpretation

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate an understanding of dance elements (DOK 1-2)
  2. Articulate correct vocabulary terms to name dance movements in a variety of dance forms (DOK 1)
  3. Demonstrate with skill and accuracy an intermediate or advanced technical proficiency in the performance of multiple dance forms such as ballet, modern, jazz, tap, hip-hop, or world dance traditions (DOK 1-2)
  4. Perform dance works with artistic interpretation and projection (DOK 1-3)
  5. Demonstrate the ability to use basic notation methodology (DOK 1-2)

Inquiry Questions:

  1. How can basic technique in one dance form improve with the study of multiple dance forms?
  2. When casting for a role, would you choose the strongest technically proficient dancer, or the one who has greater stage presence or artistic interpretation skills?

Relevance & Application:

  1. Practicing dance technique cultivates self-discipline and leads to a high level of fluency in performance.
  2. Individuals who develop kinesthetic body awareness skills have a heightened awareness of their surroundings. For example, they sense dangerous situations and easily maneuver through crowds.
  3. Using appropriate software to further understand the anatomy and kinesiology of the body provides a scientific basis for proper use of musculature.

Nature Of:

  1. Dancers must combine technical proficiency and kinesthetic body awareness with artistic interpretation in order to become world-class dancers.
  2. Dancers have an in-depth understanding of how the human body moves in space.

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

Concepts and skills students master:

2. Perform advanced movement with expression and artistry

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Maintain vertical, off-center, and non-vertical body alignment appropriate to the dance styles performed (DOK 1-3)
  2. Self-correct while performing complex movement sequences (DOK 1-3)
  3. Use technique, rhythmic accuracy, and artistic expression as appropriate to selected dance styles (DOK 1-4)
  4. Achieve proficiency of specific dance vocabulary (DOK 1)
  5. Memorize and reproduce movement sequences accurately (DOK 1)

Inquiry Questions:

  1. How does one see music in movement?
  2. How does a performer who dances with artistic interpretation and projection differ from one who exhibits only technical proficiency?

Relevance & Application:

  1. Digital media can be used to create and integrate visual and auditory cues with dance.
  2. The ability to self-correct during rehearsal and performance demonstrates a dancer's developing ability to understand and appropriately present a choreographer's intent.
  3. Developing a systematic method for memorizing dance steps and movement can be translated into countless uses in daily and work life.

Nature Of:

  1. Dancers traverse cultural and linguistic boundaries to communicate important ideas by performing with musicality and expression.

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:

1. Demonstrate dance movement skills with technical proficiency and kinesthetic body awareness

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate with skill and accuracy technical proficiency in the performance of selected dance genres such as ballet, modern, jazz, tap, hip-hop, or world dance traditions (DOK 2-3)
  2. Articulate correct vocabulary terms for movements of selected dance styles and genres (DOK 1)
  3. Develop an awareness of center and alignment while efficiently articulating a variety of dance styles (DOK 1-2)

Inquiry Questions:

  1. How does maintaining a strong center support arm and leg extensions?
  2. Why do dancers consider their bodies "body instruments?"
  3. How do dance techniques become "genres" or globally accepted styles?

Relevance & Application:

  1. Developing technical proficiency in any endeavor requires self-discipline, the ability to self-correct, and perseverance.
  2. Musicians employ differing vocal skills when singing opera versus folk versus rap.

Nature Of:

  1. Dancers perform a variety of dance styles with distinctive characteristics.

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

Concepts and skills students master:

3. Perform with expression and artistry

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate an understanding of the movement elements of space, time, and energy when performing in dance (DOK 1-2)
  2. Perform dance movements with rhythmic accuracy and with a complementary relationship to accompaniment (DOK 1-2)
  3. Perform one dance work demonstrating use of technical skill and artistic awareness with artistic interpretation and projection (DOK 1-3)
  4. Perform with others to express the intent of the choreography (DOK 1-3)
  5. Increase movement vocabulary (DOK 1-2)

Inquiry Questions:

  1. How does a dancer's expression of space, time, and energy change as his or her technical abilities increase?
  2. How does one interpret music as a dancer?

Relevance & Application:

  1. Successful presenters use expressive, nonverbal cues to communicate important ideas.
  2. Music can evoke emotions and encourage self-expression.
  3. Exploring prominent artists in dance through online resources helps build background knowledge to better artistic expression.

Nature Of:

  1. Dance serves as a universal form of expression.

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.

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

Concepts and skills students master:

2. Articulate correlations among anatomy, kinesiology, and dance movement

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Name major muscle groups and their affect on joint movement (DOK 1-2)
  2. Name major muscle groups and their engaged affect on joint movement (DOK 1-3)
  3. Use proper anatomical vocabulary to describe muscle action (DOK 1)

Inquiry Questions:

  1. How would you move if you had no muscles or bones?
  2. How do bones and muscles work together?
  3. Which muscles initiate a given dance movement such as grand jeté?

Relevance & Application:

  1. Because the human body was designed for motion, anatomical awareness learned in dance can be applied to all effort actions as a means to grasp concepts in physics and body sciences.
  2. Video images and split-screen presentation boards can be used to show real-world photos of movement with overlays of muscle groups and bones that are used for captured movement.
  3. Dancers can use scientific principles and concepts to understand muscular development and proper conditioning to improve movement.

Nature Of:

  1. Dancers understand that the infrastructures of the body (a dancer's instrument) have greatly improved the teaching of dance and the learning of choreography.

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

Concepts and skills students master:

3. Develop a proper nutrition regimen for dance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Design an appropriate dietary regimen to complement anticipated dance activity needs (DOK 2-4)
  2. Design an appropriate schedule to ensure fuel intake, rest, and relaxation to support dance activities (DOK 2-4)
  3. Integrate appropriate nutrition, wellness, and fitness into daily lifestyle (DOK 1-4)

Inquiry Questions:

  1. Are dancer's athletes, artists - or both? Why?
  2. What is a healthy dancer?
  3. Do dancers require more, less, or the same caloric intake as non-dancers? Why?

Relevance & Application:

  1. Understanding the correlation between what we eat and how we perform is a highly useful life skill.
  2. Using spreadsheet programs like Microsoft Excel and charting software programs can provide clear documentation for recording nutrition/performance ratios.
  3. Studying science in relation to dance identifies nutrients needed to develop muscular health.

Nature Of:

  1. Dancers who practice proper nutrition generally experience greater longevity in a performing art that places great demands on the body.

Content Area: Dance
Grade Level Expectations: Seventh 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. Demonstrate alignment control during warm-up and movement sequences

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate proper modern dance movements in center- and across-the-floor combinations such as centered and off-centered movement; fall and recovery; and swing and suspend. (DOK 1-2)
  2. Articulate the importance of gradually warming up the body by following a sequence of movements that progressively increases in difficulty and works specific muscle groups. (DOK 1-2)
  3. Maintain balanced and aligned posture by being aware of how this is attained (using eyes for visual cues, middle ear for sense of equilibrium, and receptors in joints and muscles). (DOK 1-3)
  4. Physically demonstrate how a well-planned kinesthetic warm maintains dance technique and rigor in performance (DOK 1-3)
  5. Understands and can demonstrate that center/core strength increases body control and thorough range of movement. (DOK 1-3)

Inquiry Questions:

  1. How are some architectural structures suspended?
  2. Which is more satisfying: resisting gravity or giving into it?
  3. What is the connection between a strong center and: fall, recovery, swing and suspension?

Relevance & Application:

  1. The ability to respond mindfully to being thrown off center reflects a flexibility of thought that can be applied in any life situation where the unexpected occurs such as maneuvering a crowded sidewalk.
  2. Dancers use body alignment much like vocalists use proper vocal alignment to provide agility and stability.
  3. Video playbacks can be used to assess proper alignment.

Nature Of:

  1. Dancers are trained to be immediately responsive to both internal and external stimuli and to make the resultant response meaningful.

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

Concepts and skills students master:

2. Demonstrate performance skills

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Memorize prescribed choreographic work in an informal setting (DOK 1)
  2. Perform a prescribed choreographic work in a formal setting (DOK 1-2)
  3. Respond to directions by the choreographer, and implement corrective action (DOK 1-3)

Inquiry Questions:

  1. What jobs or careers involve public performances?
  2. What is the difference between dancing in class and dancing in a production?
  3. How is memorized choreography different from improvisation?
  4. Why is the work of some choreographers easier to perform than the work of others?

Relevance & Application:

  1. Rehearsals require a different focus and application of skills from skills applied in dance production situations.
  2. To videotape and critique one's performance in practice situations improves real-world applications.
  3. The performance of the basic structures of choreographed works develops confidence to take risks.
  4. Performance skills develop a dancer's self-direction and problem-solving abilities.

Nature Of:

  1. It is the goal of dance performance to impart meaning and elevate awareness.

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

Concepts and skills students master:

3. Demonstrate foundational dance forms (ballet, modern, tap, jazz)

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Match dance terminology correctly to movements executed in a variety of dance forms. (DOK 1)
  2. Demonstrate body positions correctly that relate to a variety of dance forms (parallel and turned-out positions, contract, neutral and release) (DOK 1)
  3. Demonstrate traveling movements correctly from a variety of dance forms (DOK 1-2)
  4. Differentiate what style is being demonstrated by the use of a particular technique. (DOK 1)
  5. Understand the benefits of training in more than one style/technique (DOK 2-3)

Inquiry Questions:

  1. How is your experience of modern technique different from your experience of ballet?
  2. What is the connection between muscle control and movement execution?
  3. How would you describe the feeling of working on the floor as opposed to working in a vertical plane?

Relevance & Application:

  1. Because most people move in a parallel orientation, technique leads to better body and kinesthetic awareness for pedestrian movement.
  2. An understanding of how the abdominal wall supports the spine improves posture and helps with proper lifting and carrying.
  3. Voice coaches occasionally have singers lie on the floor to experience proper breathing.
  4. Animation software allows students to take still images and imitate them.

Nature Of:

  1. Dancers who study the foundational dance forms are highly versatile performers.
  2. Dancers employ artistic investigation to enhance kinesthetic growth, cross training, and muscular balance.

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

Concepts and skills students master:

4. Demonstrate value of sequence in a warm-up

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain the rationale for sequential warm-up for the demands of a class (DOK 1-3)
  2. Order correctly a series of warm-up movements using proper technique (DOK 1-2)

Inquiry Questions:

  1. What qualifies as a sequence of events in your morning routine at home?
  2. What happens when you perform a warm-up out of sequence?
  3. How is your day impacted when your normal routine is interrupted?
  4. Why is a sequential regimen an important aspect of performing?

Relevance & Application:

  1. Most day-to-day activities have an order or progression in which they happen most efficiently.
  2. The examination of how sequence impacts outcome is a skill that applies to any activity or job.
  3. Software is available to readily order and reorder sequences to maximize the action potential.

Nature Of:

  1. Because the body is a dancer's instrument, it is vital that it be treated well for maximum performance and endurance.
  2. Prevention is better than cure in taking care of the body,

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

Concepts and skills students master:

5. Identify and demonstrate appropriate posture

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Apply dance posture and carriage in and outside of dance class (DOK 1-2)
  2. Identify proper and improper posture and carriage in others (DOK 1-2)
  3. Suggest anatomical adjustments to correct poor posture and carriage (DOK 1-3)
  4. Maintain alignment appropriate to a dance form while performing (DOK 1-2)

Inquiry Questions:

  1. What images can a dancer use to put her/himself into correct alignment?
  2. Why is it necessary to use proper alignment outside of dance class?
  3. How does alignment affect body systems and functions other than those required for dance?

Relevance & Application:

  1. Proper alignment and carriage is beneficial for a strong and healthy spine and torso.
  2. Many chronic neck, back, hip, and leg complaints are related to poor posture.
  3. Computer keyboarding requires supported posture and correct placement on one's chair.
  4. The self-correction and adjustment of posture develops a heightened sense of self-awareness and body control.

Nature Of:

  1. What often is labeled the good carriage of a dancer is simply proper posture.
  2. It is the nature of dance to take what is sound, accurate physics, and present it as art.

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:

1. Demonstrate movement originating from a strong center

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify in writing movement observed relative to "center" (DOK 1-3)
  2. Identify orally movement relative to "center," and begin techniques to strengthen the center (DOK 1-2)
  3. Demonstrate physically muscular engagement for appropriate posture relative to a strong central center (DOK 1-3)
  4. Demonstrate proper body alignment (parallel and turned out positions) in a variety of foundational dance forms (DOK 1-2)

Inquiry Questions:

  1. What impact does center or core have on your ability to dance and execute steps?
  2. Why is it important to be able to articulate our understanding of "center" through the written and spoken word?
  3. What are some of the non-dance movements you perform that are more efficient because you move from your center?
  4. When would a person not want to move from center? Why?

Relevance & Application:

  1. The knowledge of how to move from the center is fundamental to functional wellness.
  2. The use of words to explain kinesthetic concepts can make those concepts more accessible to verbal and language learners.
  3. The concept of center can be compared to principles of physics, wherein weak cores result in structural collapses. For example, buildings with weak architecture collapse during earthquakes.
  4. Technological networks function properly only if the hubs or routers function properly.

Nature Of:

  1. Dancers in all genres understand that the core is what grounds even the freest of dance movement.

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

Concepts and skills students master:

3. Demonstrate skills in foundational dance forms (ballet, modern, tap, jazz)

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Match terminology to movement execution (and vice versa) (DOK 1)
  2. Demonstrate turnout (DOK 1)
  3. Demonstrate positions (DOK 1)
  4. Demonstrate fundamental locomotor and non-locomotor movement (DOK 1)

Inquiry Questions:

  1. Is it easier to hear the term and execute a movement, or to see the movement and think of the term?
  2. Why is ballet considered by many the "foundation" of dance?

Relevance & Application:

  1. Most people find they can remember almost anything more easily if they associate it with something else. Movement is one of the strongest mnemonic devices.
  2. Common twists and sprains occur when the structural components of the leg are out of alignment. Knowledge of turnout and positions allows one to maintain and regain the postural placement of hip, knee, and ankle joints.
  3. In the same way that ballet structures support specific movement, ergonomic devices are designed to maximize technological efficiency.

Nature Of:

  1. Dancers with a solid classical foundation in technique or movement skills have excellent control of their bodies and movement execution.

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

Concepts and skills students master:

4. Perform a basic dance warm-up

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Memorize and participate in a prescribed warm-up (DOK 1)
  2. Correlate the correct warm up to specific movement (DOK 1-2)
  3. Independently select the appropriate warm-up for any situation (DOK 1-3)
  4. Demonstrate flexibility and placement in a warm-up (DOK 1-2)
  5. Refine body control, and develop technique skill through a warm-up (DOK 1-3)

Inquiry Questions:

  1. What is the difference between warm-up and technique?
  2. Is there a correlation between warm-up and other areas of life?
  3. How can warming up properly affect technique?

Relevance & Application:

  1. To warm up the voice before singing and the fingers before playing piano, and to practice before giving a presentation are all similar examples of the valuable concept of "warm up."
  2. All endeavors benefit from advanced preparation and the ability to strategize.
  3. An understanding that warming up is an essential component of a performance demonstrates a dancer's understanding of muscular and joint-action and response.

Nature Of:

  1. Dancers recognize that their bodies are their artistic instrument.

Content Area: Dance
Grade Level Expectations: Fifth 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. Perform basic dance movements/technique

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate a dance, and then identify its basic dance movements (DOK 1-2)
  2. Perform a dance from memory (DOK 1)
  3. Notate a dance or phrase using basic dance vocabulary (DOK 1-2)

Inquiry Questions:

  1. What elements of dance are visible in a particular performance?
  2. What does it mean to dance with a sense of rhythm and style?
  3. How do simple sequences aid in a dance performance?

Relevance & Application:

  1. Using imagery to simulate the practice of movement enhances performance quality.
  2. Connecting musicality with dance requires applying the nuances of rhythm and style.

Nature Of:

  1. Dancers are considered both athletes and artists.

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

Concepts and skills students master:

2. Perform a movement phrase, or dance with a variety of intent

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use variety of stimuli to vary the same phrase or dance (DOK 1-3)
  2. Identify how the intent of phrase or dance can be altered by stimuli (DOK 1-3)

Inquiry Questions:

  1. What is interpretation?
  2. How is intent demonstrated in dance?
  3. How does movement notation aid in communication?
  4. How is it possible to communicate without words?

Relevance & Application:

  1. Dancers interpret meaning just as readers interpret literary works, or musicians interpret a composer's intended message.

Nature Of:

  1. Dancers interpret rhythm and style to produce original dance works.

Content Area: Dance
Grade Level Expectations: Fourth 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. Perform dance phrases using dance elements and movement skills

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform simple dance phrases of varying lengths (DOK 1)
  2. Perform alone, in pairs, and in group formations (DOK 1-2)

Inquiry Questions:

  1. How do the elements of dance give meaning to the movement?
  2. How is it different dancing alone, in a pair and in groups?

Relevance & Application:

  1. Manipulating space, time, and energy in a movement phrase demonstrates a dancer's ability to adapt to change.

Nature Of:

  1. Dancers know that dedicated practice improves performance.

Content Area: Dance
Grade Level Expectations: Third 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. Perform dance studies with accuracy

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate the articulated use of the dance elements in dance studies (DOK 1-3)
  2. Perform dance studies using form (AB, canon, ABA, theme, and variation) (DOK 1-2)
  3. Refine the articulation of the body (DOK 1-3)
  4. Dance in time with the music (DOK 1-2)
  5. Notate a short dance phrase using movement notation (DOK 1-3)

Inquiry Questions:

  1. How can your movements tell a story?
  2. How does your face show expression to match my movement?
  3. How can you dance without hurting yourself or others?
  4. How do the elements of dance give meaning to the movement?

Relevance & Application:

  1. Dance forms such as AB, ABA, and canon are similar to repeating patterns represented in math.

Nature Of:

  1. Dancers use the elements of dance to vary movement intent.

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

Concepts and skills students master:

2. Move with intent while developing technique

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify by name the major bones and muscles in movement, including the spine, pelvis, knees, feet, and abdominals (DOK 1-2)
  2. Participate in simple warm-ups and stretching before and after dancing (DOK 1)
  3. Demonstrate basic control and flexibility in practice and performance (DOK 1-2)
  4. Articulate the importance of posture and facial expression when communicating an idea in performance (DOK 1-3)
  5. Demonstrate coordinated movements incorporating head, shoulders, arms, and legs (DOK 1-2)

Inquiry Questions:

  1. How can warming up and stretching affect dancing?
  2. How do your muscles control your movements?
  3. How does control over my body make me more confident?
  4. How can improved technique enhance a performance?

Relevance & Application:

  1. Dancers use their knowledge of body function and structure to develop proper technique.
  2. The sequential and precise warm-up dancers use to prepare for performance helps them to organize and maintain structure in everyday life.

Nature Of:

  1. Dancers pursue higher levels of technical proficiency to develop deeper artistic expression.

Content Area: Dance
Grade Level Expectations: Second 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. Perform simple dance studies

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform a one-part movement phrase (DOK 1)
  2. Utilize movement vocabulary using stimuli for creative dance (DOK 1-2)
  3. Perform a simple dance using the elements of dance (space, time, and energy) (DOK 1-2)
  4. Perform simple dances with a sense of rhythm in small groups (DOK 1-2)
  5. Use simple, iconic movement notation to describe a dance study (DOK 1-2)

Inquiry Questions:

  1. What does it mean to be in control of your body?
  2. How can you improve your dance?
  3. What is good use of dance vocabulary?
  4. How do you feel when you dance?
  5. How do you read dance movements?

Relevance & Application:

  1. Like other content areas, learning a dance vocabulary is important to advance knowledge and execution of movement.
  2. Extensive font resources allow for multiple ways to create new and innovative personal notation systems.

Nature Of:

  1. Through a variety of performance experiences, dancers learn to appreciate different ways of moving.

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

Concepts and skills students master:

2. Explore moods and feelings in performance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform movement phrases in response to a variety of rhythms and changes in moods (DOK 1-2)
  2. Perform a simple movement phrase, and notate it using shapes, colors, and symbols (DOK 1-2)
  3. Study everyday postures and gestures in the global community to identify how movement communicates meaning and emotions (DOK 1-4)
  4. Learn to move in ways that encourage a healthy body (DOK 1-3)
  5. Perform a simple dance sequence from memory for an audience (DOK 1)

Inquiry Questions:

  1. How do changes in mood and feelings help you to understand a dance?
  2. How can you remember the movement of a dance?
  3. How do you learn the movement of a dance?
  4. Do you learn a dance more quickly by watching it, or doing it?

Relevance & Application:

  1. Patterns in dance mirror patterns in life, such as cross-walk, the Sun rise and set, and odd and even numbers.

Nature Of:

  1. Dances require variety and contrast in movement to show intent.

Content Area: Dance
Grade Level Expectations: First 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. Perform movement phrases alone and with others

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate control, coordination, balance, and elevation in the basic actions of travel, gesture, bend, turn, jump, stillness, and transference of weight (DOK 1)
  2. Perform movement sequences alone and with others (leading-following, copying-mirroring, unison-canon, and meeting-parting); and use traveling patterns in space and time (DOK 1-2)
  3. Demonstrate good posture and basic joint actions (DOK 1-2)
  4. Demonstrate focus and concentration while moving (DOK 1-2)
  5. Develop a one-part movement phrase with a beginning, middle, and an end (DOK 1-3)
  6. Demonstrate a basic sense of rhythm in performance (DOK 1-2)

Inquiry Questions:

  1. What is body awareness?
  2. How do you move with rhythm changes?
  3. What kind of body shapes do you see in others' dance?
  4. How does the change in rhythm affect the way you feel?
  5. How can you identify the levels and directions that you see in others' dance?

Relevance & Application:

  1. Developing proper body control and posture leads to lifelong wellness.

Nature Of:

  1. Dancers perform and appreciate dance in multiple ways.

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

Concepts and skills students master:

2. Demonstrate the elements of dance (space, time, and energy) in movement phrases

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Differentiate among and demonstrate movement qualities such as soft and hard, strong and light, and smooth and percussive (DOK 1-2)
  2. Explore pushing and pulling space (DOK 1-3)
  3. Equate qualities of movements with feelings and moods (DOK 1-4)
  4. Perform short movement phrases incorporating the elements of dance (space, time, and energy) (DOK 1-2)
  5. Perform with variations in qualities of movements to music in many tones and tempos (DOK 1-2)
  6. Respond to basic notation icons (DOK 1-2)

Inquiry Questions:

  1. How do your feelings help you to move?
  2. How does energy affect the quality of the movement?

Relevance & Application:

  1. Poetry is the written expression of a dancer's movement.

Nature Of:

  1. Dancers manipulate varying levels of energy to change the meaning of a dance.

Content Area: Dance
Grade Level Expectations: Kindergarten
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. Demonstrate simple phrases of movement in time and space

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Move the body safely in time and space (DOK 1-2)
  2. Identify body parts used in basic locomotor movements such as walk, run, hop, jump, leap, gallop, slide, and skip (DOK 1-2)
  3. Explore movement in personal and general space using shape, size, level, direction, stillness, and transference of weight (stepping) (DOK 1-3)
  4. Practice shapes in space alone and in groups using high, middle, and low levels; and travel forwards, backwards, sideways, diagonally - and turn (DOK 1-2)
  5. Perform simple phrases of movement to experience movements in sequence, rhythm, and relationships (DOK 1-2)
  6. Perform simple folk dances (DOK 1)
  7. Identify simple movement notation symbols (DOK 1)

Inquiry Questions:

  1. How many different ways can you get from one side of the room to another?
  2. How can you move with your whole body?
  3. How do you feel when you move?
  4. What is the difference between moving and dancing?

Relevance & Application:

  1. Stories and rhythms from other cultures allow dancers to explore and experiment with movements and newly developed ideas for dance.
  2. Movement and dancing are exciting elements of communication in all cultures.

Nature Of:

  1. Dancers use time and space in different ways to create new dance phrases and movements.

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

Concepts and skills students master:

2. Move with intent to music and other stimuli

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Improvise in silence to varying rhythms and to music in many tones and genres (DOK 2-3)
  2. Improvise to express a feeling or mood (DOK 1-3)
  3. Improvise in response to shapes, colors, and words (DOK 1-3)
  4. Imitate movement from nature such as animals, trees, and clouds (DOK 1-2)
  5. Improvise with objects such as scarves, feathers, and balls (DOK 1-2)
  6. Improvise with a partner (DOK 1-3)

Inquiry Questions:

  1. How does music make you want to move?
  2. How can you show with your body that you are happy? Sad? Angry?

Relevance & Application:

  1. Improvising using existing knowledge is how new ideas are formed.
  2. Working collaboratively with partners and in groups creates opportunities to expand ideas and develop solutions to problems.

Nature Of:

  1. Dancers move with confidence.

Content Area: Dance
Grade Level Expectations: Preschool
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. Demonstrate simple phrases of movement in time and space

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Practice how to move with action movements to action words (movement vocabulary) using simple non-locomotor body actions such as bend, stretch, twist, turn, shake, and stretch, and simple locomotor body actions such as travel, jump, run, hop, and roll (DOK 1-2)
  2. Explore movement in personal and general space using shape, size, level, direction, stillness, and transference of weight (stepping) (DOK 1-3)
  3. Explore how to move using qualities of movement (DOK 1-3)
  4. Perform simple phrases of movement to experience movements in sequence, rhythm, and relationships (DOK 1-2)

Inquiry Questions:

  1. Where is your space?
  2. Why is it important to have our own space when we're moving?
  3. How many different ways can you move?
  4. What kind of shapes can you make with your body?
  5. How do you feel when you are moving your body?

Relevance & Application:

  1. Demonstrating respect for another's personal space shows attention to the feelings of others.

Nature Of:

  1. Dancers are active and physically fit.