CREATING—Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. Essential Question: do choreographers get ideas for dances? Process Component: Explore PK.DA.Cr1 K.DA.Cr1 1.DA.Cr1 2.DA.Cr1 3.DA.Cr1 4.DA.Cr1 5.DA.Cr1 a. Respond in movement to a variety of sensory stimuli (e.g., visual, tactile). a. Respond in movement to a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance). a. Explore movement inspired by a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source. a. Explore movement inspired by a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas. a. Experiment with a variety of self-identified stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences) for movement. a. Identify ideas for choreography generated from a variety of stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences). a. Build content for choreography using several stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events). b. Find a different way to do several basic locomotor and movements. b. Explore different ways to do basic locomotor and non-locomotor movements by changing at least one of the elements of dance. b. Explore a variety of locomotor and non-locomotor movements by experimenting with and changing the elements of dance. b. Combine a variety of movements while manipulating the elements of dance. b. Explore a given movement problem. Select and demonstrate a solution. b. Develop a movement problem and manipulate the elements of dance as tools to find a solution. b. Construct and solve multiple movement problems to develop choreographic content.
6.DA.Cr1 7.DA.Cr1 8.DA.Cr1 Prof.DA.Cr1 Acc.DA.Cr1 Adv.DA.Cr1 a. Relate similar or contrasting ideas to develop choreography using a variety of stimuli (e.g., music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events). a. Compare a variety of stimuli (e.g., music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) and make selections to expand movement vocabulary and artistic expression. a. Implement movement from a variety of stimuli (e.g., music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) to develop dance content for an original dance study or dance. a. Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the process and the relationship between the stimuli and the movement. a. Synthesize content generated from stimulus materials to choreograph studies or dances using original or codified movement. a. Synthesize content generated from stimulus material. Experiment and take risks to discover a personal voice to communicate artistic intent.
a. Improvise dance that starts and stops on cue. a. Improvise dance that has a beginning, middle, and end. a. Improvise a series of movements that have a beginning, middle, and end, and describe movement choices. a. Improvise a dance phrase with a beginning, a middle that has a main idea, and a clear end. a. Identify and experiment with choreographic devices to create simple movement patterns and structures. a. Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices. a. Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices. b. Engage in dance experiences moving alone or with a partner. b. Express an idea, feeling, or image, through improvised movement moving alone or with a partner. b. Choose movements that express an idea or emotion, or follow a musical phrase. b. Choose movements that express a main idea or emotion, or follow a musical phrase. Explain reasons for movement choices. b. Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices. b. Develop a study that expresses and communicates a main idea. Discuss the reasons and effectiveness of the movement choices. b. Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates nonverbally. 6.DA:Cr2 7.DA:Cr2 8.DA:Cr2 Prof.DA:Cr2 Acc.DA:Cr2 Adv.DA:Cr2
a. Explore choreographic devices and dance structures to develop a dance study that supports an artistic intent. Explain the goal or purpose of the dance. a. Use a variety of choreographic devices and dance structures to develop a dance study with a clear artistic intent. Articulate reasons for movement and structural choices. a. Collaborate to select and apply a variety of choreographic devices and dance structures to choreograph an original dance study or dance with a clear artistic intent. Articulate the group process for making movement and structural choices. a. Collaborate to design a dance using choreographic devices and dance structures to support an artistic intent. Explain how the dance structures clarify the artistic intent. a. Work individually and collaboratively to design and implement a variety of choreographic devices and dance structures to develop original dances. Analyze how the structure and final composition informs the artistic intent. a. Demonstrate fluency and personal voice in designing and choreographing original dances. Justify choreographic choices and explain how they are used to intensify artistic intent. b. Determine artistic criteria to choreograph a dance study that communicates personal or cultural meaning. Based on the criteria, evaluate why some movements are more or less effective than others. b. Determine artistic criteria to choreograph a dance study that communicates personal or cultural meaning. Articulate how the artistic criteria serve to communicate the meaning of the dance. b. Define and apply artistic criteria to choreograph a dance that communicates personal or cultural meaning. Discuss how the criteria clarify or intensify the meaning of the dance. b. Develop an artistic statement for an original dance study or dance. Discuss how the use of movement elements, choreographic devices and dance structures serve to communicate the artistic statement. b. Develop an artistic statement that reflects a personal aesthetic for an original study or dance. Select and demonstrate movements that support the artistic statement. b. an artistic statement that communicates a personal, aesthetic, cultural, and artistic perspective in a collection of original work.
CREATING—Anchor Standard 3: Refine and complete artistic work. Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning Essential Question: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work? Process Component: Revise PK.DA:Cr3 K.DA:Cr3 1.DA:Cr3 2.DA:Cr3 3.DA:Cr3 4.DA:Cr3 5.DA:Cr3 Respond to suggestions for changing movement through guided improvisational experiences. Apply suggestions for changing movement through guided improvisational experiences. Explore suggestions to change movement from guided improvisation and/or short remembered sequences. Explore suggestions and make choices to change movement from guided improvisation and/or short remembered sequences. Revise movement choices in response to feedback to improve a short dance study. Describe and document the differences the changes made in the movements. Revise movement based on peer feedback and self-reflection to improve communication of artistic intent in a short dance study. Explain and document choices made in the process. Explore through movement the feedback from others to expand choreographic possibilities for a short dance study that communicates artistic intent. Explain and document the movement choices and refinements.
6.DA:Cr3 7.DA:Cr3 8.DA:Cr3 Prof.DA:Cr3 Acc.DA:Cr3 Adv.DA:Cr3 a. Revise dance compositions using collaboratively developed artistic criteria. Document the revisions. Explain reasons for revisions and how choices made relate to artistic criteria. a. Evaluate possible revisions of dance compositions and, if necessary, consider revisions of artistic criteria based on and feedback of others. Explain reasons for choices and how they clarify artistic intent. a. Revise choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others. Articulate the reasons for choices and revisions and explain how they clarify and enhance the artistic intent. a. Clarify the artistic intent of a dance by manipulating choreographic devices and dance structures based on established artistic criteria and feedback from others. Analyze and evaluate impact of choices made in the revision process. a. Clarify the artistic intent of a dance by refining choreographic devices and dance structures, collaboratively or independently using established artistic criteria, self-reflection and the feedback of others. Analyze and evaluate impact of choices made in the revision process. a. Clarify the artistic intent of a by manipulating and refining choreographic devices, dance structures, and artistic criteria using self-reflection and feedback from others. Document choices made in the revision process and justify how the refinements support artistic intent. n/a b. Investigate and use a recognized system to document sequences (e.g., writing, a form of notation symbols, or using media technologies). b. Experiment with aspects of a recognized system and use the system to document one or more sections of a (e.g., writing, a form of notation symbols, or using media technologies). b. Compare and use recognized systems to document a section of a dance (e.g., writing, a form of notation symbols, or using media technologies). b. Develop a strategy to record a dance using recognized systems of dance documentation (e.g., writing, a form of notation symbols, or using media technologies). b. Document a dance using recognized systems of dance documentation (e.g., writing, a form of notation symbols, or using media technologies).
PERFORMING—Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Space, time, and energy are basic elements of dance. Essential Question: How do dancers work with space, time and energy to communicate artistic expression? Process Component: Express PK.DA:Pr4 K.DA:Pr4 1.DA:Pr4 2.DA:Pr4 3.DA:Pr4 4.DA:Pr4 5.DA:Pr4 a. Identify and demonstrate directions for moving the body in general space (e.g., forward, backwards, sideways, up, down, and turning) and finding and returning to a place in space. a. Make still and moving body shapes that show lines (e.g., straight, bent, and curved), change levels, and vary in size (large/small). Join with others to make a formation and work with others to change its dimension. Find and return to a place in space. a. Demonstrate locomotor and non-locomotor movements that change body shapes, levels, and facings. Move in straight, curved, and zigzagged pathways individually and with others. Find and return to place in space. a. Demonstrate clear directionality and intent when performing locomotor and non-locomotor movements that change body shapes, facings, and pathways in space. Identify symmetrical and asymmetrical body shapes and examine relationships between body parts. a. Judge spaces as distance traveled and use space three dimensionally Demonstrate shapes with positive and negative space. Perform movement sequences in and through space with intentionality and focus. a. Make static and dynamic shapes with positive and negative Perform movement sequences alone and with others, establishing relationships with intentionality and focus. a. Integrate static and dynamic shapes as well as floor and air pathways into dance sequences. Establish relationships with other dancers with intentionality and focus. Convert inward focus to outward focus.
b. Identify of movement as fast or slow. Move to varied rhythmic sounds at different tempi. b. Demonstrate tempo contrasts with movements that match the tempo of the stimuli. b. Relate quick, moderate and slow movements to duration in time. Recognize steady beat and move to varying tempi of steady beat. b. Identify the length of time a movement or phrase takes (e.g., whether it is long or short). Identify and move on the downbeat in duple and triple meter. Correlate metric phrasing with movement phrasing. b. Fulfill specified duration of time with improvised locomotor and non-locomotor movements. Differentiate between “in time” and “out of time” to music. Perform movements that are the same or of a different time orientation to accompaniment. Use metric and kinesthetic phrasing. b. Dance to a variety of rhythms generated from internal and external sources. Perform movement phrases that show the ability to respond to changes in time. b. Respond in movement to even and uneven rhythm in both metric and kinesthetic phrasing. Recognize and respond to tempo changes as they occur in dance and music.
c. Move with opposing dynamics. c. Identify and apply different dynamics to movements. c. Demonstrate movement characteristics with descriptive vocabulary (e.g., use adverbs and adjectives that apply to movement). c. Select and apply appropriate characteristics to movements (e.g., selecting specific adverbs and adjectives and apply them to movements). Demonstrate kinesthetic awareness while dancing the movement characteristics. c. Change use of energy and dynamics by modifying movements and applying specific characteristics to heighten the effect of their intent. c. Analyze and refine phrases by incorporating a greater range of energy and dynamic changes to heighten the effect of their intent. c. Contrast bound and free flowing movements. Initiate movements from a variety of points of the body. Analyze the relationship between initiation and energy. 6.DA:Pr4 7.DA:Pr4 8.DA:Pr4 Prof.DA:Pr4 Acc.DA:Pr4 Adv.DA:Pr4
a. Refine partner and ensemble skills in the ability to determine distance and spatial design. Establish diverse pathways, levels, and patterns in space. Maintain focus with partner or group in near and far space. a. Expand movement vocabulary of floor and air pattern designs. Incorporate and modify differently designed shapes and movements from a variety of dance genres and styles for the purpose of expanding movement vocabulary. a. Sculpt the body in space and design body shapes in relation to other dancers, objects, and environment. Use focus during complex floor and air patterns and/or pathways. a. Develop partner and ensemble skills that enable contrast while maintaining a sense of spatial design and relationship (e.g., through lifts, balance, or other means). Use space intentionally during phrases and through transitions between phrases. Establish and break relationships with others as appropriate to the choreography. a. Dance alone and with others with spatial intention. Expand partner and ensemble skills to greater ranges and skill level. Execute complex floor and air sequences with others while maintaining and breaking relationships through focus and intentionality. a. Modulate and use the broadest range of movement in space for artistic and expressive clarity. Use inward and outward focus to clarify movement and intent. Establish and break relationships with other dancers and audience as appropriate to the dance.
b. Use combinations of sudden and sustained timing as it relates to both the time and the dynamics of a phrase or dance work. Accurately use accented and unaccented beats in a variety of meters. b. Vary durational approach in dance phrasing by using timing accents and variations within a phrase to add interest kinesthetically, rhythmically, and visually. b. Analyze and select metric, kinetic, and breath phrasing and appropriately to dance phrases. Perform dance phrases of different lengths that use various timings within the same section. Use different tempi in different body parts at the same time. b. Use syncopation and accent movements related to different tempi. Take rhythmic cues from different aspects of accompaniment. Integrate breath phrasing with metric and kinesthetic phrasing. b. Perform dance studies and compositions that use time and tempo in unpredictable ways. Use internal rhythms and kinetics as phrasing tools. b. Modulate time factors for artistic interest and expressive acuity. Demonstrate time complexity in phrasing with and without musical accompaniment. Use multiple and complex rhythms (e.g., contrapuntal and/or polyrhythmic) at the same time. Work with and against rhythm of accompaniment or sound environments.
c. Use the internal body force created by varying tension within one’s musculature for movement initiation and dynamic expression. Distinguish between bound and free flowing movements and appropriately apply them to dance phrases. c. Compare and contrast movement characteristics from a variety of dance genres or styles. Discuss specific characteristics using dance terminology and descriptive language to describe them. Determine and demonstrate what dancers must do to perform them clearly. c. Direct energy and dynamics in such a way that movement is textured. Incorporate energy and dynamics to technique exercises and dance performance. Use energy and dynamics to enhance and project movements. c. Connect energy and dynamics to movements by applying them in and through all of the body. Develop total body awareness so that movement phrases demonstrate variances of energy and dynamics. c. Initiate movement phrases by applying energy and dynamics. Vary energy and dynamics over the length of a phrase. Transition smoothly out of one phrase and into the next phrase, paying close attention to its movement initiation and energy. c. Modulate dynamics to clearly express intent performing dance phrases and choreography. Perform movement sequences expressively using a broad dynamic range and employ dynamic skills to establish and maintain relationships with other dancers and project to the audience. PERFORMING—Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression. Essential Question: What must a dancer do to prepare the mind and body for artistic expression? Process Component: Embody PK.DA:Pr5 K.DA:Pr5 1.DA:Pr5 2.DA:Pr5 3.DA:Pr5 4.DA:Pr5 5.DA:Pr5
a. Demonstrate basic full body locomotor, non-locomotor movement, and body patterning with spatial relationships. a. Demonstrate same side and cross-body locomotor and non-locomotor movements, body patterning movements, and body shapes. a. Demonstrate a range of locomotor and movements, body patterning, body shapes, and directionality. a. Demonstrate a range of locomotor and non-locomotor movements, body patterning, and dance sequences that require moving through space using a variety of pathways. a. Replicate body shapes, movement characteristics, and movement patterns in a dance sequence with awareness of body alignment and core support. a. Demonstrate technical dance skills (e.g., alignment, coordination, balance, core support) and movement characteristics when replicating and recalling patterns and sequences of locomotor and non-locomotor movements. a. Recall and execute a series of phrases using technical dance skills (e.g., alignment, coordination, balance, core support, clarity of movement).
b. Move in general space and start and stop on cue while maintaining personal space. b. Move safely in general space and start and stop on cue during activities, group formations, and creative explorations while maintaining personal space. b. Move safely in general space through a range of activities and group formations while maintaining and changing personal space. b. Move safely in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space. b. Adjust to coordinate with a partner or other dancers to safely change levels, directions, and pathway designs. b. Execute techniques that extend movement range, build strength, and develop endurance. Explain the relationship between execution of technique, safe body-use, and healthful nutrition. b. Demonstrate safe body-use practices during technical exercises and movement combinations. Discuss how practices, along with healthful eating habits, promote strength, flexibility, endurance and injury prevention.
c. Identify and move body parts and repeat movements upon request. c. Move body parts in relation to other body parts and repeat and recall movements upon request. c. Modify movements and spatial arrangements upon request. c. Repeat movements, with an awareness of self and others in space. and modify movements or placement upon request. c. Recall movement sequences with a partner or in group dance activities. Apply constructive feedback from teacher and self-check to improve dance skills. c. Coordinate phrases and timing with other dancers by cueing off each other and responding to stimuli cues (e.g., music, text, or lighting). Reflect on feedback from others to inform personal dance performance goals. c. Collaborate with peer ensemble members to repeat sequences, synchronize actions, and refine spatial relationships to improve performance quality. Apply feedback from others to establish personal performance goals. 6.DA:Pr5 7.DA:Pr5 8.DA:Pr5 Prof.DA:Pr5 Acc.DA:Pr5 Adv.DA:Pr5
c. Collaborate as an ensemble to refine dances by identifying what works and does not work in executing complex patterns, sequences, and formations. Solve movement problems to dances by testing options and finding good results. Document self-improvements over time. c. Collaborate with peers to practice and refine dances. Develop group performance expectations through observation and analyses (e.g., view live or recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations). c. Collaborate with peers to discover strategies for achieving performance accuracy, clarity, and expressiveness. Articulate personal performance goals and practice to reach goals. Document personal improvement over time (e.g., journaling, portfolio, or timeline). c. Collaborate with peers to establish and implement a rehearsal plan to meet performance goals. Use a variety of strategies to analyze and evaluate performances of self and others (e.g., use video recordings of practice to analyze the difference between the way movements look and how they feel to match performance with visual affect). Articulate performance goals and justify reasons for selecting particular practice strategies. c. Plan and execute collaborative and independent practice and rehearsal processes with attention to technique and artistry informed by personal performance Reflect on personal achievements. c. Initiate, plan, and direct rehearsals with attention to technical details and fulfilling artistic expression. Use a range of rehearsal strategies to achieve performance excellence. PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work.
Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression. Essential Question: How does a dancer heighten artistry in a public performance? Process Component: Present PK.DA:Pr6 K.DA:Pr6 1.DA:Pr6 2.DA:Pr6 3.DA:Pr6 4.DA:Pr6 5.DA:Pr6 a. Dance for others in a designated area or space. a. for and with others in a designated space. a. Dance for others in a space where audience and performers occupy different areas. a. Dance for and with others in a space where audience and performers occupy different areas. a. Identify the main areas of a performance space using production terminology (e.g., stage right, stage left, center stage, upstage, and downstage). a. Consider how to establish a formal performance space from an informal setting (e.g., gymnasium or grassy area). a. Demonstrate the ability to adapt dance to alternative performance venues by modifying spacing and movements to the performance space. b. Use a prop as part of a b. Select a prop to use as part of a dance. b. Explore the use of props to enhance performance. b. Use limited production elements. b. Explore production elements for a dance performed for an audience in a designated specific performance space. b. Identify, explore, and experiment with a variety of production elements to heighten the artistic intent and audience experience. b. Identify, explore, and select production elements that heighten and intensify the artistic intent of a dance and are adaptable for various performance spaces.
6.DA:Pr6 7.DA:Pr6 8.DA:Pr6 Prof.DA:Pr6 Acc.DA:Pr6 Adv.DA:Pr6 a. Recognize needs and adapt movements to performance area. Use performance etiquette and performance practices during class, rehearsal and performance. After the performance, accept notes from choreographer and make corrections as needed and apply to future performances. a. Recommend changes to and adapt movements to performance area. Use performance etiquette and performance practices during class, rehearsal and performance. Maintain journal documenting these efforts. After the performance, accept notes from choreographer and apply corrections to future performances. a. Demonstrate leadership qualities (e.g. commitment, dependability, responsibility, and cooperation) when preparing for performances. Use performance etiquette and performance practices during class, rehearsal and performance. After the performance, accept notes from choreographer and apply corrections to future performances. Document efforts and create a plan for ongoing improvements. a. Demonstrate leadership qualities (e.g. commitment, dependability, responsibility, and cooperation) when preparing for performances. Demonstrate performance etiquette and performance practices during class, rehearsal and performance. After the performance, accept notes from choreographer and apply corrections to future performances. Document the rehearsal and performance process and evaluate methods and strategies using dance terminology and production terminology. a. Demonstrate leadership qualities (e.g. commitment, dependability, responsibility, and cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal and performance. Implement performance practices to enhance projection. After the performance, accept notes from choreographer and apply corrections to future performances. Document the rehearsal and performance process and evaluate methods and strategies using dance terminology and production terminology. a. Demonstrate leadership qualities (e.g. commitment, dependability, responsibility, and cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal and performance. Enhance performance using a broad repertoire of strategies for dynamic projection. Develop a professional portfolio that documents the rehearsal and performance process with fluency in professional dance terminology and production terminology.
b. Compare and contrast a variety of possible production elements that would intensify and heighten the artistic intent of the work. Select choices and explain reasons for the decisions made using production terminology. b. Produce dance in a variety of venues or for different audiences and, using production terminology, explain how the production elements are handled in different situations. b. Collaborate to design and execute production elements that would intensify and heighten the artistic intent of a dance performed on a stage, in a different venue, or for different audiences. Explain reasons for choices using production terminology. b. Evaluate possible designs for the production elements of a performance and select and execute the ideas that would intensify and heighten the artistic intent of the dances. b. Work collaboratively to produce a dance concert on a stage or in an alternative performance venue and plan the production elements that would be necessary to fulfill the artistic intent of the dance works. b. Work collaboratively to produce dance concerts in a variety of venues and design and organize the production elements that would be necessary to fulfill the artistic intent of the dance works in each of the venues. RESPONDING—Anchor Standard 7: Perceive and analyze artistic work Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning. Essential Question: How is a dance understood? Process Component: Analyze PK.DA:Re7 K.DA:Re7 1.DA:Re7 2.DA:Re7 3.DA:Re7 4.DA:Re7 5.DA:Re7
a. Identify a movement in a dance by repeating it. a. Find a movement that repeats in a dance. a. Find a movement that repeats in a dance to make a pattern. a. Find movements in a dance that develop a pattern. a. Find a movement pattern that creates a movement phrase in a dance work. a. Find patterns of movement in dance works that create a style or theme. a. Find meaning or artistic intent from the patterns of movement in a dance work. b. Demonstrate an observed or performed movement. b. Demonstrate or describe observed or performed dance movements. b. Demonstrate and describe observed or performed dance movements from a specific genre or culture. b. Demonstrate and describe movements in dances from a variety of genres or cultures. b. Demonstrate and explain how one dance genre is similar to and different from another, or how one cultural movement practice is similar to and different from another. b. Demonstrate and explain how dance styles differ within a genre or within a cultural movement practice. b. Describe, using basic dance terminology, the qualities and characteristics of style used in a dance from one’s own cultural movement practice. Compare them to the qualities and characteristics of style found in a different dance genre, style, or cultural movement practice.
RESPONDING—Anchor Standard 8: Interpret intent and meaning in artistic work Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context. Essential Question: How is interpreted? Process Component: Interpret PK.DA:Re8 K.DA:Re8 1.DA:Re8 2.DA:Re8 3.DA:Re8 4.DA:Re8 5.DA:Re8 Observe a movement and share impressions. Observe movement and describe it simple dance terminology. Select movements from a dance that suggest ideas and explain how the movement captures the idea using simple dance terminology. Use context cues from movement to identify meaning and intent in a dance using simple dance terminology. Select specific context cues from movement. Explain how they relate to the main idea of the dance using basic dance terminology. Relate movements, and context to decipher meaning in a dance using basic dance terminology. Interpret meaning in a dance based on its movements. Explain how the movements communicate the main idea of the dance using basic dance terminology.
6.DA:Re8 7.DA:Re8 8.DA:Re8 Prof.DA:Re8 Acc.DA:Re8 Adv.DA:Re8 Explain how the artistic expression of a dance is achieved through the elements of dance, use of body, dance technique, dance structure, and context. Explain how these communicate the intent of the dance using genre-specific dance terminology. Compare the meaning of different dances. Explain how the artistic expression of each dance is achieved through the elements of dance, use of body, dance technique, dance structure, and context. Use genre-specific dance terminology. Select a dance and explain how artistic expression is achieved through relationships among the elements of dance, use of body, dance technique, dance structure, and context. Cite evidence in the dance to support your interpretation using dance terminology. Select and compare different dances and discuss intent and artistic expression. Explain how the relationships among the elements of dance, use of body, dance technique, dance structure, and context enhance meaning and support intent using dance terminology. Analyze and discuss how the elements of dance, dance structure, execution of dance movement principles, and context contribute to artistic expression. Use genre-specific dance terminology. Analyze and interpret how the elements of dance, dance structure, execution of dance movement principles, and context contribute to artistic expression across different genres, styles, or cultural movement practices. Use genre-specific dance terminology. RESPONDING—Anchor Standard 9: Apply criteria to evaluate artistic work Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures Essential Question: What criteria are used to evaluate dance? Process Component: Critique PK.DA:Re9 K.DA:Re9 1.DA:Re9 2.DA:Re9 3.DA:Re9 4.DA:Re9 5.DA:Re9 specific specific
Find a movement in a that was fun to watch. Repeat it and explain why it is fun to watch and do. Find a movement that was noticed in a Demonstrate the movement that was noticed and explain why it attracted attention. Identify and demonstrate several movements in a dance that attracted attention. Describe the characteristics that make the movements interesting and talk about why they were chosen. Observe or demonstrate dances from a genre or culture. Discuss movements and other aspects of the dances that make the dances work well and explain why they work. Use simple dance terminology. Select dance movements from specific genres, styles, or cultures. Identify characteristic movements from these dances and describe in basic dance terminology ways in which they are similar and different. Define and discuss the characteristics that make a dance artistic and apply those characteristics to dances observed or performed in a specific genre, style, or cultural movement practice. Use basic dance terminology. Demonstrate and discuss the characteristics of dance that make a dance artistic and meaningful. Relate them to the elements of dance in genres, styles, or cultural movement practices. Use basic dance terminology to describe characteristics of the dance.
6.DA:Re9 7.DA:Re9 8.DA:Re9 Prof.DA:Re9 Acc.DA:Re9 Adv.DA:Re9 Discuss the characteristics and artistic intent of a dance from a genre, style, or cultural movement practice and develop artistic criteria to critique the dance using genre-specific dance terminology. Compare artistic intent, content and context from dances to examine the characteristics of genre, style, or cultural movement practice. Based on the comparison, refine artistic criteria using genre-specific dance terminology. Use artistic criteria to determine what makes an effective performance. Consider content, context, genre, style, or cultural movement practice to comprehend artistic expression. Use genre-specific dance terminology. Analyze the artistic expression of a dance. Discuss insights using evaluative criteria and dance terminology. Compare and contrast two or more dances using evaluative criteria to critique artistic expression. Consider societal values and a range of perspectives. Use genre-specific dance terminology. Define personal artistic preferences to critique dance. Consider societal and personal values, and a range of artistic expression. Discuss perspectives with peers and justify views. CONNECTING—Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning. Essential Question: How does dance deepen our understanding of ourselves, other knowledge, and events around us? Process Component: Synthesize PK.DA:Cn10 K.DA:Cn10 1.DA:Cn10 2.DA:Cn10 3.DA:Cn10 4.DA:Cn10 5.DA:Cn10
a. Recognize an emotion expressed in movement that is watched or performed. a. Recognize and name an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience. a. Find an experience expressed or portrayed in a dance that relates to a familiar experience. Identify the movements that communicate this experience. a. Describe, create, and/or perform a dance that expresses personal meaning and explain how certain movements express this personal meaning. a. Compare the relationships expressed in a to relationships with others. Explain how they are the same or different. a. Relate the main idea or content in a dance to other experiences. Explain how the main idea of a dance is similar to or different from one’s own experiences, relationships, ideas or perspectives. a. Compare two dances with contrasting themes. Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view and experiences.
b. Observe a dance work. Identify and imitate a movement from the dance, and ask a question about the dance. b. Observe a work of art. Describe and then express through movement something of interest about the artwork, and ask questions for discussion concerning the artwork. b. Discuss observations from a story. Identify ideas for dance movement and demonstrate the big ideas of the story. b. Respond to a dance work using an inquiry-based set of questions. Create movement using ideas from responses and explain how certain movements express a idea. b. Ask and research a question a key aspect of a dance that communicates a perspective about an issue or event. Explore the key aspect through movement. Share movements and describe how the movements help to remember or discover new qualities in these key aspects. b. Develop and research a question relating to a of study in school using multiple sources of references. Select key aspects about the topic and choreograph movements that communicate the information. Discuss what was learned from creating the dance and describe how the topic might be communicated using another form of expression. b. Choose a concept, or content from another discipline of study and research how other art forms have expressed the topic. Create a dance study that expresses the idea. Explain how the dance study expressed the idea and discuss how this learning process is similar to, or different from, other learning situations. 6.DA:Cn10 7.DA:Cn10 8.DA:Cn10 Prof.DA:Cn10 Acc.DA:Cn10 Adv.DA:Cn10
a. Observe the movement characteristics or qualities observed in a genre. Describe differences and similarities about what was observed to one’s attitudes and movement preferences. a. Compare and contrast the movement characteristics or qualities found in a variety of dance genres. Discuss how the movement characteristics or qualities differ from one’s own movement characteristics or qualities and how different perspectives are communicated. a. Relate connections between different dances and discuss the relevance of the connections to the development of one’s personal perspectives. a. Analyze a dance to determine the ideas expressed by the choreographer. Explain how the perspectives expressed by the choreographer may impact one’s own interpretation. Provide evidence to support one’s analysis. a. Analyze a dance that is related to content learned in other subjects and research its context. Synthesize information learned and share new ideas about its impact on one’s perspective. a. Review original choreography developed over time with respect to its content and context and its relationship to personal perspectives. Reflect on and analyze the variables that contributed to changes in one’s personal growth.
b. Conduct research a variety of resources to find information about a social issue of great interest. Use the information to create a dance study that expresses a specific point of view on the topic. Discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives. b. Research the historical development of a dance genre or style. Use knowledge gained from the research to create a dance study that evokes the essence of the style or genre. Share the study with peers as part of a lecture demonstration that tells the story of the historical journey of the chosen genre or style. Document the process of research and application. b. Investigate two contrasting topics a variety of research methods. Identify and organize ideas to create representative movement phrases. Create a dance study exploring the contrasting ideas. Discuss how the research informed the choreographic process and deepens understanding of the topics. b. Collaboratively identify a dance related question or problem. Conduct research through interview, research database, text, media, or movement. Analyze and apply information gathered by creating a group dance that answers the question posed. Discuss how the dance communicates new perspectives or realizations. Compare orally and in writing the process used in choreography to that of other creative, academic, or scientific procedures. b. Use established research methods and techniques to investigate a topic. Collaborate with others to identify questions and solve movement problems that pertain to the topic. Create and perform a piece of choreography on this topic. Discuss orally or in writing the insights relating to knowledge gained through the research process, the synergy of collaboration, and the transfer of learning from this project to other learning situations. b. Investigate various dance related careers through a variety of research methods and techniques. Select those careers of most interest. Develop and implement a Capstone Project that reflects a possible career choice.
CONNECTING—Anchor Standard 11: Relate artistic and works with societal, cultural, and historical context to deepen understanding Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts. Essential Question: How does knowing about societal, cultural, historical and community experiences expand dance literacy? Process Component: Relate PK.DA:Cn11 K.DA:Cn11 1.DA:Cn11 2.DA:Cn11 3.DA:Cn11 4.DA:Cn11 5.DA:Cn11 Show a movement experienced at home or elsewhere. Describe or demonstrate the movements in a dance that was watched or performed. Watch and/or perform a dance from a different culture and discuss or demonstrate the types of movement danced. Observe a dance and relate the movement to the people or environment in which the dance was created and performed. Find a relationship between movement in a from a culture, society, or community and the culture from which the dance is derived. Explain what the movements communicate about key aspects of the culture, society, or community. Select and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated. Describe how the movement characteristics and qualities of a dance in a specific genre or style communicate the ideas and perspectives of the culture, historical period, or community from which the genre or style originated.
6.DA:Cn11 7.DA:Cn11 8.DA:Cn11 Prof.DA:Cn11 Acc.DA:Cn11 Adv.DA:Cn11 Interpret and show how the movement and qualities of a dance communicate its cultural, historical, and/or community purpose or meaning. Compare, contrast, and discuss dances performed by people in various localities or communities. Formulate possible reasons why similarities and differences developed in relation to the ideas and perspectives important to each. Analyze and discuss, how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people. Analyze and discuss dances from selected genres or styles and/or historical time periods and formulate reasons for the similarities and differences between them in relation to the ideas and perspectives of the peoples from which the dances originate. Analyze dances from several genres or styles, historical time periods, and/or world dance forms. Discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the peoples from which the dances originate. Analyze dances from several genres or styles, historical time periods, and/or world dance forms. Discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the peoples from which the dances originate, and how the analysis has expanded one’s dance literacy. California Department of Education, December 2018