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: 2. Create, Compose and Choreograph

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

Concepts and skills students master:

2. Compose dance works that convey meaning and intent

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Select intent or stimuli to create a solo dance and an ensemble dance (DOK 1-3)
  2. Define the meaning, intent or stimuli of solo and ensemble dance works (DOK 1-4)
  3. Create dance works using different choreographic forms such as AB, ABA, rondo, chance, or narrative (DOK 3-4)
  4. Compose dances inspired by or based on a particular movement or musical style (DOK 3-4)
  5. Develop an artistic perspective in dance-making (DOK 1-4)

Inquiry Questions:

  1. How does one use a stimulus to create and develop a dance work?
  2. How does one make a dance movement abstract?
  3. How would one compare his or her use of a stimulus or intent in two different dances?
  4. How does one explain his or her use of a stimulus or intent in an abstract dance?

Relevance & Application:

  1. Choreography and movement sequences are used to abstractly interpret complex and simple concepts.
  2. Insight into the deeper meaning and intent within a dance work comes from providing justification for the use of stimuli.

Nature Of:

  1. Dancers and choreographers reinterpret the world around them, and translate it into physical movement.
  2. Dancers and choreographers can offer new insights or perspectives to their audiences by working with different intents and stimuli.

Content Area: Dance
Grade Level Expectations: High School - Fundamental Pathway
Standard: 2. Create, Compose and Choreograph

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

Concepts and skills students master:

3. Use meaning, intent, and stimuli to create and develop dance works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Define the meaning of a dance work (DOK 1-4)
  2. Create a dance based on selected intent or stimuli (DOK 3-4)
  3. Create short studies that have unique, captivating beginnings, and develop them through to a logical conclusion (DOK 3-4)
  4. Recognize the communicative impact that can be achieved by solo, duet, and trio dances (DOK 1-3)

Inquiry Questions:

  1. Where would one find a stimulus or intent for creating a dance?
  2. How does one use a stimulus to create and develop a dance work?
  3. How does one make dance movement abstract?
  4. How can the creative process help one to express an idea?

Relevance & Application:

  1. Awareness of the world stimulates dance creation and provides a global context.
  2. Choreography tells untold stories and communicates important ideas just as literary works communicate stories.
  3. Choreography and movement sequences abstractly interpret complex or simple concepts and give insight into a variety of intent and meaning.
  4. Digital technology provides the ability to find a wide variety of stimuli.

Nature Of:

  1. Dancers and choreographers translate meaning into physical movement.
  2. Dancers and choreographers offer new insights or perspectives to into the world around them.

Content Area: Dance
Grade Level Expectations: Eighth Grade
Standard: 2. Create, Compose and Choreograph

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

Concepts and skills students master:

1. Correlation between choreographic intent and choreographic product

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Understand the relevance of form in the creative process (DOK 1-2)
  2. Use choreographic principles, processes, and structures to create dance works based on intent (DOK 3-4)
  3. Understand dance as a way to create and communicate meaning (DOK 1-2)
  4. Articulate and explain intention consistently by using critical and creative thinking skills (DOK 2-3)
  5. Manipulate the time, space, or energy of a given phrase based on a theme or intent (DOK 1-3)

Inquiry Questions:

  1. How would the choreographic intent change if you performed the movements in reverse order?
  2. How do you explain the intent of your dance in relation to the movements you have chosen?

Relevance & Application:

  1. Engineers can create based on a design idea for which they "choreograph" each step of building or bridge until they reach an end or accomplish the intent.
  2. Laptops with styli allow for quick notation when reviewing for consistency in intent.
  3. Writers rely on thematic elements as a means to develop intent.

Nature Of:

  1. All communities create their own set improvisation, which can end in a meaningful repetition or choreographed system of events and patterns.

Content Area: Dance
Grade Level Expectations: Seventh Grade
Standard: 2. Create, Compose and Choreograph

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

Concepts and skills students master:

1. Choreographic intent involves making intentional movement choices

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Add design and structure to movement choreography to support intent (DOK 1-4)
  2. Delete movement from choreography to support intent (DOK 1-4)
  3. Manipulate or augment existing choreographed movement to support intent (DOK 1-4)
  4. Demonstrate expressive responses to a range of contrasting music, non-musical sounds, and silence through improvisation (DOK 2-3)
  5. Observe personal work and the work of others, and articulate to what extent and in what ways the choreography has been communicated to express intent (DOK 1-4)

Inquiry Questions:

  1. How can you make an existing piece of choreography more interesting?
  2. Is it reasonable to change your theme because you like a certain movement? Is that the same as changing a movement to fit a theme?
  3. How does the intent of a dance change when the music is changed, even if the movement remains the same?

Relevance & Application:

  1. Sticking to a chosen course is sometimes beneficial and sometimes harmful. Learning to discern the difference can be life altering.
  2. Studying video of various dance sequences can inspire ideas to incorporate into an improvised or original dance work.
  3. Changing the variables constantly, researchers work toward solutions.

Nature Of:

  1. Dancers adapt to ever-changing situations.

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

Concepts and skills students master:

3. Group dynamics have distinctive choreographic characteristics

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create solo, duet, and group combinations (DOK 2-4)
  2. Integrate world dance choreography into a solo, duet, or group work (DOK 2-3)
  3. Demonstrate basic partnering techniques with transitional flow (DOK 1-2)
  4. Improvise ways to support oneself and a dance partner (DOK 2-3)
  5. Work with others to extend movement options, including mobility and stability (DOK 1-3)

Inquiry Questions:

  1. How is a dance space different when working with only one body versus groups?
  2. When is unison satisfying, and when is it oversimplifying?
  3. What makes an ensemble effective?

Relevance & Application:

  1. As a workplace supervisor, one must understand how to effectively facilitate collaboration among groups of people, and motivate individuals to do their best work.
  2. The ability to take vocabulary from one culture and use it in another requires and deepens understandings of both cultures.
  3. Shared, online workspaces create opportunities for people to share ideas and create an outcome that truly is collaborative.

Nature Of:

  1. Choreographers know that juxtapositions and amalgamations offer excellent opportunities for creative solutions to a dance problem.

Content Area: Dance
Grade Level Expectations: Sixth Grade
Standard: 2. Create, Compose and Choreograph

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

Concepts and skills students master:

1. Articulate creative choices required to develop choreographic intent

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Recognize and articulate the creative choices made in choreography (DOK 1-4)
  2. Select movements that serve the intent through improvisation, experimentation, and exploration, (DOK 1-4)
  3. Organize and design sequences that reflect intent and meaning (DOK 1-4)
  4. Create and develop movement motifs to produce dance studies (DOK 2-3)

Inquiry Questions:

  1. Did the architect of the Leaning Tower of Pisa intend for the bell tower to be straight? Why does it fascinate so many people, and draw in thousands of tourists?
  2. Does art happen by mistake?

Relevance & Application:

  1. Humans create organized structures of communication in order to function without chaos.
  2. Modern technology allows dancers and choreographers to review work in order to highlight specifics that support or undermine message or vision.

Nature Of:

  1. Choreographers create dances through a process of trial and error that requires the ability and discipline to self-analyze and self-correct.

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

Concepts and skills students master:

3. Movement phrases are developed based on both existing knowledge and new discoveries

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create a phrase of varied lengths (DOK 2-3)
  2. Manipulate personal phrase (DOK 1-3)
  3. Manipulate another's phrase (DOK 1-3)
  4. Integrate traditional world dance steps into an original movement phrase (DOK 2-3)
  5. Discover new patterns using design such as repetition, variety, and contrast and structure such as AB, ABA, theme, and variation (DOK 1-3)
  6. Select movements that communicate the meaning and intent (DOK 1-4)

Inquiry Questions:

  1. Is it more interesting and satisfying to manipulate your own phrase or someone else's? Why?
  2. What are some of your frustrations in watching others execute your movement?
  3. What are some of the surprises or thrills in watching others execute your movement?
  4. What have you learned about yourself as a teacher? As a learner?

Relevance & Application:

  1. Working with others teaches us as much about ourselves as it does about others.
  2. Collaborating successfully in any situation requires the ability to respectfully integrate the appropriate thoughts and ideas of all those participating.

Nature Of:

  1. Dancers are dependent on the ability of others to create a shared vision.
  2. The ability to integrate the traditional with the new is what keeps dance vital.

Content Area: Dance
Grade Level Expectations: Second Grade
Standard: 2. Create, Compose and Choreograph

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

Concepts and skills students master:

2. Create expressive movement to music and other stimuli

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Choose stimuli such as auditory, visual, ideational, tactile, or kinesthetic for dance [ (DOK 1-2)
  2. Select movement for the phrase that has meaning and relevance to the idea or stimuli (DOK 1-3)
  3. Observe and refine a movement phrase, and create the motif (DOK 1-4)
  4. Develop "two-part" (AB) dances alone or with a partner, and use contrast to display variation and color (an ending) in the movements (DOK 3-4)
  5. Use movement symbols to re-create movement phrases (DOK 1-3)
  6. Improve compositional and practical skills through the assessment of self and peers (DOK 1-4)
  7. Use words and letters as inspiration for movement (DOK 1-2)

Inquiry Questions:

  1. Where does movement come from?
  2. How does improvisation develop the creative process?
  3. What should you do with movement?
  4. What does movement tell you?
  5. What is a movement motif?
  6. How do you know you are finished?

Relevance & Application:

  1. Understanding how one movement phrase can tell a better story than another movement phrase builds a foundational understanding of the ability to compare and contrast and use findings to make meaning.
  2. Choosing stimuli to inspire a dance provides a critical link to empowering the imagination which must be explored and exercised to remain active.
  3. Building two part dances alone and with a partner provides an opportunity to employ self-direction and collaboration skills at a foundational level.

Nature Of:

  1. Creating and performing dances are forms of self-expression and convey the choreographer's intent.

Content Area: Dance
Grade Level Expectations: First Grade
Standard: 2. Create, Compose and Choreograph

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

Concepts and skills students master:

1. Use the dance elements to create a simple movement phrase based on personal ideas and concepts from other sources

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create a simple movement phrase that has a beginning, middle, and an end during instructor-lead exercise (DOK 2-3)
  2. Experiment with tempo and timing changes. Walk and move on a beat in various ways such as moving for four beats and stopping for seven beats (DOK 1-2)
  3. Create shapes that relate to nature or an idea, and develop them into a simple phrase of movement, learning to compose a "one-part" phrase (beginning, middle, and end) (DOK 1-3)
  4. Create a short movement phrase to express feelings (DOK 2-4)
  5. Use movement symbols to create a movement phrase during instructor-lead exercise (DOK 2-3)

Inquiry Questions:

  1. Where do movement ideas come from?
  2. What does it mean to dance on beat?
  3. How does the movement of a particular dance make you feel?
  4. Why do some movements look better than others?
  5. Can you see the sounds in the movement of a particular dance?
  6. Does the movement pattern of a particular dance make sense?
  7. Does your dance have a beginning, middle, and an ending?

Relevance & Application:

  1. Promoting thinking through movements of the body demonstrates the body as a personal instrument of expression and ways to communicate without words.
  2. Connecting a simple dance phrase to a simple sentence provides a multi-modality approach to basic sentence structure.
  3. Awareness of similar patterns that happen in writing, reading, and moving pictures provides an understanding that people communicate in many ways.

Nature Of:

  1. Dance is a language of expression.
  2. Dance communicates ideas and stories.
  3. Dance is the human body moving in time and space - expressive movement.

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

Concepts and skills students master:

2. Create a solo dance with changes in space or timing to reflect different feelings

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use action words, everyday sounds, and musical instruments to create movements (DOK 1-2)
  2. Learn to improvise within a structure (DOK 2-3)
  3. Explore and learn the concept of variety by using the dance elements (space, time and energy), and incorporate changes of level, space, body part, direction, shaping, and timing to create a phrase of movement (DOK 1-2)
  4. Choose movements that feel right and can define the moment (DOK 1-3)
  5. Select and organize movements to create a "one-part" phrase (beginning, middle, and end) that promotes the theme or idea (DOK 1-4)
  6. Use repetition to create simple movement phrases (DOK 1-2)

Inquiry Questions:

  1. What should you do with movement?
  2. What does movement tell you?
  3. What do you like about the movement of a particular dance?
  4. What shapes and actions help you to understand the story, feelings, and idea?

Relevance & Application:

  1. Connecting the use of space in time in everyday objects builds a foundational understanding of basic everyday elements such as trees can be large and expansive and fill much of the space around it or they can be quite small and fragile, this promotes a foundational awareness of the environment in which we live, work and play.
  2. Exploration of movement and sound connects the senses of see, hear and feel together to show how bodies react to various surroundings.

Nature Of:

  1. Moving patterns change in time and space.
  2. Movement phrases are drawn from human experience and the very act of moving.

Content Area: Dance
Grade Level Expectations: Kindergarten
Standard: 2. Create, Compose and Choreograph

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

Concepts and skills students master:

1. Improvise movement to music and other stimuli

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explore movement qualities and emphasize the difference between percussive and smooth (DOK 1-2)
  2. Explore body part movement in isolation and in various combinations (DOK 1-2)
  3. Improvise in silence, sounds (drums, tambourines, and claps), varying rhythms, and music in many tones and genres (DOK 2-3)
  4. Improvise to express a feeling or mood (DOK 2-3)
  5. Improvise in response to shapes, colors, and words (DOK 2-3)
  6. Improvise movement from nature such as animals, trees, and clouds (DOK 2-3)
  7. Improvise with objects such as scarves, feathers, balls, beanbags, and ribbons (DOK 2-3)
  8. Improvise alone, with a partner, and in a group (DOK 2-3)
  9. Mirror movement and expression with a partner (DOK 1-2)
  10. Respond in movement to a variety of stimuli, including everyday sounds, musical instruments, and action words (DOK 1-2)
  11. Explore imagery that translates into body movement in time and space with energy, or in relationships (DOK 1-3)

Inquiry Questions:

  1. How can you show a musical beat with your body?
  2. How do you relate your body shapes to nature and other stories?

Relevance & Application:

  1. Understanding that silence and lack of movement can express a powerful feeling just as a large movement or loud sound can express a powerful feeling builds an awareness of how bodies communicate a message.
  2. Connecting movement to objects and situations aids concrete learners in understanding the world around them.

Nature Of:

  1. Dance is movement in time and space
  2. To dance is to create

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

Concepts and skills students master:

2. Translate simple ideas and stories into movement phrases alone and with a partner

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explore and experiment with movement that expresses different feelings in personal and general space (DOK 1-4)
  2. Create a "one-part" movement phrase (beginning, middle, and end) with a partner to convey simple concepts such as cooperation and working together (DOK 2-3)
  3. Use movement to show an expression to share with others (DOK 1-3)
  4. Use repetition to create simple movement phrases during an instructor-directed exercise (DOK 1-2)
  5. Learn to transpose movement to different body parts (DOK 1-2)
  6. Use sensory stimuli and real-life situations as an impetus for moving and creating original work (DOK 1-3)

Inquiry Questions:

  1. What movement should you use?
  2. What do you see when you listen to music?
  3. What do you need to do to copy someone's dance movement?
  4. Where does movement come from?

Relevance & Application:

  1. Using individual ideas to create a movement or dance provides an authentic and unique personal connection between what is heard or seen to what is felt.
  2. Using collaboration to build movements and improvise dances provides a foundational awareness of personal needs and how they affect others.

Nature Of:

  1. Dance is the language of expression.
  2. Dance communicates ideas and stories.
  3. Patterns move in time and space.
  4. To dance is to create.

Content Area: Dance
Grade Level Expectations: Preschool
Standard: 2. Create, Compose and Choreograph

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

Concepts and skills students master:

1. Translate simple ideas and stories into movement

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explore with movement that expresses different feelings in personal and general space (DOK 1-3)
  2. Experience different shapes, sizes, levels, and directions to make simple patterns of movements in space and time (DOK 1-3)
  3. Select some movements out of many, and create a simple movement phrase to encourage self-expression (DOK 1-3)
  4. Use sensory stimuli and real-life situations as an impetus for moving and creating original work (DOK 1-3)

Inquiry Questions:

  1. What movement should you use?
  2. How do you make your movements different?
  3. What are the differences between a low, middle, and high shape in your own space?
  4. How do you change shapes when you are moving in space?
  5. What do you imagine when you move?

Relevance & Application:

  1. Connecting varying sizes, shapes and levels provides a beginning level understanding of differences.
  2. Understanding how movement can describe and illustrate everyday situations provides an awareness of the many ways people communicate such as visually, aurally, verbally and kinesthetically.

Nature Of:

  1. Dance is the language of expression.
  2. Dance communicates ideas and stories.
  3. Dance uses a moving and thinking body.