b. Find a different way to do several basic locomotor and non-locomotor 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.
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 dance 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 non-verbally.
b.Identify parts of the body and document a body shape or position by drawing a picture
b.Depict a dance movement by drawing a picture or using a symbol.
b.Depict several different types of movements of a dance by drawing a picture or using a symbol (for example, jump, turn, slide, bend, reach).
b. Depict the levels of movements in a variety of dance movements by drawing a picture or using symbols (for example, high, middle, low).
b. Depict directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.
b.Depict the relationships between two or more dancers in a dance phrase by drawing a picture or using symbols (for example, next to, above, below, behind, in front of).
b.Record changes in a dance sequence through writing, symbols, or a form of media technology.
b.Identify speed of dance as fast or slow. Move to varied rhythmic sounds at different tempi.
c.Move with opposing characteristics (for example, loose/tight, light/heavy, jerky/smooth).
b.Demonstrate tempo contrasts with movements that match to tempo of sound stimuli.
c.Identify and apply different characteristics to movements (for example, slow, smooth, or wavy).
b.Relate quick, moderate and slow movements to duration in time. Recognize steady beat and move to varying tempi of steady beat.
c.Demonstrate movement characteristics along with movement vocabulary (for example, use adverbs and adjectives that apply to movement such as a bouncy leap, a floppy fall, a jolly jump, and joyful spin).
b.Identify the length of time a move or phrase takes (for example, whether it is long or short). Identify and move on the downbeat in duple and triple meter. Correlate metric phrasing with movement phrasing.
c. Select and apply appropriate characteristics to movements (for example, selecting specific adverbs and adjectives and apply them to movements). Demonstrate kinesthetic awareness while dancing the movement characteristics.
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.
c.Change use of energy and dynamics by modifying movements and applying specific characteristics to heighten the effect of their intent.
b.Accompany other dancers using a variety of percussive instruments and sounds. Respond in movement to even and uneven rhythms. Recognize and respond to tempo changes as they occur in dance and music.
c.Analyze movements and phrases for use of energy and dynamic changes and use adverbs and adjectives to describe them. Based on the analysis, refine the phrases by incorporating a range of movement characteristics.
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.
c.Contrast bound and free-flowing movements. Motivate movement from both central initiation (torso) and peripheral initiation (distal) and analyze the relationship between initiation and energy.
b.Move in general space and start and stop on cue while maintaining personal space.
c.Identify and move body parts and repeat movements upon request.
b.Move safely in general space and start and stop on cue during activities, group formations, and creative explorations while maintaining personal space.
c.Move body parts in relation to other body parts and repeat and recall movements upon request.
b.Move safely in general space through a range of activities and group formations while maintaining personal space.
c.Modify movements and spatial arrangements upon request
b.Move safely in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.
c.Repeat movements, with an awareness of self and others in space. Self-adjust and modify movements or placement upon request.
b.Adjust body-use to coordinate with a partner or other dancers to safely change levels, directions, and pathway designs.
c.Recall movement sequences with a partner or in group dance activities. Apply constructive feedback from teacher and self-check to improve dance skills.
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.
c.Coordinate phrases and timing with other dancers by cueing off each other and responding to stimuli cues (for example, music, text, or lighting). Reflect on feedback from others to inform personal dance performance goals.
b.Demonstrate safe body-use practices during technical exercises and movement combinations. Discuss how these practices, along with healthful eating habits, promote strength, flexibility, endurance and injury prevention.
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.
b.Use a simple prop as part of a dance.
b.Select a prop to use as part of a dance.
b.Explore the use of simple props to enhance performance.
b.Use limited production elements (for example, hand props, simple scenery, or media projections).
b.Explore simple production elements (costumes, props, music, scenery, lighting, or media) 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.
Understanding and Using the National Core Arts Standards
The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels—generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience the joy of a well-remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved by a captivating play.
The central purposes of education standards are to identify the learning that we want for all of our students and to drive improvement in the system that delivers that learning. Standards, therefore, should embody the key concepts, processes and traditions of study in each subject area, and articulate the aspirations of those invested in our schools—students, teachers, administrators, and the community at large. To realize that end goal, these new, voluntary National Core Arts Standards are framed by artistic literacy, as outlined in philosophical foundations, lifelong goals, and artistic processes; articulated as anchor and performance standards that students should attain; and supported by instructional resources, including model cornerstone assessments that illustrate how literacy might be measured. The connective threads of this conceptual framework are designed to be understood by all stakeholders and, ultimately, to ensure success for both educators and students.
While broad in concept, the standards are also focused in a framework that delivers the educational nuance of standards in only four artistic processes, bringing together what artists do and what we want for our students. Within this simple and elegant structure, decision-makers from teachers, to superintendents, to parents will be able to move forward in the rich variety of approaches that have become part of the American educational landscape.
The National Core Arts Standards are designed to guide the delivery of arts education in the classroom with new ways of thinking, learning, and creating. The standards also inform policy-makers about implementation of arts programs for the traditional and emerging models and structures of education. As with other subject areas, a commitment to quality education, equitable opportunities, and comprehensive expectations is embedded within the new arts standards.
National Core Arts Standards are written for five arts disciplines; Dance, Media Arts, Music, Theatre and Visual Arts.
National Core Arts Standards are written grade by grade Pre K – 8th grade and at three proficiency levels in high school (proficient, accomplished and advanced).
Choose instructional support materials.
Artistic Processes are the cognitive and physical actions by which arts learning and making are realized. National Core Arts Standards are based on the artistic processes of Creating; Performing/ Producing/Presenting; Responding; and Connecting.