Dance Landscape by qvi49I

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									                                                                                Dance
EALR 1. Dance: The student understands and applies arts knowledge and skills in dance, music, theatre, and visual arts.

Component 1.1 Understands and applies dance concepts and vocabulary.

GLE                   K                                1                                  2                                   3                                 4

1.1.1 Recognizes, understands,         Recognizes, understands, and        Recognizes, understands, and       Recognizes, understands,            Recognizes, understands,
       and applies the elements        applies the elements and            applies the elements and           and applies the elements            and applies the elements
       and vocabulary of dance.        vocabulary of dance.                vocabulary of dance.               and vocabulary of dance.            and vocabulary of dance.
       Elements of Dance: Space,       Elements of Dance: Space,           Elements of Dance: Space,          Elements of Dance: Space,           Elements of Dance: Space,
       Time, Energy/Force              Time, Energy/Force                  Time, Energy/Force                 Time, Energy/Force                  Time, Energy/Force

       Evidence of Learning            Evidence of Learning                Evidence of Learning               Evidence of Learning                Evidence of Learning


        Demonstrates movement in       Demonstrate non-locomotor          Identifies and demonstrates       Demonstrates a in different
                                                                                                                                 variety of        Demonstrates movement
         different directions.           skills in different directions.     movement in a variety of           locomotor skills                    using combinations of
         (Direction)                     (Direction)                         directions. (Direction)              directions. (Direction)           directions. (Direction)


        Demonstrates the ability to    Demonstrates different             Performs movement using a         Combines within one
                                                                                                                         different                 Performs different pathways
         create a pathway through        pathways. (Pathway)                 variety of pathways.               pathways                            with a partner. (Pathway)
         the empty spaces between                                            (Pathway)                            movement phrase.
         other dancers. (Pathway)                                                                                 (Pathway)
                                        Demonstrates movement at a                                                                                Demonstrates a change of
                                         variety of levels. (Level)         Demonstrates locomotor                                                 shape to accomplish a
        Demonstrates a variety of                                           movements at a variety of         Uses changes of level to            transition between levels.
         levels. (Level)                                                     levels. (Level)                    express ideas. (Level)              (Level and Shape)
                                        Demonstrates a variety of
                                         shapes. (Shape)
        Uses the whole body to                                             Uses a variety of shapes to       Uses shapes to asymmetry.
                                                                                                                                express            Maintains spacing(Place) a
                                                                                                                                                                      within
         make a shape. (Shape)                                               express ideas. (Shape)             symmetry and                        group formation.
                                        Demonstrates an awareness                                                (Shape)
                                         of personal and general
        Recognizes and identifies       space. (Place)                     Moves with a partner in                                               Performs a with other spatial
                                                                                                                                                               variety of
         personal and general space.
         (Place)
                                                                             personal and general space.
                                                                             (Place)
                                                                                                               Uses both personal and
                                                                                                                general space in
                                                                                                                                                    formations
                                                                                                                                                    dancers. (Relationship)
                                        Demonstrates the ability to                                              choreography. (Place)
                                         remain still while others are
        Demonstrates an awareness       moving. (Relationships)            Expresses prepositional                                              Examples
         of others by moving safely
         in general space.
                                                                             relationships with a prop or a
                                                                             partner. (Relationships)
                                                                                                               Demonstrates the of energy
                                                                                                                move with a type
                                                                                                                                 ability to

         (Relationship)
                                       Examples
                                                                                                                  that contrasts with that of a    Demonstrates movements
                                                                                                                                                    using diagonals and turns.
                                                                                                                  partner. (Relationships)
                                                                           Examples
       Examples                         Stretches or bends up and
                                         down.
                                                                                                              Examples                             Uses a straight pathway to
                                                                            Names and demonstrates                                                 meet a partner and then
        Demonstrates movement          Demonstrates straight and
                                                                             forward, backward, and                                                 creates a circular pathway
                                                                                                                 Demonstrates the ability to
                                                                                                                  skip, hop, and jump
           that changes directions.          curved pathways.                     sideways directions.                 forward, backward, and            with the partner.
                                                                                                                       sideways.

        Turns to travel into empty       Demonstrates movements on           Expresses and performs                                                  Uses afrom high level to
                                                                                                                                                                 twisted shape
           space.                            high-, medium-, and low-
                                             levels.
                                                                                  straight, curved, and zigzag
                                                                                  pathways.
                                                                                                                      Draws a pathway map that
                                                                                                                       illustrates straight, curved,
                                                                                                                                                         spiral
                                                                                                                                                         low.
                                                                                                                                                                               to

                                                                                                                       and zigzag pathways and
        Demonstrates high-,                                                                                           then choreographs a dance
           middle-, and low-level         Demonstrates straight,              Demonstrates skip, run, or             to follow the map.               Performs a line dance,
           shapes.                           curved, and angular shapes.          roll at high-, medium-, and                                            maintaining consistent
                                                                                  low-levels.                                                            distance from dancers on

        Demonstrates small,              Demonstrates the difference                                                Performs low-to-high
                                                                                                                       movements to show the
                                                                                                                                                         both sides.
           medium, and large shapes.         between dancing in personal       Positions the body to make             water cycle.
                                             space and dancing in general
                                             space.
                                                                                  alphabetic or geometric
                                                                                  shapes.
                                                                                                                                                        Dances withinline, circle,
                                                                                                                                                         formations of
                                                                                                                                                                       the

          Observes and names
                                                                                                                    Shows symmetrical shapes.
                                                                                                                                       and               and triangle.
           another student's use of
                                                                                                                     asymmetrical body
           personal or general space.       Makes a shape and remains           Performs mirroring and
                                             still while others are moving.       shadowing movements with a

        Demonstrates the ability to
                                                                                  partner.                          Creates a dance personal
                                                                                                                     transitions from
                                                                                                                                      that
           move safely around other
                                                                                                                       space to general space.
           dancers.                                                            Expresses prepositional
                                                                                  relationships with a prop or a
                                                                                  partner by moving above,
                                                                                  below, through, around, and
                                                                                                                    Demonstrates contrasting
                                                                                                                     energy by moving smoothly
                                                                                  between.                             while a partner moves
                                                                                                                       sharply.



GLE                    5                                  6                                   7-8                         HS Proficiency                     HS Advanced
                                                                                                                                                              Proficiency


1.1.1 Understands and applies            Understands and applies the          Understands and applies the          Uses the vocabulary of              Uses the vocabulary of
       the elements and                  elements and vocabulary of           elements and vocabulary of           dance as he/she applies             dance as he/she analyzes
       vocabulary of dance.              dance.                               dance.                               and analyzes the elements           and evaluates the elements
       Elements of Dance: Space,         Elements of Dance: Space,            Elements of Dance: Space,            of dance.                           of dance.
       Time, Energy/Force                Time, Energy/Force                   Time, Energy/Force                   Elements of Dance: Space,           Elements of Dance: Space,
                                                                                                                   Time, Energy/Force                  Time, Energy/Force
       Evidence of Learning              Evidence of Learning                 Evidence of Learning
                                                                                                                   Evidence of Learning                Evidence of Learning

          Creates and performs a           Creates and performs                Explains different elements of
           movement using two                movement using different             space and performs                Examines different elements        Examines and justifies
           elements of space                 elements of space                    movements to express these           of space and performs             choices of movement by
           simultaneously. (Direction        simultaneously. (Direction,          elements simultaneously.             movements to express              considering whether the
           and Pathway)                      Pathway, and Relationship)           (Direction, Pathway, Level,          these elements                    element of space was
                                                                                  Shape, and Personal Space)           simultaneously. (Direction,       effectively used to convey
                                                                                                                       Pathway, Level, Shape,            the dance's intended
        Improvises changes of level      Creates and performs                                                        Personal Space, and               purpose. (Direction,
           while weight-sharing with a       movement using different          Works with a partner or in             Relationship)                     Pathway, Level, Shape,
           partner. (Level)                  elements of space                    small or large groups to
                                                                                                                                                         Personal Space, and
                                             simultaneously. (Level,              create and perform
                                                                                  movements using the
        Works with a partner to         Shape, and Place)                     elements of space.              Example                              Relationship)
         create complementary                                                  (Relationship)
         shapes in personal or
         general space. (Shape and
                                       Examples                                                                 Collaborates with a partner      Example
                                                                           Examples                              to clarify spatial designs and
         Place)
                                                                                                                 directions for a unison
                                        Works with a partner to                                                 performance.                      Justifies the use of circular
        Uses and weight-sharing to
                                         perform movement that                Identifies and performs a                                            formations and connected
                                         includes shifting from                movement phrase that                                                 shapes during the
         create and perform
                                         sideways on a curved                  includes traveling forward on                                        choreographic process to
         movements with a partner.
                                         pathway to backwards on a             a curved pathway while                                               convey community.
         (Relationship)
                                         straight pathway.                     changing levels and body
                                                                               shape.
       Examples
                                        Creates a movement phrase
                                         that includes both a stag leap     Performs with a partner a
        Creates movements that          and a roll.                           movement phrase that
         change direction and                                                  includes traveling forward on
         pathway.                                                              a curved pathway while
                                                                               changing levels and body
                                                                               shape.
        Moves low to support a
         partner's weight.


        Fills a partner's
         empty/negative spaces by
         making surrounding and
         complementary shapes.


        Performs movements in
         which one partner supports
         the other partner's weight.



GLE                   K                                1                                    2                                 3                                  4

1.1.2 Recognizes, understands,         Recognizes, understands, and        Recognizes, understands, and        Recognizes, understands,           Recognizes, understands,
       and applies the elements        applies the elements and            applies the elements and            and applies the elements           and applies the elements
       and vocabulary of dance.        vocabulary of dance.                vocabulary of dance.                and vocabulary of dance.           and vocabulary of dance.
       Elements of Dance: Space,       Elements of Dance: Space,           Elements of Dance: Space,           Elements of Dance: Space,          Elements of Dance: Space,
       Time, Energy/Force              Time, Energy/Force                  Time, Energy/Force                  Time, Energy/Force                 Time, Energy/Force

       Evidence of Learning            Evidence of Learning                Evidence of Learning                Evidence of Learning               Evidence of Learning


        Demonstrates fast and slow     Demonstrate non-locomotor          Demonstrates movement at           Demonstrates the ability to       Demonstrates a rhythmic
         movement. (Tempo)               skills in different directions.       fast, medium, and slow            move to a steady beat at           pattern by moving at both
                                         (Direction)                           tempos. (Tempo)                   different tempos. (Tempo)          fast and slow tempos.
                                                                                                                                                    (Tempo)
        Repeats a pattern that
         he/she hears.                  Demonstrates different             Demonstrates a pattern of          Combines movements of
         (Rhythm/Pattern)                pathways. (Pathway)                   changing movements.               different duration to form a      Demonstrates movement in
                                                                                                                 rhythmic pattern.                  response to a variety of
                                                                                                                                                    musical meters.
       Examples                         Demonstrates movement at a         (Rhythm/Pattern)                 (Rhythm/Pattern)                (Rhythm/Pattern)
                                         variety of levels. (Level)

        Moves quickly and slowly in                                      Examples                         Examples                        Examples
           response to cues.            Demonstrates a variety of
                                         shapes. (Shape)
                                                                           Uses movement to                Consistently claps the beat    Demonstrates the same
          Echoes a clapped pattern.                                        demonstrate fast, medium,        at a fast or slow tempo.        pattern of stomps and claps
                                        Demonstrates an awareness          and slow tempos.                                                 at both fast and slow
                                         of personal and general                                                                             tempos.
                                         space. (Place)                                                     Performs a slow reach for
                                                                           Performs eight counts of         four counts followed by two
                                                                            skipping followed by eight       quick jumps.                   Performs triplets in 3/4 time
                                        Demonstrates the ability to        counts of jumping. (Pattern)                                     and chassés in 4/4 time.
                                         remain still while others are
                                         moving. (Relationships)


                                       Examples


                                        Stretches or bends up and
                                         down.


                                        Demonstrates straight and
                                         curved pathways.


                                        Demonstrates movements on
                                         high-, medium-, and low-
                                         levels.


                                        Demonstrates straight,
                                         curved, and angular shapes.


                                        Demonstrates the difference
                                         between dancing in personal
                                         space and dancing in general
                                         space.


                                        Makes a shape and remains
                                         still while others are moving.



GLE                   5                                6                               7-8                      HS Proficiency                   HS Advanced
                                                                                                                                                  Proficiency


1.1.2 Recognizes, understands,         Recognizes, understands, and       Recognizes, understands, and     Recognizes, understands,        Recognizes, understands,
       and applies the elements        applies the elements and           applies the elements and         and applies the elements        and applies the elements
       and vocabulary of dance.        vocabulary of dance.               vocabulary of dance.             and vocabulary of dance.        and vocabulary of dance.
       Elements of Dance: Space,       Elements of Dance: Space,          Elements of Dance: Space,        Elements of Dance: Space,       Elements of Dance: Space,
       Time, Energy/Force              Time, Energy/Force                 Time, Energy/Force               Time, Energy/Force              Time, Energy/Force
       Evidence of Learning           Evidence of Learning                Evidence of Learning             Evidence of Learning              Evidence of Learning


        Recognizes tempo in music     Demonstrates a movement            Demonstrates a rhythmic         Examines the elements of         Examines and justifies
         and chooses an appropriate       sequence in waltz meter (3/4      pattern by performing              time and performs               choices of movement by
         accompaniment for a dance.       time) and march meter (2/2        movement that lasts for            movement to express them.       considering whether the
         (Tempo)                          and 4/4 time) at various          different durations of time.       (Tempo, Rhythm/Pattern)         element of time was
                                          tempos. (Tempo,                   (Tempo, Rhythm/Pattern)                                            effectively used to convey
                                          Rhythm/Pattern)                                                                                      the dance's intended
        Performs both metered and                                                                         Example
                                                                                                                                               purpose. (Tempo,
         non-metered movement.                                            Example
                                                                                                                                               Rhythm/Pattern)
         (Rhythm/Pattern)             Example
                                                                                                            Constructs and performs
                                                                           Uses a steady beat and holds       movement using
                                                                                                                                             Example
       Examples                          Performs movement                 the tempo in half time and         syncopation and
                                          sequences in 3/4 time and         double time.                       polyrhythms.

        Chooses music with
                                          4/4 time, learning at a slow                                                                        Justifies the use of a fast
                                          tempo and adjusting to a fast                                                                        tempo to convey chaos or
         appropriate tempo to match
                                          tempo with music.                                                                                    adagio movement with
         choreography.
                                                                                                                                               allegro musical
                                                                                                                                               accompaniment.
        Moves slowly without meter
         while a partner moves
         quickly in metered time.



GLE                  K                                 1                                 2                                  3                               4

1.1.3 Recognizes, understands,        Recognizes, understands, and        Recognizes, understands, and     Recognizes, understands,          Recognizes, understands,
       and applies the elements       applies the elements and            applies the elements and         and applies the elements          and applies the elements
       and vocabulary of dance.       vocabulary of dance.                vocabulary of dance.             and vocabulary of dance.          and vocabulary of dance.
       Elements of Dance: Space,      Elements of Dance: Space,           Elements of Dance: Space,        Elements of Dance: Space,         Elements of Dance: Space,
       Time, Energy/Force             Time, Energy/Force                  Time, Energy/Force               Time, Energy/Force                Time, Energy/Force

       Evidence of Learning           Evidence of Learning                Evidence of Learning             Evidence of Learning              Evidence of Learning


        Demonstrates movement         Demonstrates a movement            Demonstrates movement with      Demonstrates movement            Demonstrates a movement
         with energy.                     with a specific energy.           contrasting energies.              with a variety of different     phrase using different
                                                                                                               energy qualities.               energy qualities
                                                                                                                                               simultaneously.
       Example                        Example                             Example
                                                                                                           Example
                                                                                                                                             Example
        Demonstrates strong           Demonstrates shaky                 Produces smooth and sharp
         movements in an                  movement energy.                  movements.                        Performs movements with
         improvisation.                                                                                        sharp, smooth, swingy, and     Creates and performs
                                                                                                               shaky qualities.                movements with both
                                                                                                                                               strong and bound (or free
                                                                                                                                               and light) energies.



GLE                  5                                 6                                7-8                       HS Proficiency                   HS Advanced
                                                                                                                                                        Proficiency


1.1.3 Recognizes, understands,         Recognizes, understands, and        Recognizes, understands, and        Recognizes, understands,          Recognizes, understands,
       and applies the elements        applies the elements and            applies the elements and            and applies the elements          and applies the elements
       and vocabulary of dance.        vocabulary of dance.                vocabulary of dance.                and vocabulary of dance.          and vocabulary of dance.
       Elements of Dance: Space,       Elements of Dance: Space,           Elements of Dance: Space,           Elements of Dance: Space,         Elements of Dance: Space,
       Time, Energy/Force              Time, Energy/Force                  Time, Energy/Force                  Time, Energy/Force                Time, Energy/Force

       Evidence of Learning            Evidence of Learning                Evidence of Learning                Evidence of Learning              Evidence of Learning


        Demonstrates with energy.
         effort-actions
                        a range of      Demonstrates the ability to
                                         move one or several body
                                                                            Explains and/or
                                                                             communicates different
                                                                                                                Conveys an intended
                                                                                                                 purpose by examining
                                                                                                                                                  Examines and justifiesby
                                                                                                                                                   choices of movement
                                         parts with a type of energy         qualities of energy, and            different qualities of energy     considering whether the
                                         that contrasts with that of the     expresses them through              and expresses them                element of energy was
       Example
                                         rest of the body.                   movement.                           through movement.                 effectively used to convey
                                                                                                                                                   the dance's intended
                                                                                                                                                   purpose.
        Demonstrates movements
         that include glide, float,
                                       Example                             Example                             Example
         flick, dab, punch, slash,
                                                                                                                                                 Example
         wring, and press.              Demonstrates contrasting           Uses "free and controlled          Produces and performs
                                         energy by pressing smoothly         flow" and "sustained and            movement with powerful
                                         while kicking strongly.             percussive" energy to create,
                                                                             perform, and identify qualities
                                                                                                                 energy to convey emotions.       Justifiesto express anger or
                                                                                                                                                   energy
                                                                                                                                                             the use of bound

                                                                             of energy.                                                            angst.



GLE                  K                                1                                   2                                   3                                4

1.1.4 Recognizes, understands,         Recognizes, understands, and        Recognizes, understands, and        Recognizes, understands,          Understands and applies
       and applies the principles of   applies the principles of           applies the principles of           and applies the principles of     the principles of
       choreography/composition        choreography/composition            choreography/composition            choreography/composition          choreography/composition
       and the vocabulary of           and the vocabulary of dance.        and the vocabulary of dance.        and the vocabulary of             and the vocabulary of
       dance.                          Principles of                       Principles of                       dance.                            dance.
       Principles of                   Choreography/Composition:           Choreography/Composition:           Principles of                     Principles of
       Choreography/Composition:       Form/Design, Theme,                 Form/Design, Theme,                 Choreography/Composition:         Choreography/Composition:
       Form/Design, Theme,             Repetition, Balance, Contrast,      Repetition, Balance, Contrast,      Form/Design, Theme,               Form/Design, Theme,
       Repetition, Balance,            Emphasis                            Emphasis, Variety                   Repetition, Balance,              Repetition, Balance,
       Contrast, Emphasis                                                                                      Contrast, Emphasis, Variety       Contrast, Emphasis, Variety
                                       Evidence of Learning                Evidence of Learning
       Evidence of Learning                                                                                    Evidence of Learning              Evidence of Learning

                                        Uses the elements of dance         Uses the elements of dance
        Uses the elements of dance      and the principles of               and the principles of              Uses the elements of dance       Uses the elements of dance
         and the principles of           choreography/composition to         choreography/composition to         and the principles of             and the principles of
         choreography/composition        create and perform structured       create and perform structured       choreography/composition          choreography/composition
         to create and perform           improvisations.                     improvisations.                     to create and perform             to create and perform
         structured improvisations.                                                                              structured improvisations.        structured improvisations.
                                       Examples                            Examples
       Example                                                                                                 Examples                          Example
        Creates and performs a            Creates and performs                Creates and performs a              Creates and performs a         Creates and performs
           dance sequence/phrase in           movements that express the           sequence/phrase that               dance in suite (ABC) form,      "chance dances" that are
           AB form, in which A =              ideas in the nursery rhyme           includes repetition in             such as sad, confused, and      randomly selected, defined,
           dancing big and B =                Jack Be Nimble or in the story       ABA form, such as big,             calm.                           and structured, such as
           dancing small; A = high            Caps for Sale.                       small, and big.                                                    when dancers cho eograph
           level and B = low level; and                                                                                                               solos and then perform
           A = fast and B = slow.                                                                                    Creates and performs            them simultaneously.
                                           Translates ideas and stories        Creates and performs a               movements to represent
                                              into movement.                       sequence/phrase that               words in a cinquain such as
                                                                                   includes a beginning shape, a      the following:
                                                                                   middle shape, and an ending
                                                                                   shape.                                           Rain
                                                                                                                               Light, Strong
                                                                                                                         Falling, pouring,
                                                                                                                      splashing
                                                                                                                          Rain makes things grow
                                                                                                                               Precipitation



GLE                    5                                   6                                  7-8                        HS Proficiency                   HS Advanced
                                                                                                                                                           Proficiency


1.1.4 Understands and applies             Understands and applies the          Understands and applies the          Uses the vocabulary of          Uses the vocabulary of
       the principles of                  principles of                        principles of                        dance as he/she applies         dance as he/she analyzes
       choreography/composition           choreography/composition             choreography/composition             and analyzes the principles     and evaluates the principles
       and the vocabulary of              and the vocabulary of dance.         and the vocabulary of dance.         of                              of
       dance.                             Principles of                        Principles of                        choreography/composition        choreography/composition.
       Principles of                      Choreography/Composition:            Choreography/Composition:            and the vocabulary of           Principles of
       Choreography/Composition:          Form/Design, Theme,                  Form/Design, Theme,                  dance.                          Choreography/Composition:
       Form/Design, Theme,                Repetition, Balance, Contrast,       Repetition, Balance, Contrast,       Principles of                   Form/Design, Theme,
       Repetition, Balance,               Emphasis, Variety                    Emphasis, Variety                    Choreography/Composition:       Repetition, Balance,
       Contrast, Emphasis, Variety                                                                                  Form/Design, Theme,             Contrast, Emphasis, Variety
                                                                                                                    Repetition, Balance,
                                          Evidence of Learning                 Evidence of Learning
                                                                                                                    Contrast, Emphasis, Variety
       Evidence of Learning                                                                                                                         Evidence of Learning

                                             Uses the elements of dance          Uses the elements of dance
                                                                                                                    Evidence of Learning
        Explains, constructs, and            and principles of                    and principles of                                                 Examines and justifies
           performs movements using           chor ography/composition to          choreography/composition to                                        choices of movement by
           the elements of dance and          construct, explain, and              construct, explain, and           Uses the elements of dance      considering whether the
           principles of                      perform movements.                   perform ovement.                   and principles of               elements of dance and
           choreography/composition.                                                                                  choreography/composition        principles of
                                                                                                                      to construct, explain, and      choreography/composition
                                          Example                              Example
                                                                                                                      perform movement.               were effectively used to
       Example
                                                                                                                                                      convey the dance's intended
                                           Uses the choreographic              Creates dances using the                                             purpose(s).
                                                                                                                    Example
          Creates dances using               devices of retrograde,               choreographic devices of
           choreographic devices, such        exaggeration, and expansion          transposition, opposition, and
                                                                                                                                                    Examples
           as unison, contrast, canon,        to create dances.                    accumulation.                     Uses the choreographic
           and diminution.                                                                                            devices of motif
                                                                                                                      development, theme, and        Provides evidence to
                                                                                                                      variation to create dances.     support intentional
                                                                                                                   Creates dances that             choreographic choices.
                                                                                                                    demonstrate narrative and
                                                                                                                    abstract forms and that use
                                                                                                                    transitional flow.             Examines a well-known
                                                                                                                                                    piece of choreography,
                                                                                                                                                    su h as Alvin Ailey's
                                                                                                                                                    Revelations, and interprets
                                                                                                                                                    choreographic choices.



Component 1.2 Develops the technique and skills of dance.


GLE                   K                                   1                                    2                                3                                4



1.2.1 Recognizes, understands,           Develops the technique and           Recognizes, understands, and        Recognizes, understands,        Recognizes, understands,
       and applies the technique         skills of dance.                     applies the technique and           and applies the technique       and applies the technique
       and skills of dance.                                                   skills of dance.                    and skills of dance.            and skills of dance.
                                         Evidence of Learning
       Evidence of Learning                                                   Evidence of Learning                Evidence of Learning            Evidence of Learning

                                          Recognizes, understands, and
        Iden ifies, names, and the
         moves different parts of
                                             applies the technique and
                                             skills of dance.
                                                                               Demonstrates the ability to
                                                                                  balance his/her weight on
                                                                                                                   Demonstrates the ability to
                                                                                                                    move various body parts in
                                                                                                                                                   Explains the before dancing.
                                                                                                                                                    warming up
                                                                                                                                                                 purpose of

         body.                                                                    various parts of the body.        near- and far-reach space.

                                          Identifies, names, and moves                                                                            Performs extension. with
                                                                                                                                                              movements
        Demonstrates locomotor
         movements and non-
                                             different parts of the body in
                                             isolation.
                                                                               Creates and performs a
                                                                                  combination of locomotor and
                                                                                                                   Concentrates and controls
                                                                                                                    muscles to balance while
                                                                                                                                                    full-body

         locomotor movements.                                                     non-locomotor movements.          performing non-locomotor
                                                                                                                    movements.                     Performs dances from
                                          Demonstrates locomotor                                                                                   memory.
        Demonstrates the response
                            ability to       movements and non-                Performs movements in a
         travel and stop in                  locomotor movements                  defined sequence.                Uses focus to create and      Examples
         to a teacher's cue/signal.                                                                                 perform movements.

                                          Demonstrates focus and             Examples
       Examples                              concentration while moving.                                          Examples                         Articulates less likely to be
                                                                                                                                                    up body is
                                                                                                                                                                how a warmed-

                                                                               Balances on two hands and                                           injured.
        Identifies, names, and
         moves hea , arms, legs,
                                         Examples                                 one foot or on one foot only.    Performs small and large
                                                                                                                    shapes and movements.
         back, and feet.                                                                                                                           Performswith muscles fully
                                                                                                                                                              a reach from core
                                            Identifies, names, and moves        Creates and performs a                                            to distal
                                             elbows, knees, back, head,           phrase, such as gallop, hop,     Grounds his/her lower body,     engaged.
        Demonstrates walk, run,
         crawl (creep),
                        roll, slither,       hips, and shoulders while
                                             stabilizing other parts.
                                                                                  turn, and leap.                   engaging core and
                                                                                                                    oppositional pulls
         jump, gallop, and march;                                                                                   throughout the body.           Repeats a sequence of
         demonstrates stretch, bend,                                           Remembers and repeats a                                             movements accurately.
         and twist.                       Demonstrates slide (chassé),           teacher-directed phrase.
                                             hop, skip, and leap;                                                  Performs movements using
                                             demonstrates swing, m     lt,                                          both a single focus and
        Starts and stops movement
         in response to a drumbeat         and rise.                                                                multiple focuses.
         or musical cue.

                                        Stays on task during
                                           movement.



GLE                   5                                  6                                   7-8                       HS Proficiency                   HS Advanced
                                                                                                                                                         Proficiency


1.2.1 Recognizes, understands,         Understands and applies the            Applies and analyzes the            Applies and analyzes the        Applies, analyzes, and
       and applies the technique       technique and skills of dance.         technique and skills of dance.      technique and skills of         evaluates the technique and
       and skills of dance.                                                                                       dance.                          skills of dance.
                                       Evidence of Learning                   Evidence of Learning
       Evidence of Learning                                                                                       Evidence of Learning            Evidence of Learning

                                          Demonstrates warm-up and              Uses abdominal muscular
        Explains the importance (in
         terms of safety) of correct
                                           cool-down technique that
                                           increases flexibility, strength,
                                                                                  control (core support) in
                                                                                  movement.
                                                                                                                   Demonstrates alignment,
                                                                                                                    strength, flexibility, and
                                                                                                                                                   Evaluates movement and
                                                                                                                                                    implements a self-
         body alignment.                   or coordination.                                                         balance in movement.            correcting process as part
                                                                                                                                                    of his/her technique.
                                                                                 Demonstrates various
        Exhibits control when          Demonstrates extensions,                 partnering technique, such as    Applies the appropriate
         balancing.                        flexions, and limb rotations.          weight-sharing and                quality of energy to the       Demonstrates complex
                                                                                  counterbalance.                   technique of dance.             dance movements with
                                                                                                                                                    technical skill and
        Demonstrates while and
                       focus            Demonstrates clarity and                                                                                   expression.
         concentration                     precision while moving.             Demonstrates the ability to        Performs (accurately and
         performing in front of a                                                 move with others within a         with artistry) movement
         group.
                                       Examples
                                                                                  variety of spatial
                                                                                  arrangements/formations.
                                                                                                                    sequences in different
                                                                                                                    genres of dance.
                                                                                                                                                   Demonstrates proficiency
                                                                                                                                                    and artistry of partnering
                                                                                                                                                    technique, such as weight-
       Examples
                                        Demonstrates a calf stretch                                                                                sharing, counterbalance,
                                                                              Examples                            Examples
                                           that is correctly aligned and                                                                            and lifting.
        Explains whyin alignment
                      the knees            of appropriate duration.
         should bend                                                           Engages abdominal muscles          Demonstrates strength,        Examples
         over the toes.                                                           to maintain balance.              flexibility, and balance in
                                          Demonstrates internal and
                                                                                                                    the bends, extensions,
                                           external rotation of the
        Exhibits while moving
                  ability to control       proximal joints.                    Works with a partner(s) to
                                                                                                                    turns, and jumps that are
                                                                                                                    appropriate to the genre of
                                                                                                                                                   Recognizes the need to
                                                                                                                                                    adjust alignment when
         balance                                                                  demonstrate weight-sharing,
                                                                                                                    dance being studied.            he/she loses his/her
         (jumping or turning) or                                                  lifts, or counterbalance.
                                          Demonstrates dynamic                                                                                     balance during a pirouette.
         while stationary (non-
                                           stillness in the upper body as
         locomotor movement or
                                           the lower body performs             Demonstrates the ability to        Demonstrates use of
         holding a shape).
                                           triplets in general space.             move with others while
                                                                                                                    strength and lightness in
                                                                                                                    elevations, such as jumps
                                                                                                                                                   Demonstratesdirectional
                                                                                                                                                    changes, and
                                                                                                                                                                 turns, level
                                                                                  maintaining diamond,
                                                                                                                    and leaps.                      changes that are
        Maintains appropriate a
         composure throughout
                                                                                  diagonal, or circular
                                                                                  formations.
                                                                                                                                                    appropriate to the theme of
                                                                                                                                                    a dance.
         performance.                                                                                              Performs movement
                                                                                                                    sequences in genres such as
                                                                                                                    hip-hop, jazz, and ballet.     Uses transitional flow during
                                                                                                                                                    the process of contact
                                                                                                                                             improvisation.




Component 1.3 Understands and applies dance styles of various artists, cultures, and times.



GLE                   K                              1                                 2                                    3                            4



1.3.1 Recognizes styles of dance       Recognizes and understands      Recognizes, understands, and       Understands, applies, and        Understands, applies, and
        from various cultures.         styles of dance from various    applies styles of dance from       analyzes styles of dance of      analyzes styles of dance of
                                       cultures.                       various cultures.                  various cultures and times.      various cultures and times.
        Evidence of Learning
                                       Evidence of Learning            Evidence of Learning               Evidence of Learning             Evidence of Learning

         Explores dances from
          various cultures.             Memorizes and performs         Performs dances from              Identifies thelearning the
                                                                                                                            elements of     Compares and contrasts
                                         dances of various cu tures.     different cultures.                dance when                       dances from different
                                                                                                              dances of various cultures     cultures and times.
        Example
                                                                                                              and/or times.
                                       Example                         Example

         Performs an American                                                                                                              Explains thedance from
                                                                                                                                                          cultural origins
          dance and a dance from        Memorizes and performs an      Performs dances from a              Understands that people
                                                                                                              dance for many reasons.
                                                                                                                                             of forms of
                                                                                                                                             around the world.
          another culture.               American dance and a dance      variety of cultures and times.
                                         from another culture.
                                                                                                          Examples                         Examples


                                                                                                           Identifies smooth within a
                                                                                                            sharp movement
                                                                                                                              and/or        Comparescontra dance and
                                                                                                                                             American
                                                                                                                                                      and contrasts an

                                                                                                              folk dance.                    a Middle Eastern circle
                                                                                                                                             dance.

                                                                                                           Identifies purposes of
                                                                                                            dances, such as for ritual,
                                                                                                              community, story, and
                                                                                                                                            Explains the cultural origins
                                                                                                                                             of the square dance.
                                                                                                              social interactions.



1.3.1                 5                              6                               7-8                         HS Proficiency                  HS Advanced
                                                                                                                                                  Proficiency


        Applies and analyzes styles    Applies and analyzes styles of Analyzes and evaluates styles       Analyzes and evaluates           Applies and analyzes styles
        of dance of various cultures   dance of various cultures,     of dance of various cultures,       styles of dance of various       of dance of various
        and times.                     times, and artists.            times, and artists.                 cultures, times, and artists.    cultures, times, and artists.
       Evidence of Learning           Evidence of Learning                 Evidence of Learning              Evidence of Learning               Evidence of Learning


        Differentiates between
         various dance styles and
                                       Examines theof various and
                                        dance styles
                                                     technique              Analyzes the impact of
                                                                             national or world events on
                                                                                                              Examines a cultural style of
                                                                                                               dance and uses its
                                                                                                                                                 Selects and critiques major
                                                                                                                                                  historical works of dance.
         genres of the Western          choreographers.                      styles of dance.                  characteristics in original
         Theatrical tradition.                                                                                 choreography.
                                                                                                                                                 Selects,the technique and
                                                                                                                                                           rehearses, and
                                       Determines the purpose—             Examines the development of                                          refines
        Examines and cultural
         historical
                    a dance for         theatrical, ritual, or social—of
                                        a dance.
                                                                             types of dance within their
                                                                             historical/cultural contexts.
                                                                                                              Provides evidence of the
                                                                                                               influence of one style or
                                                                                                                                                  dance styles of various
                                                                                                                                                  choreographers.
         information.                                                                                          genre of world dance on
                                                                                                               another.
                                      Examples                             Examples                                                             Examples
       Examples
                                                                                                             Examples
                                       Observes and discusses how          Analyzes the impact of the                                          Critiques dances, such as
        Differentiates between         the technique and styles of          "Middle-Passage" and slave                                           Errand into the Maze and/or
         ballet, modern, jazz, tap,     choreographers differ (such          trade in relation to capoeira    Creates and performs               Rite of Spring.
         hip-hop, etc.                  as comparing Martha Graham           (in South America) and/or         choreography informed by
                                        and José Limon).                     swing.                            classical Cambodian dance.
                                                                                                                                                 CreatesFosse's work.
                                                                                                                                                          a dance informed
        Examines elements of                                                                                                                     by Bob
         dance, costumes, and
         musical accompaniment of
                                       Differentiates between theof a
                                        theatrical/artistic purpose
                                                                            Researches the development
                                                                             and influence of Isadora
                                                                                                              Researches the
                                                                                                               historical/social context that
         hip-hop for historical or      post-modern dance and the            Duncan.                           brought African and Irish
         culture information.           archival purposes of a cultural                                        dance styles together to
                                        narrative dance that has been                                          create tap dance in the 19th
                                        passed down.                                                           century.



Component 1.4 Understands and applies audience conventions in a variety of settings and performances of dance.



GLE                  K                                1                                    2                                3                                 4



1.4.1 Recognizes and                  Recognizes and understands           Recognizes and understands        Recognizes, understands,           Recognizes, understands,
      understands the skills          the skills required of an            the skills required of an         and applies the skills             and applies the skills
      required of an audience in a    audience in a performance            audience in a performance         required of an audience in a       required of an audience in a
      performance setting.            setting.                             setting.                          performance setting.               performance setting.

       Evidence of Learning           Evidence of Learning                 Evidence of Learning              Evidence of Learning               Evidence of Learning


        Sits attentively and          Demonstrates the ability to         Demonstrates respectful and      Sits attentively at a             Demonstrates and models
         observes the performance.      focus attention.                     supportive listening and          performance and observes           appropriate manners when
                                                                             viewing skills in a               with thoughtful interest and       he/she is part of an
                                                                             performance setting.              understanding.                     audience.
        Describes one thing about     Understands how to applaud
         the performance that           appropriately.
           he/she observed.               Examples                             Gives a respectful and               Gives respectful attention to       Demonstrates active
                                                                                  supportive critique of a peer's       a group of dancers who are         listening and appropriate
                                                                                  performance.                          performing live.                   viewing skills in a
       Examples                            Focuses attention on                                                                                           performance setting.
                                            performers.
                                                                              Examples                              Examples
          Sits quietly while keeping
                                                                                                                                                         Examples
           hands to self.                  Demonstrates appreciation at
                                            the end of a performance by          Observes peer-performers             Directs his/her attention

          Makes an observation
                                            applauding appropriately.             without distracting or                toward performers and             Models appropriate behavior
                                                                                  disturbing their concentration.       maintains focus without            for other students when
           relevant to the
                                                                                                                        disruption throughout a            he/she is part of an
           performance.
                                                                                                                        performance.                       audience.
                                                                               Gives a compliment to a peer-
                                                                                  performer.
                                                                                                                     Describes the difference            Comments/responds
                                                                                                                        between being an audience          appropriately following a
                                                                                                                        member for a live                  performance.
                                                                                                                        performance and an
                                                                                                                        audience member for a
                                                                                                                        recorded performance.



GLE                    5                                  6                                    7-8                         HS Proficiency                      HS Advanced
                                                                                                                                                                Proficiency


1.4.1 Recognizes, understands,            Applies his/her                     Applies his/her                       Analyzes, evaluates, and             Analyzes, evaluates, and
       and applies the skills             understanding of the                understanding of the                  then applies his/her                 then applies his/her
       required of an audience in a       relationship between, and           relationship between, and             understanding of the ways            understanding of the ways
       performance setting.               interactive responsibilities of,    interactive responsibilities of,      that audience conventions            that audience conventions
                                          the artist/performer and            the artist/performer and              differ according to style and        differ according to style and
                                          audience in dance, music,           audience in dance, music,             culture in dance, music,             culture in dance, music,
       Evidence of Learning
                                          theatre, and visual arts.           theatre, and visual arts.             theatre, and visual arts.            theatre, and visual arts.

        Demonstrates andare
         the manners that
                          models
                                          Evidence of Learning                Evidence of Learning                  Evidence of Learning                 Evidence of Learning
           appropriate for an audience
           in various settings.            Demonstrates active listening
                                            and appropriate viewing skills
                                                                               Demonstrates active listening
                                                                                  and appropriate viewing skills
                                                                                                                     Demonstrates active
                                                                                                                        listening and appropriate
                                                                                                                                                          Demonstrates active
                                                                                                                                                           listening and appropriate
                                            in a variety of performance           in a variety of performance           viewing skills in a variety of     viewing skills in a
          Responds appropriately to
           various types of
                                            settings.                             settings.                             performance settings.              performance setting.
           performances.
                                           Responds toaudience
                                            by applying
                                                        a performance          Analyzes the attributes of a
                                                                                  performance.
                                                                                                                     Applies his/her knowledge
                                                                                                                        of the interactive nature of
                                                                                                                                                          Applies his/her
                                                                                                                                                           understanding of the
       Examples
                                            conventions that are                                                        the relationship between an        performance's venue, style,
                                            appropriate for the venue,                                                  audience and performers.           and cultural context to
                                                                              Examples
                                            style, and/or cultural context.                                                                                justify appropriate audience
        Describesthat is appropriate
         behavior
                   and performs
                                                                                                                                                           conventions.
                                                                                                                    Examples
           for the audience of either a
                                          Examples                             Identifies ways that an
           classical ballet or a talent                                           audience's positive or
                                                                                                                                                         Examples
           show.                                                                  negative behaviors impact the      Responds to the context
                                           Withholds applause between            performance and the                   and cues within a given
         Avoids participation in
          distracting and
                                         movements of a classical
                                         musical performance.
                                                                           performers.                         performance by employing
                                                                                                               either reserved attention or
                                                                                                                                               Analyzes the    ttributes of a
                                                                                                                                                performance and evaluates
          inappropriate behaviors,                                                                             enthusiastic participation.      how the interaction between
          such as laughing when                                           Responds to a performance                                            the audience and
          something is not funny.       Responds appropriately to the     by discussing the attributes of
                                                                                                                                                performers influenced the
                                         humor or sadness within a         the performance before             Examines the audience's          outcome of the
                                         performance.                      making judgments about the          behavior(s) when he/she is
                                                                                                                                                performance.
                                                                           performance.                        in an unfamiliar venue
                                                                                                               and/or cultural setting to
                                                                                                               determine appropriate           Reflects upon a
                                                                                                               etiquette and response.          performance and evaluates
                                                                                                                                                his/her response to it based
                                                                                                                                                on an analysis of the
                                                                                                                                                performance's
                                                                                                                                                cha acteristics.



EALR 2. Dance: The student uses the artistic processes of creating, performing/presenting, and responding to demonstrate
thinking skills in dance, music, theatre, and visual arts.


Component 2.1 Applies a creative process to dance. (Identifies, explores, gathers, interprets, uses, implements, reflects, refines, and
presents/performs)


GLE                   K                               1                                  2                                 3                                 4



2.1.1 Applies a creative process     Applies a creative process to       Applies a creative process to       Applies a creative process       Applies a creative process
       to dance.                     dance.                              dance.                              to dance.                        to dance.

        Evidence of Learning         Evidence of Learning                Evidence of Learning                Evidence of Learning             Evidence of Learning


         Demonstrates a creative     Demonstrates a creative            Demonstrates a creative            Demonstrates a creative         Demonstrates a creative
          process:                       process:                          process:                            process:                         process:
            – Improvises by using          – Improvises by using the         – Improvises by using the           – Improvises by using            – Improvises by using
          the elements of dance          elements of dance (space,         elements of dance (space,           the elements of dance            the elements of dance
          (space, time, and              time, and energy/force) to        time, and energy/force) to          (space, time, and                (space, time, and
          energy/force) to create,       create, experience, and           create, experience, and             energy/force) to create,         energy/force) to create,
          experience, and discover       discover dance.                   discover dance.                     experience, and discover         experience, and discover
          dance.                           – Gathers and interprets          – Gathers and interprets          dance.                           dance.
            – Presents dances to         information to create dances.     information to create dances.         – Gathers and                    – Gathers and
          others.                          – Presents dances to              – Presents dances to              interprets information to        interprets information to
                                         others.                           others.                             create dances.                   create dances.
                                                                                                                 – Chooses elements of            – Chooses elements of
        Examples
                                                                                                               dance to choreograph             dance to choreograph
                                     Examples                            Examples
                                                                                                               dances.                          dances.
                                                                                                                 – Refines dances through         – Reflects for the
                                                                                                               feedback.                        purposes of self-evaluation
         Explores the elements of       Modifies movement to better        Explores possible solutions to      – Presents dances to           and improvement.
         dance through multi-               represent the characteristics     a g ven problem of                 others.                           – Refines dances through
         sens ry experiences, such          of a chosen creature, animal,     movement when preparing a                                          feedback and self-
         as hearing, seeing, saying,        idea, or subject, such as         dance.                                                             evaluation
                                                                                                               Examples
         and doing.                         "Does your turtle move slowly                                                                          – Presents dances to
                                            or quickly, and why?"                                                                                others.
                                                                             Discusses with a partner ways     Chooses a locomotor
         Performs a dance sequence                                           to change a movement
                                                                                                                 movement, a non-locomotor
         in AB form.                       Creates a dance in ABA form       phrase.
                                                                                                                 movement, and a pathway
                                                                                                                                               Examples
                                            and dances alone and with a
                                                                                                                 and then combines them to
                                            partner.
                                                                                                                 create a movement phrase       Explores choice   of
                                                                                                                 in a dance.                     movement that are
                                                                                                                                                 appropriate to a particular
                                                                                                                                                 style of music.
                                                                                                                Creates a dance in ABC
                                                                                                                 form in three sections to
                                                                                                                 show the three states of       Collaborates with a group to
                                                                                                                 matter (solid, liquid, and      select movements and
                                                                                                                 gas).                           create a dance sequence.


                                                                                                                                                Implements peers' or
                                                                                                                                                 teacher's feedback about
                                                                                                                                                 the dance.



GLE                    5                                 6                                7-8                       HS Proficiency                   HS Advanced
                                                                                                                                                      Proficiency


2.1.1 Applies a creative process        Applies a creative process to       Applies a creative process to      Applies a creative process      Applies a creative process
       to dance.                        dance.                              dance.                             to dance.                       to dance.

        Evidence of Learning            Evidence of Learning                Evidence of Learning               Evidence of Learning            Evidence of Learning


         Demonstrates a creative
          process:
                                         Demonstrates a creative
                                            process:
                                                                             Demonstrates a creative
                                                                              process:
                                                                                                                Demonstrates a creative
                                                                                                                 process:
                                                                                                                                                Demonstrates a creative
                                                                                                                                                 process:
            – Improvises by using             – Improvises (alone and           – Determines the audience          – Determines the                – Determines the
          the elements of dance             with a group) by using the        for and purpose of a dance         audience for and purpose of     audience for and purpose of
          (space, time, and                 elements of dance (space,         performance.                       a performance.                  a dance performance.
          energy/force) to create,          time, and energy/force) to          – Improvises (alone and            – Improvises (alone and         – Improvises (alone and
          experience, and discover          create, experience, and           with a group) by using the         with a group) by using the      with a group) by using the
          dance.                            discover dance.                   elements of dance (space,          elements of dance (space,       elements of dance (space,
            – Gathers and                     – Gathers and interprets        time, and energy/force) to         time, and energy/force) to      time, and energy) to create,
          interprets information to         information from diverse          create, experience, and            create, experience, and         experience, and discover
          create dances.                    sources to create dances.         discover dance.                    discover dance.                 dance.
            – Chooses elements of             – Chooses elements,               – Gathers and interprets           – Gathers and                   – Gathers and
          dance to choreograph              principles, and skills to         information from diverse           interprets information          interprets information
          dances.                           choreograph dances.               sources to create dances.          from diverse sources to         from diverse sources to
            – Reflects for the                – Reflects for the purposes       – Chooses dance elements,        create dances.                  create dances.
          purposes of self-evaluation       of self-evaluation and            principles, and skills to            – Chooses elements,             – Chooses elements,
          and improvement.                  improvement.                      choreograph dances.                principles, and skills to       principles, and skills to
           – Refines dances through          – Refines dances through            – Reflects for the purposes      choreograph dances.               choreograph dances.
         feedback and self-reflection.     feedback and self-reflection.       of self-evaluation and               – Reflects for the                – Reflects for the
           – Presents dances to              – Presents dances to              improvement.                       purposes of self-evaluation       purposes of self-evaluation
         others.                           others.                               – Refines dances through         and improvement.                  and improvement.
                                                                               feedback and self-reflection.        – Refines dances through          – Refines dances through
                                                                                 – Presents dances to             feedback and self-reflection.     feedback and self-reflection.
       Examples                          Examples
                                                                               others.                              – Presents dances to              – Presents dances to
                                                                                                                  others.                           others.
        Creates aexpress the water
         dance to
                   cinquain and a         Creates a phrase, uses
                                           choreographic devices to vary
                                                                             Examples
                                                                                                                Examples                          Examples
         cycle. An example is:             the phrase, and organizes the
                                           variations of the phrase into a    Reflects by journaling about a
                              Water        dance.                              dance that he/she                 Creates (with the assistance     Observes improvisations by
                          Free, Bound                                          choreographed and uses the         of the teacher/peers) an          peers and then develops,
             Evaporating, condensing,                                          vocabulary of dance to             appropriate rubric for self-      organizes, and reflects upon
         precipitating                    Uses relationships, spatial         describe the work.                 evaluation and reflection.        movement-related material.
                                           arrangements, or formations,
                       Water gives us
                                           such as lines, clusters,
         life
                             Cycle
                                           diagonals, entrances, and          Creates contrast in               Uses movement material,          Creates original movements
                                           exits.                              choreography by                    developed in collaboration        that are informed by the
                                                                               manipulating and juxtaposing       with peers, to set spatial        genres (ballet, jazz, hip-
        Uses spatial arrangements
         or formations, such as lines,
                                                                               a phrase within a solo or
                                                                               duet.
                                                                                                                  arrangements and
                                                                                                                  formations.
                                                                                                                                                    hop), styles (Balanchine,
                                                                                                                                                    Fosse), and technique
         clusters, diagonals,                                                                                                                       he/she is st dying.
         entrances, and exits, in a
         dance.                                                               Uses transposition to             Uses movement motifs to
                                                                               deve   op dance phrases.           d   velop dance phrases.



Component 2.2 Applies a performance and/or presentation process to dance. (Identifies, selects, analyzes, interprets, rehearses, adjusts,
refines, presents, produces, reflects, and self-evaluates)


GLE                  K                                  1                                   2                                  3                                4



2.2.1 Applies a performance              Applies a performance               Applies a performance              Applies a performance             Applies a performance
       and/or presentation               and/or presentation process         and/or presentation process        and/or presentation               and/or presentation
       process to dance.                 to dance.                           to dance.                          process to dance.                 process to dance.

       Evidence of Learning              Evidence of Learning                Evidence of Learning               Evidence of Learning              Evidence of Learning


        Demonstrates a                   Demonstrates a performance         Demonstrates a performance        Demonstrates a                   Demonstrates a
         performance process:              process:                            process:                           performance process:              performance process:
          – Practices a dance for a         – Rehearses a dance for a           – Rehearses a dance for a          – Interprets meaning              – Interprets meaning
         performance.                      performance.                        performance.                       through personal                  through personal
          – Presents a dance by             – Presents a dance by               – Presents a dance by             understanding of the dance        understanding of the dance
         performing it.                    performing it.                      performing it.                     and/or performance.               and/or performance.
                                                                                                                   – Rehearses, adjusts,             – Rehearses, adjusts,
                                                                                                                  and refines through               and refines through
       Examples                          Examples                            Examples                              evaluation, reflection, and      evaluation, reflection, and
                                                                                                                   problem-solving.                 problem-solving.
                                                                                                                     – Presents and produces          – Presents and produces
        Rehearses a circle dance         Rehearses and performs             Selects, rehearses, and             dance and/or a performance       dance and/or a performance
           with the class.                 movements to portray a              performs a solution to a given
                                                                                                                   for others.                      for others.
                                           character, such as a urkey          problem of movement.
                                                                                                                     – Reflects upon a dance          – Reflects upon a dance
                                           or a donkey, in a narrative
        Performs a circle dance with                                                                              and/or performance and           and/or performance and
                                           dance.
           the class.                                                         Rehearses with a partner the        self-evaluates to set goals.     self-evaluates to set goals.
                                                                               movements of a cultural
                                          Rehearses and performs              dance.
                                                                                                                 Examples                         Examples
                                           dances, alone and with a
                                           partner, in ABA form.
                                                                                                                  Rehearses and performs a        Rehearses and performs a
                                                                                                                   movement phrase that             dance sequence with a
                                                                                                                   combines a locomotor             group.
                                                                                                                   movement, a non-
                                                                                                                     ocomotor movement, and
                                                                                                                   a pathway.                      Rehearses and performs a
                                                                                                                                                    dance to express emotions.

                                                                                                                  Rehearses and performs a
                                                                                                                   dance in ABC form in three
                                                                                                                   sections to show the three
                                                                                                                   states of matter (solid,
                                                                                                                   liquid, and gas).



GLE                     5                               6                                  7-8                        HS Proficiency                    HS Advanced
                                                                                                                                                         Proficiency


2.2.1 Applies a performance              Applies a performance               Applies a performance               Applies a performance            Applies a performance
       and/or presentation               and/or presentation process         and/or presentation process         process to dance.                process to dance.
       process to dance.                 to dance.                           to dance.
                                                                                                                 Evidence of Learning             Evidence of Learning
       Evidence of Learnin               Evidence of Learning                Evidence of Learning

                                                                                                                  Demonstrates a                  Demonstrates a
          Demonstrates a
           performance process:
                                          Demonstrates a performance
                                           process:
                                                                              Demonstrates a performance
                                                                               process:
                                                                                                                   performance process:
                                                                                                                    – Determines the
                                                                                                                                                    performance process:
                                                                                                                                                     – Determines the
             – Interprets meaning            – Determines the audience           – Determines the audience         audience for and purpose of      audience for and purpose of
           through personal                and purpose of the work             for and purpose of the work         the work and/or                  the work and/or
           understanding of the dance      and/or performance.                 and/or performance.                 performance.                     performance.
           and/or performance.               – Selects artistic resources,       – Selects artistic resources,      – Selects artistic               – Selects artistic
             – Rehearses, adjusts,         materials, and/or repertoire        materials, and/or repertoire        resources, materials, and/or     resources, materials, and/or
           and refines through             to create, perform, and             to create, perform, and             repertoire to create,            repertoire to create,
           evaluation, reflection, and     present.                            present.                            perform, and present.            perform, and present.
           problem-solving.                  – Interprets meaning                – Analyzes the structure,          – Analyzes the structure,        – Analyzes the structure,
             – Presents and produces       through personal                    context, and/or aesthetics of       context, and/or aesthetics       context, and/or aesthetics
           dance and/or a performance      understanding of the dance          the work.                           of the work.                     of the work.
           for others.                     and/or performance.                   – Interprets meaning               – Interprets meaning             – Interprets meaning
             – Reflects upon a dance         – Rehearses, adjusts, and         through personal                    through personal                 through personal
           and/or performance and          refines through evaluation,         understanding of the dance          understanding of the dance       understanding of the dance
           self-evaluates to set goals.       reflection, and problem-           and/or performance.               and/or performance.              and/or performance.
                                              solving.                             – Rehearses, adjusts, and        – Rehearses, adjusts,             – Rehearses, adjusts,
                                                – Presents and produces          refines through evaluation,       and refines through              and refines through
       Example
                                              dance and/or a performance         reflection, and problem-          evaluation, reflection, and      evaluation, reflection, and
                                              for others.                        solving.                          problem-solving.                 problem-solving.
                                                – Reflects upon a dance            – Presents and produces          – Presents and produces           – Presents and produces
        Rehearses and dance to a
         cinquain and a
                        performs
                                              and/or performance and self-       dance and/or a performance        dance and/or a                   dance and/or a performance
           express the water cycle. An        evaluates to set goals.            for others.                       performance.                     for others.
           example is:                                                             – Reflects upon a dance          – Reflects upon a dance           – Reflects upon a dance
                                                                                 and/or performance and self-      and/or performance and           and/or performance and
                                          Examples
                                Water                                            evaluates to set goals.           self-evaluates to set goals.     self-evaluates to set goals.
                            Free, Bound
               Evaporating, condensing,    Uses the choreographic             Examples                          Examples                         Examples
           precipitating                      devices of retrograde or
                         Water gives us       exaggeration to rehearse and
           life                               perform a dance composed of       Uses reflective journaling as    Selects music and               Choreographs a dance (for
                               Cycle          phrases.                           he/she choreographs,              choreographs a dance for a       a senior project, portfolio,
                                                                                 rehearses, and performs a         specific audience.               etc.) to express cumulative
                                                                                 dance.                                                             learning.
          Rehearses and performs            Rehearses and performs
           spatial arrangements or            spatial relationships, spatial                                      Uses peers' feedback to
           formations, such as lines,         arrangements, or formations,      Rehearses and performs            refine a piece of               Rehearses andfor
                                                                                                                                                                  refines
           clusters, diagonals,               such as lines, clusters,           choreography that includes        choreography for a               choreography
           entrances, and exits, in a         diagonals, entrances, an           both unison and canon             performance.                     performances.
           dance.                             exits.                             movements.

                                                                                                                  Performs dance phrases
                                                                                Performs transposed dance         with seamless transitions.
                                                                                 phrases with clarity.



Component 2.3 Applies a responding process to a performance and/or presentation of dance. (Engages, describes, analyzes, interprets, and
evaluates)


GLE                    K                                   1                                  2                                3                                4



2.3.1 Applies a responding                Applies a responding process         Applies a responding process      Applies a responding             Applies a responding
       process to dance.                  to dance.                            to dance.                         process to dance.                process to dance.

       Evidence of Learning               Evidence of Learning                 Evidence of Learning              Evidence of Learning             Evidence of Learning


        Demonstrates a responding         Demonstrates a responding           Demonstrates a responding        Demonstrates a responding       Demonstrates a responding
           process:                           process:                           process:                          process:                         process:
             – Engages the senses               – Engages the senses               – Engages the senses             – Engages the senses             – Engages the senses
           actively and purposefully          actively and purposefully          actively and purposefully         actively and purposefully        actively and purposefully
           while experiencing dance.          while experiencing dance.          while experiencing dance.         while experiencing dance.        while experiencing dance.
             – Describes what is seen,          – Describes what is seen,          – Describes what is seen,        – Articulates what is            – Articulates what is
           felt, and/or heard when            felt, and/or heard when            felt, and/or heard when           seen, felt, and/or heard         seen, felt, and/or heard
           responding to dance.              responding to dance.                 responding to dance.                   when responding to dance.       when responding to dance.
                                                                                   – Interprets meaning                   – Interprets meaning            – Describes the use and
                                                                                  based on personal                      based on personal               organization of elements.
       Examples                            Examples
                                                                                  experiences and knowledge.             experiences and knowledge.       – Interprets meaning
                                                                                                                                                         based on personal
        Identifies and describes the       Identifies the characters and                                                                               experiences and knowledge.
                                                                                Examples                             Examples
           movements he/she                  describes the story in a
           observed in a live or             narrative dance.
                                                                                                                                                       Examples
           recorded performance of                                               Identifies the elements of          Identifies the form of an
           dance.                                                                 dance (space, time, and                ABA or ABC dance.
                                            Draws a picture and writes a         energy/force) in a live or                                            Identifies and interprets the
                                             caption in response to a live
                                                                                  recorded performance.                                                  use of the elements of
          Draws a picture in response       or recorded dance                                                          Observes and identifies the
                                                                                                                                                         dance (space, time, and
           to a live or recorded             performance.                                                                elements of dance (space,
                                                                                                                                                         energy/force) in
           performance of dance                                                  Describes a live or recorded           time, and energy/force)
                                                                                                                                                         choreography by peers.
                                                                                  dance performance.                     used in an Irish dance.
                                            Makes a shape, such as bent,
                                             that he/she observed in a
                                             performance.                        Performs a movement that            Dances a short movement          Interprets the meaning of a
                                                                                                                                                         recorded or live dance.
                                                                                  he/she observed in the                 phrase, such as two hops
                                                                                  performance.                           and a turn, that he/she
                                                                                                                         observed in a performance.     Compares and contrasts
                                                                                                                                                         dances from England and
                                                                                 Dances a pathway, such as                                              Africa.
                                                                                  zigzag, that he/she observed
                                                                                  in a performance.



GLE                    5                                   6                                  7-8                           HS Proficiency                   HS Advanced
                                                                                                                                                              Proficiency


2.3.1 Applies a responding                 Applies a responding process         Applies a responding process         Applies a responding              Applies a responding
       process to dance.                   to dance.                            to dance.                            process to dance.                 process to dance.

       Evidence of Learning                Evidence of Learning                 Evidence of Learning                 Evidence of Learning              Evidence of Learning


        Demonstrates a responding          Demonstrates a responding           Demonstrates a responding           Demonstrates a responding        Demonstrates a responding
           process:                          process:                             process:                               process:                        process:
             – Engages the senses              – Engages the senses                 – Engages the senses                   – Engages the senses            – Engages the senses
           actively and purposefully         actively and purposefully            actively and purposefully              actively and purposefully       actively and purposefully
           while experiencing dance.         while experiencing dance.            while experiencing dance.              while experiencing dance.       while experiencing dance.
             – Articulates what is             – Articulates what is seen,          – Articulates what is seen,            – Articulates what is           – Articulates what is
           seen, felt, and/or heard          felt, and/or heard when              felt, and/or heard when                seen, felt, and/or heard        seen, felt, and/or heard
           when responding to dance.         responding to dance.                 responding to dance.                   when responding to dance.       when responding to dance.
             – Describes the use and           – Analyzes the use and               – Analyzes the use and                 – Analyzes the use and          – Analyzes the use and
           organization of elements.         organization of elements,            organization of elements,              organization of elements,       organization of elements,
             – Interprets meaning            principles, skills, foundations,     principles, skills, foundations,       principles, skills,             principles, skills,
           based on personal                 and/or technique.                    and/or technique.                      foundations, and/or             foundations, and/or
           experiences and knowledge.          – Interprets meaning                 – Interprets meaning                 technique.                      technique.
             – Evaluates a dance and         based on personal                    based on personal                        – Interprets meaning            – Interprets meaning
           justifies his/her response by     experiences and knowledge.           experiences and knowledge.             based on personal               based on personal
                                               – Evaluates and justifies by         – Evaluates and justifies by         experiences and knowledge.      experiences and knowledge.
           using supportive evidence.        using supportive evidence and     using supportive evidence and      – Evaluates and justifies       – Evaluates and justifies
                                             aesthetic criteria.               aesthetic criteria.               by using supportive             by using supportive
                                                                                                                 evidence and aesthetic          evidence and aesthetic
       Examples
                                                                                                                 criteria.                       criteria.
                                           Examples                          Examples

          Provides feedback to peers
                                                                                                               Examples                        Examples
           on the clarity of spatial        Discusses how the technique      Evaluates the use of set
           arrangements or                   and styles of choreographers      designs, costumes, and music
           formations, such as lines,        differ (such as comparing         to support the meaning of a      Observes, reflects upon,       Uses a recording of a
           clusters, and diagonals, in a     Twyla Tharp and Paul Taylor).     live or recorded dance.           and provides feedback in        performance to reflect upon
           dance.                                                                                                response to the                 and evaluate a dance that
                                                                                                                 choreographic work of peers     he/she choreographed.
                                            Analyzes a live or recorded      Analyzes the use of               as they prepare for a
        Identifies and interprets the       dance to identify the spatial     choreographic devices
                                                                                                                 performance.
           use of choreographic              relationships, spatial            (unison, retrograde,                                             Makes and justifies
           principles, such as variety       arrangements, or formations,      expansion, transposition,                                         aesthetic judgments about a
           and contrast, in                  such as lines, clusters,          opposition, and accumulation)    Observes a performance of       piece of live or recorded
           choreography by peers.            diagonals, entrances, and         in a live or recorded dance.      dance and analyzes the          choreography.
                                             exits.                                                              ways that the elements of
                                                                                                                 dance and principles of
                                                                              Evaluates the choreographic       choreography were used to
                                                                               work of his/her peers and
                                                                                                                 support a theme.
                                                                               provides feedback.



EALR 3. Dance: The student communicates through the arts (dance, music, theatre, and visual arts).


Component 3.1 Uses dance to express feelings and present ideas.


GLE                    K                                  1                                 2                                3                               4



3.1.1 Remembers and                        Remembers and understands         Remembers and understands         Applies his/her                 Applies his/her
      understands that dance               that dance expresses feelings     that dance expresses feelings     understanding of how            understanding of how
      expresses feelings and               and presents ideas.               and presents ideas.               dance expresses feelings        dance expresses feelings
      presents ideas.                                                                                          and presents ideas.             and presents ideas.
                                           Evidence of Learning              Evidence of Learning
       Evidence of Learning                                                                                    Evidence of Learning            Evidence of Learning

                                            Improvises a dance that          Improvises a dance that
        Uses movement to express            expresses feelings and            expresses feelings and           Choreographs a dance that      Explains how ideas are
           feelings and present ideas.       presents ideas.                   presents ideas.                   expresses feelings and          presented and feelings
                                                                                                                 presents ideas.                 expressed through dance.
       Example                             Examples                          Examples
                                                                                                               Examples                         Choreographs a dance that
                                                                                                                                                 expresses feelings and
        Responds to an emotion             Uses the elements of dance to    Uses the elements of dance to                                     presents ideas.
           through movement, such as         express different kinds of        convey addition and              Makes geometric shapes
                                             feelings, such as scared and                                        when dancing alone and in
           jumping to show joy.               relaxed.                            subtraction.                       duets.                        Examples


                                           Uses dance to improvise the        Improvises the movements of         Improvises a dance about       Explains the choice of
                                              growth cycle from seed to           animals that inhabit different     the water cycle.                elements used in a dance to
                                              plant.                              levels of a rain forest.                                           express the formation of
                                                                                                                                                     sedimentary, igneous, and
                                                                                                                                                     metamorphic rocks.
                                           Describes his/her ideas and
                                              feelings after
                                              viewing/experiencing a dance.                                                                         Choreographs a dance
                                                                                                                                                     based on the life-cycle of
                                                                                                                                                     salmon.




GLE                     5                                  6                                  7-8                       HS Proficiency                   HS Advanced
                                                                                                                                                          Proficiency


3.1.1 Uses dance to express               Uses dance to express               Uses dance to express                Analyzes the ways that          Analyzes and evaluates how
       feelings and present ideas.        feelings and present ideas.         feelings and present ideas.          dance communicates ideas        dance communicates ideas
                                                                                                                   and feelings.                   and feelings.
       Evidence of Learning               Evidence of Learning                Evidence of Learning
                                                                                                                   Evidence of Learning            Evidence of Learning

          Improvises a variety of           Uses the elements of dance to      Uses the elements of dance to
           ideas and feelings using the       express and present a variety       express and present a variety     Examines and plans ways to     Gathers, examines, reflects
           elements of dance.                 of feelings and ideas.              of feelings and ideas.             present ideas and express       upon, and presents ideas
                                                                                                                     feelings through dance.         and feelings through dance.

        Choreographs a dance that         Choreographs a dance that          Choreographs a dance that
           reflects a selected theme.         reflects a selected theme.          reflects a selected theme.        Choreographs a dance that      Critiques how effectively the
                                                                                                                     reflects a selected theme.      ideas and feelings in a
       Examples                           Examples                            Examples                                                               performance/production
                                                                                                                   Examples                          were communicated.

          Improvises a dance based          Chooses a mathematical idea        Works in small groups to
           on selections of visual art.       and choreographs a dance to         choreograph a dance based         Examines a poem and plans      Choreographs a dance that
                                              express the concept.                on the theme of conflict and       movement phrases to             reflects a selected theme.
                                                                                  resolution.                        express the words and style
        Choreographs a dance                                                                                        of the poem.                  Examples
           based on a poem by              Uses two locomotor and two
           Langston Hughes.                   non-locomotor movements to         Choreographs a dance to
                                              construct a dance phrase that       express the effects of global     Choreographs three             Choreographs a dance
                                              communicates an emotion.            warming in different climate       movement phrases to             based on a chosen social
        Choreographs a narrative                                                 zones.                             express the designated          issue and examines and
           dance that shows conflict
           and resolution.                                                                                           roles of the three branches     reflects upon the elements,
                                                                                                                     of government (legislative,     principles, and forms of
        Choreographs a site-specific                                                                         executive, judicial).            dance in order to refine and
        dance that relates to or                                                                                                               communicate ideas.
        reflects the location.

                                                                                                                                              Observes The Green Table,
                                                                                                                                               choreographed by Kurt
                                                                                                                                               Joos, and evaluates how the
                                                                                                                                               elements, principles, and
                                                                                                                                               forms of dance were used to
                                                                                                                                               communicate ideas and
                                                                                                                                               feelings.



Component 3.2 Uses dance to communicate for a specific purpose.


GLE                  K                                 1                               2                                   3                               4



3.2.1 Uses dance to communicate Uses dance to communicate               Uses dance to communicate         Uses dance to communicate          Uses dance to communicate
      for a specific purpose.           for a specific purpose.         for a specific purpose.           for a specific purpose.            for a specific purpose.

       Evidence of Learning             Evidence of Learning            Evidence of Learning              Evidence of Learning               Evidence of Learning


        Uses (with teacher's            Uses (with teacher's           Uses the elements of dance to    Uses (with teacher's              Uses the elements of dance
        direction) the elements of        direction) the elements of      communicate for a specific          direction) the elements of       to communicate for a given
        dance to communicate for a        dance to communicate for a      purpose.                            dance to communicate for a       purpose.
        specific purpose.                 specific purpose.                                                   given purpose.

                                                                         Improvises a dance that                                             Improvises a dance that
        Performs dance that             Performs a dance that           communicates for a specific      Improvises a dance that            communicates for a specific
        communicates for a given          communicates for a given        purpose.                            communicates for a specific      purpose.
        purpose.                          purpose.                                                            purpose.

                                                                         Performs a dance that                                               Performs a dance that
       Example                          Example                           communicates for a given         Performs a dance that              communicates for a given
                                                                          purpose.                            communicates for a given         purpose.
                                                                                                              purpose.
        Demonstrates cooperation        Performs a dance to express
        by performing a circle            the coming of spring.          Describes a dance that                                              Describes a dance that
        dance.                                                            communicates for a given         Describes a dance that             communicates for a given
                                                                          purpose.                            communicates for a given         purpose.
                                                                                                              purpose.
                                                                        Example                                                              Example
                                                                                                          Example

                                                                         Performs a folk dance to                                            Performs a dance designed
                                                                          communicate tradition.             Performs a dance about the       to persuade the audience of
                                                                                                              water cycle to communicate       his/her views about how to
                                                                                                              his/her understanding of the
                                                                                                           cycle.                            protect endangered species.




GLE                  5                               6                               7-8                      HS Proficiency                     HS Advanced
                                                                                                                                                  Proficiency


3.2.1 Analyzes how dance               Analyzes and creates dance       Analyzes and creates dance       Analyzes, evaluates, and          Analyzes, evaluates, and
      communicates for a specific      that communicates for a          that communicates for a          creates dance that                creates a dance that
      purpose.                         specific purpose.                specific purpose.                communicates for a specific       communicates for a specific
                                                                                                         purpose and to a specific         purpose and to a specific
                                                                                                         audience.                         audience.
       Evidence of Learning            Evidence of Learning             Evidence of Learning

                                                                                                         Evidence of Learning              Evidence of Learning
        Uses the elements of dance     Examines how the elements       Examines how the deliberate
        to communicate for a given       of dance communicate for a       use of the elements,
        purpose.                         variety of purposes, such as     foundations, skills, and        Examines and critiques how       Examines and critiques how
                                         entertaining, informing,         technique of dance               the deliberate use of the         the deliberate use of the
                                         persuading, conveying            communicates for a specific      elements, foundations,            elements, foundations,
        Improvises a dance that         emotion, ritualizing,            purpose.                         skills, and technique of          skills, and technique of
        communicates for a specific
                                         connecting, preserving                                            dance communicates for a          dance communicates for a
        purpose.
                                         culture, and commemorating.                                       specific purpose, in a            specific purpose, in a
                                                                         Creates a dance that             variety of genres and styles,     variety of genres and styles,
                                                                          communicates for a given
        Performs a dance that                                                                             and to a specific audience.       and to a specific audience.
        communicates for a given        Creates a dance that             purpose.
                                         communicates for a given
        purpose.
                                         purpose.
                                                                        Examples                          Creates a dance to               Creates dance
                                                                                                           communicate for a selected        independently to
        Describes a dance that                                                                            purpose to a particular           communicate for a selected
                                       Examples
        communicates for a given                                         Recognizes how the elements,     audience.                         purpose to a particular
        purpose.                                                          foundations, skills, and                                           audience.
                                        Determines the purpose of        techniques of dance were
                                                                                                         Examples
                                         dances that he/she observed      used to support the purposes
       Example                                                                                                                             Examples
                                         or performed.                    of dances that he/she
                                                                          observed or performed.          Distinguishes and critiques
        Writes a haiku and performs    Choreographs a dance to
                                                                                                           the use of the elements,         Compares, contrasts, and
        a dance based upon the                                                                             foundations, skills, and          justifies the use of the
        haiku to represent
                                         commemorate the civil rights    Researches "coming of age"       techniques of dance to            elements, foundations,
                                         movement.                        rituals and choreographs a
        environmental concerns.                                                                            support the purposes of           skills, and technique of
                                                                          dance to highlight universal
                                                                                                           dances that he/she                dance to support the
                                                                          aspects.
                The frog croaked                                                                           observes or performs.             purposes of dances that
        sadly                                                                                                                                he/she observed or
                On a grey polluted                                                                                                           performed.
        lake                                                                                              Choreographs a dance in
                                                                                                           the style of musical theatre.
                Dreaming of fresh
        rain.                                                                                                                               Selects and researches a
                                                                                                                                             theme and choreographs a
                                                                                                                                             dance in a chosen style or
                                                                                                                                             genre.
Component 3.3 Develops personal aesthetic criteria to communicate artistic choices in dance.



GLE                     K                                   1                                     2                                3                                 4



3.3.1 Remembers how personal               Remembers how personal                Remembers how personal              Remembers how personal           Understands how personal
        aesthetic criteria influence       aesthetic criteria influence          aesthetic criteria influence        aesthetic criteria influence     aesthetic criteria influence
        artistic choices in dance.         artistic choices in dance.            artistic choices in dance.          artistic choices in dance.       artistic choices in dance.

        Evidence of Learning               Evidence of Learning                  Evidence of Learning                Evidence of Learning             Evidence of Learning


         Describes the choices of          Describes choices of                 Recognizes his/her own             Describes how personal          Explains how personal
            movement he/she made               movement made by others.              positive response to choices      aesthetic perceptions and        perceptions and experiences
            while dancing.                                                           of movement.                      experiences are reflected in     are reflected in dances
                                                                                                                       dances and/or                    and/or performances.
                                           Example
                                                                                                                       performances.
        Example                                                                  Example
                                                                                                                                                      Example
                                            Makes observations, following                                           Example
           Makes observations to              a performance, that identify a       Uses compliments to give
            identify his/her own choices       dancer's choice of movement,          feedback to peers, such as "I                                     Articulates the basis for
            of movement, such as "I            such as "I noticed that she           liked the powerful jumps at      Makes observations, such as      choices of movement, such
            made a small seed at a low         decided to do her locomotor           the end of your dance."           "Swingy energy feels good        as "I wanted to show how
            level."                            movements in a curvy                                                    to me, so this was the           the salmon were tired from
                                               pathway."                                                               energy I used most in my         jumping the ladder, so I
                                                                                                                       dance."                          used slow, curving
                                                                                                                                                        pathways in my dance."



GLE                     5                                   6                                   7-8                       HS Proficiency                    HS Advanced
                                                                                                                                                             Proficiency


3.3.1           Understands how            Understands how personal              Applies personal aesthetic          Analyzes and evaluates how       Analyzes, evaluates, and
        personal aesthetic criteria        aesthetic criteria influence          criteria to make artistic           personal aesthetic criteria      creates works of dance by
        influence artistic choices in      artistic choices in dance.            choices in dance.                   influence artistic choices in    using personal aesthetic
        dance.                                                                                                       dance.                           criteria to communicate
                                                                                                                                                      artistic choices.
                                           Evidence of Learning                  Evidence of Learning
        Evidence of Learning                                                                                         Evidence of Learning
                                                                                                                                                      Evidence of Learning
                                              Explains how personal                Refines the choreography of a
         Explains howexperiences,
                       personal                aesthetic criteria in dance are       dance to reflect personal        Compares and contrasts the
          perceptions,                         influenced by personal                aesthetic criteria (personal      aesthetic choices of others.    Interprets the influence of
            and cultural connections           perceptions, experiences, and         perceptions, experiences, and                                      personal aesthetic criteria
            influence choreographic            cultural connections.                 cultural connections).                                             on artistic choices.
            choices.                                                                                                  Determines personal
                                                                                                                       aesthetic criteria (personal
                                                                                                                       perceptions, experiences,       Critiques and justifies how
        Interprets others.
         choices of
                    the aesthetic        Example                              Articulates differences
                                                                               between his/her own
                                                                                                                and cultural connections) to
                                                                                                                choreograph dances.
                                                                                                                                                  personal aesthetic choices
                                                                                                                                                  are reflected in
                                                                               aesthetic choices and the                                          performances of dance.
                                          Articulates the differences         aesthetic choices of others.
       Examples                            between works by different                                           Categorizes the sequence of
                                           choreographers by
                                           referencing their historical or   Examples
                                                                                                                the development of genres
                                                                                                                of dance or choreographic
                                                                                                                                                 Choreographs aestheticand
                                                                                                                                                  uses personal
                                                                                                                                                                a dance

        Articulates choices, for in
         "The music I chose
                              as
                                  my
                                           cultural contexts.                                                   styles and communicates           criteria to communicate
                                                                                                                how they relate to each           artistic choices.
         dance has a lot of rhythm,                                           Creates variations on a dance    other.
         because that's what I like to                                         that he/she learned and
         listen to."                                                           explains the choices he/she                                      Examples
                                                                               made when selecting the         Examples
                                                                               changes.
        Responds about the with
                   to a dance                                                                                                                    Considers examples of
         questions                                                                                              Creates a dance in               his/her own choreography
         choreographer's choices,                                             Reflects upon his/her own        collaboration with other          as he/she reflects upon
         such as "I wonder why the                                             choreographic choices and        choreographers, while             personal aesthetic criteria.
         choreographer used fast                                               compares them with the           distinguishing and reflecting
         movements with the slow                                               choices of other                 on the process of
         music?"                                                               choreographers who               developing a unified dance       Interprets a
                                                                                                                                                  choreographer's personal
                                                                               expressed the same theme.        from several voices.
                                                                                                                                                  aesthetic criteria by
                                                                                                                                                  observing several works by
                                                                                                                Creates solo choreography        the choreographer.
                                                                                                                and evaluates the
                                                                                                                experiences and cultural
                                                                                                                connections that shaped          Creates and justifies a
                                                                                                                                                  dance that expresses
                                                                                                                his/her choreographic
                                                                                                                                                  personal aesthetic criteria
                                                                                                                choices.
                                                                                                                                                  and provides evidence to
                                                                                                                                                  support intentional
                                                                                                                Researches the changes in        choreographic choices.
                                                                                                                modern dance (from Martha
                                                                                                                Graham and Doris
                                                                                                                Humphrey through
                                                                                                                subsequent key
                                                                                                                choreographers).



EALR 4. Dance: The student makes connections within and across the arts (dance, music, theatre, and visual arts) to other
disciplines, life, cultures, and work.


Component 4.1 Demonstrates and analyzes the connections among the arts disciplines (dance, music, theatre, and visual arts).



GLE                  K                                   1                                  2                               3                                 4
4.1.1 Remembers skills, concepts, Remembers skills, concepts,           Remembers and applies              Understands and applies            Understands and applies
       and vocabulary that dance         and vocabulary that dance      skills, concepts, and              skills, concepts, and              skills, concepts, and
       has in common with other          has in common with other       vocabulary that dance has in       vocabulary that dance has          vocabulary that dance has
       arts disciplines.                 arts disciplines.              common with other arts             in common with other arts          in common with other arts
                                                                        disciplines.                       disciplines.                       disciplines.
       Evidence of Learning              Evidence of Learning
                                                                        Evidence of Learning               Evidence of Learning               Evidence of Learning

        Explores and discovers           Explores, identifies, and
           dance-related concepts in       demonstrates concepts that    Identifies compositional          Articulates compositional         Integrates skills, concepts
           other arts disciplines.         are common throughout the      elements that are common           elements that are common           and vocabulary that are
                                           arts disciplines.              throughout the arts                throughout the arts                common among the arts
                                                                          disciplines.                       disciplines.                       disciplines.
       Examples
                                         Examples

          Recognizes shapes in a                                        Demonstrates skills and           Demonstrates skills and           Demonstrates skills and
                                                                          processes that are common          processes that are common          processes that are common
           painting and expresses         Recognizes ABA patterns in     among the arts disciplines,        among the arts disciplines,        among the arts disciplines.
           them with the body.             visual arts and dance.
                                                                          such as creating,                  such as creating,
                                                                          collaborating, practicing, and     collaborating, practicing,
        Uses a steady beat by            Recognizes a specific          performing.                        and performing.                   Demonstrates how various
                                                                                                                                                disciplines can be used to
           marching with feet and          instrument in a musical
                                                                                                                                                present an idea.
           clapping with hands in time     selection and responds by
           with a drumbeat.                dancing.                      Demonstrates how various          Demonstrates how various
                                                                          disciplines can be used to         disciplines can be used to
                                                                          present an idea.                   present an idea.                  Uses the vocabulary of
                                                                                                                                                dance to describe artworks
        Chooses small or large           Uses shapes to create a                                                                              in other arts disciplines.
           movements to portray a          setting for a story.
           character in a story.                                         Uses the vocabulary of dance      Uses the vocabulary of
                                                                          to describe artworks in other      dance to describe artworks
                                                                                                                                              Examples
                                                                          arts disciplines.                  in other arts disciplines.


                                                                        Examples                           Examples                            Choreographs a dance by
                                                                                                                                                using the dynamics in a
                                                                                                                                                musical composition to
                                                                         Creates a dance after using a     Explains similarities              inspire movement phrases.
                                                                          variety of lines to draw a         between color in visual arts
                                                                          pathway map.                       and energy in dance.
                                                                                                                                               Uses body percussion to
                                                                                                                                                create rhythmic patterns.
                                                                         Uses both voice and               Identifies the beginning,
                                                                          movement to refine and             middle, and end of
                                                                          rehearse a song with               compositions of dance and         Articulates the role of
                                                                                                                                                ensemble or collaborative
                                                                          choreography.                      music.
                                                                                                                                                work in both dance and
                                                                                                                                                theatre.
                                                                         Performs a dance as part of a     Identifies the elements of a
                                                                          staged story.                      story in a ballet that tells a
                                                                                                             story, such as The
                                                                                                             Nutcracker.



GLE                    5                                 6                            7-8                       HS Proficiency                      HS Advanced
                                                                                                                                                     Proficiency
4.1.1 Analyzes and applies skills,        Understands that artworks           Analyzes, and applies his/her        Analyzes, evaluates, and          Analyzes, evaluates, and
       concepts, and vocabulary           from different arts disciplines     understanding of, how                applies understanding of          creates a presentation that
       that dance has in common           share common attributes and         artworks and/or                      how artworks and/or               integrates dance with
       with other arts disciplines.       were created using similar          performances of dance and of         performances of dance and         multiple arts disciplines.
                                          artistic processes with dance.      the other arts disciplines           of the other arts disciplines
                                                                              share common attributes.             share common attributes.
        Evidence of Learning                                                                                                                         Evidence of Learning
                                          Evidence of Learning
                                                                              Evidence of Learning                 Evidence of Learning
         Examines skills,that are
                           concepts                                                                                                                   Examines an that integrates
                                                                                                                                                                    arts
          and vocabulary                   Explains how the dance                                                                                     presentation
            common among the arts           attributes of artworks in          Examines an arts                    Examines an arts                  two or more arts disciplines.
            disciplines.                    dance compare to the                  presentation that integrates       presentation that integrates
                                            attributes of artworks in other       two or more arts disciplines.      two or more arts disciplines.
                                            arts disciplines.                                                                                         Critiques arts presentations
           Determines how the arts                                                                                                                    that integrate multiple arts
            processes of one arts                                              Creates an arts presentation        Critiques arts presentations      disciplines.
            discipline are similar to      Explains how the dance                that integrates two or more        that integrate multiple arts
            those of another.               processes used to create              arts disciplines.                  disciplines.
                                            artworks in dance are similar                                                                             Collaborates with others to
                                                                                                                                                       prepare presentations that
                                            to the processes of other arts
         Demonstrates howused to
          disciplines can be
                             various
                                            disciplines.
                                                                              Examples                              Collaborates with others to
                                                                                                                     prepare presentations that
                                                                                                                                                       integrate multiple arts
                                                                                                                                                       disciplines.
            present an idea.                                                                                         integrate multiple arts
                                          Examples                             Choreographs a dance and             disciplines.
                                                                                  uses original costumes and                                          Performs in arts integrate
         Uses the describe artworks
                   vocabulary of                                                  set.                                                                 presentations that
          dance to                         Articulates how geometric                                               Performs in arts                  multiple arts disciplines.
            in other arts disciplines.      shapes are used in both a                                                presentations that integrate
                                            piece of visual art and the          Discusses and learns what the
                                                                                                                     multiple arts disciplines.
                                                                                  term "minimalism" means in                                         Examples
                                            dance composition.
        Examples                                                                  each of the arts disciplines.
                                                                                                                   Examples
                                           Explains how the process of                                                                               Creates a performance that
           Analyzes the use of
                                            composing a piece of music or        Watches and responds to a                                            integrates an original piece
            symmetry and asymmetry
                                            of painting a picture parallels
                                                                                  production of musical theatre,    Sets a scene and                  of visual art and an original
            in a painting in order to                                             such as West Side Story, and       choreographs a dance to           dance.
                                            the process of choreographing
            create a dance based on the                                           articulates how dance is           further the story in a
                                            a dance.
            painting.                                                             integrated into the story and      production of musical
                                                                                  used to express the                theatre.                         Examines dance, music,
                                                                                                                                                       and visual arts as they
                                           Uses an attribute of theatre,         characters.
         Determines the mood of a          such as gesture, to create a
                                                                                                                                                       progress through the eras
          musical selection and
                                            dance.                                                                  Composes, choreographs,           and identifies
            chooses elements of dance                                                                                produces, and creates             commonalities among their
            to express the mood.                                                                                     individual and collaborative      respective stylistic
                                                                                                                     performances, productions,        developments.
                                                                                                                     and projects, such as
         Uses movement to portray                                                                                   musicals, operas, art shows,
          character.
                                                                                                                     and live performances of         Responds to a performance
                                                                                                                                                       of musical theatre (live or
                                                                                                                     theatre.
                                                                                                                                                       on film) by writing a review
                                                                                                                                                       that evaluates the features
                                                                                                                    Responds to a performance         of the different arts
                                                                                                                     (live or on film) of African      disciplines as they appeared
                                                                                                                     dance and drumming by             in the musical (dance,
                                                                                                                     analyzing the relationship        music, acting, costume
                                                                                                                     between the dancers and           design, set design, and so
                                                                                                                the drummers.                   on).


                                                                                                                                               Attends or observes a
                                                                                                                                                performance that combines
                                                                                                                                                arts disciplines, such as
                                                                                                                                                Mark Morris's L'Allegro, il
                                                                                                                                                Penseroso ed il Moderato,
                                                                                                                                                and analyzes how music,
                                                                                                                                                poetry, art, and dance are
                                                                                                                                                integrated into a unified
                                                                                                                                                performance.



Component 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas.



GLE                    K                                  1                                  2                               3                               4



4.2.1 Remembers skills, concepts, Remembers skills, concepts,              Remembers skills, concepts,        Remembers and                   Understands and applies
       and vocabulary that dance        and vocabulary that dance          and vocabulary that dance          understands skills,             skills, concepts, and
       has in common with other         has in common with other           has in common with other           concepts, and vocabulary        vocabulary that dance has
       content areas.                   content areas.                     content areas.                     that dance has in common        in common with other
                                                                                                              with other content areas.       content areas.
       Evidence of Learning             Evidence of Learning               Evidence of Learning
                                                                                                              Evidence of Learning            Evidence of Learning

          Recognizes and explores         Explores and identifies           Explores and identifies
           how dance-related concepts       concepts that are common to        concepts common to dance        Uses dance-related             Identifies the steps of the
           occur in other content           dance and other content            and other content areas.         knowledge and skills to         processes that dance has in
           areas.                           areas.                                                              reinforce learning in other     common with other content
                                                                                                                content areas.                  areas.
                                                                           Examples
       Examples                         Examples
                                                                                                              Examples                        Examples
                                                                            Uses movements to
        Uses pathways to draw           Uses changes of shape and            demonstrate the states of
           letters of the alphabet as       movements of the body to           matter (solid, liquid, gas).    Recognizes various             Choreographs a dance by
           forms traced in the air.         improvise the metamorphosis                                         ecosystems in a rain forest     applying the creative
                                            of caterpillar to butterfly.                                        and expresses them using        process that he/she learned
                                                                            Uses body shapes and               low, medium, and high           when studying writing.
        Uses counting to perform                                              movements to show
                                                                                                                levels.
           basic locomotor               Uses dance to show a plant's         geometric shapes.
           movements.                       life cycle.                                                                                        Choreographs a dance to
                                                                                                               Isolates and moves              express the formation of
                                                                                                                fractional sections of the      sedimentary, igneous, and
                                                                                                                body (half, quarter, and        metamorphic rocks.
                                                                                                                whole).
GLE                     5                                 6                                7-8                         HS Proficiency                   HS Advanced
                                                                                                                                                         Proficiency


4.2.1 Applies and analyzes skills,         Analyzes and evaluates the        Analyzes and evaluates the         Analyzes, evaluates, and          Analyzes, evaluates, and
       concepts, and vocabulary            relationships between dance       relationships between dance        applies understanding of          creates a presentation that
       that dance has in common            and other content areas.          and other content areas.           how the attributes of dance       integrates dance with other
       with other content areas.                                                                                are used in other content         content areas.
                                                                                                                areas.
                                           Evidence of Learning              Evidence of Learning
        Evidence of Learning                                                                                                                      Evidence of Learning
                                                                                                                Evidence of Learning
                                            Determines how dance-            Examines the relationship
         Examines and uses the              related concepts occur in         between dance and other                                             Creates a presentation that
          skills, concepts, and              other content areas.              content areas.                    Produces a presentation of        integrates dance and
            vocabulary that are                                                                                     dance that integrates other     another content area.
            common to dance as well as                                                                              content areas.
            to other content areas.
                                           Examples                           Determines how dance-
                                                                               related concepts occur in                                           Examines and critiques a
                                            Choreographs a dance based
                                                                               other content areas.                Examines and critiques a        presentation of dance that
        Examples                                                                                                    presentation of dance that      uses other content areas.
                                             on the use of symmetrical and
                                                                                                                    integrates other content
                                             asymmetrical shapes in          Examples
                                                                                                                    areas.
         Writes a poemaand
          choreographs dance
                                             American Indian architecture.                                                                        Examples

            based on the interactions of                                      Uses mathematical graphing       Examples
            land and water.                 Chooses appropriate dance-        patterns to choreograph a                                           Creates presentations (for
                                             related concepts to express       dance.                                                               senior projects, e—folios,
                                             characteristics of Mayan art.                                       Rehearses and performs a          websites, and IB and AP
           Applies the creative process
            (creating, performing, and                                        Uses the relationships of
                                                                                                                    dance based on a cultural
                                                                                                                    dance and examines the
                                                                                                                                                    portfolios) that use the
                                                                                                                                                    connections among the arts
                                                                               dance to express the balance
            responding) to dance and                                                                                dance's historical, social,     and between the arts and
                                                                               of power between the three
            writing.                                                                                                and cultural context and        other disciplines, life,
                                                                               branches of government:
                                                                                                                    meaning.                        cultures, and work.
                                                                               executive, legislative, and
                                                                               judicial.
                                                                                                                 Provides feedback to peers       Critiques a dance by
                                                                                                                    on choreography based on        interpreting the
                                                                              Examines how the                     the spatial relationships       choreographer's intent and
                                                                               choreographic process
                                                                                                                    found in molecular              use of other content areas.
                                                                               parallels the writing process
                                                                                                                    structure.
                                                                               and how the characteristics of
                                                                               writing relate to the
                                                                               characteristics of dance.



Component 4.3 Understands how the arts impact and reflect personal choices throughout life.




GLE                     K                                 1                                 2                                    3                              4
4.3.1 Remembers how dance                Remembers how dance                 Understands how dance              Understands how dance               Applies his/her
      impacts personal choices.          impacts personal choices,           impacts personal choices,          impacts personal choices,           understanding of how
                                         including choices made at           including choices made at          including choices made at           dance impacts personal
                                         home and in school.                 home and in school.                school and in the                   choices, including choices
       Evidence of Learning
                                                                                                                community.                          made at school and in the
                                                                                                                                                    community.
                                         Evidence of Learning                Evidence of Learning
        Recognizes examples of                                                                                 Evidence of Learning
           dance in personal
                                                                                                                                                    Evidence of Learning
           environments.                  Identifies how dance impacts       Explains how dance impacts
                                             choices made at home and            activities and events in the    Explains how a person's
       Examples
                                             with one's family.                  school and community.              experience of dance impacts      Demonstrates how dance
                                                                                                                    his/her choices of activities     impacts choices made in the
                                                                                                                    and events at school and in       community.
        Learns and performs a            Identifies how dance impacts      Examples
                                                                                                                    the community.
                                             the community of the
           group dance to celebrate
                                             classroom/school.                                                                                      Examples
           classmates' birthdays.                                             Attends a performance of         Examples
                                                                                 dance and describes his/her

        Notices how people relate to
                                         Examples                                response.                                                           Attends a presentation (in
           each other and feel when                                                                              Attends a performance of            the community or at a
                                                                                                                    dance and describes the           school assembly) that
           they dance together.             Uses dance to celebrate            Describes a dance-related
                                                                                                                    audience's response or            includes dance, and then
                                             traditional holidays, events,       event in the community.
                                                                                                                    participation.                    explains the role of dance in
                                             etc.
        Shares about a community                                                                                                                     the production.
           celebration that included a
           dance.                         Identifies a dance that is                                            Identifies and compares
                                             performed in the community
                                                                                                                    examples of dance-related        Makes inferences about the
                                                                                                                    activities in the community.      importance of dance in life.
                                             to celebrate a traditional
                                             holiday or event.



GLE                    5                                  6                                  7-8                       HS Proficiency                     HS Advanced
                                                                                                                                                           Proficiency


4.3.1 Analyzes how dance                 Analyzes and evaluates how          Analyzes and evaluates how         Analyzes and evaluates how          Analyzes and evaluates the
      impacts personal choices,          dance impacts state                 dance impacts state                dance impacts national              role of the dance artist and
      including choices made in          economic, political, and            economic, political, and           economic, political, and            the impact of dance on
      the community.                     environmental choices.              environmental choices.             environmental choices.              global economic, political,
                                                                                                                                                    and environmental choices.
       Evidence of Learning              Evidence of Learning                Evidence of Learning               Evidence of Learning
                                                                                                                                                    Evidence of Learning

          Examines how the arts            Examines how dance impacts         Examines how dance impacts        Determines how dance
           impact personal choices,
           including choices made in
                                             choices locally.                    choices in the state.              impacts economic, political,
                                                                                                                    and environmental choices
                                                                                                                                                     Examines dance on choices
                                                                                                                                                      impact of
                                                                                                                                                                and justifies the

           the community.                                                                                           in a community and/or             throughout life.
                                          Reflects on how dance              Reflects on how dance                society.
                                             impacts personal choices and        impacts personal choices and
       Examples                              choices made by groups.             choices made by groups.                                             Assesses how personal
                                                                                                                 Assesses how plagiarism             choices relating to
                                                                                                                    and copyright infringements       plagiarism and copyright
        Compares the relative live
         benefits of watching a
                                          Assesses the personal and
                                             economic impacts of
                                                                              Assesses the personal and
                                                                                 economic impacts of
                                                                                                                    impact and reflect                infringement impact artists
                                                                                                                    economic, political, and
          production versus a            plagiarism and copyright              plagiarism and copyright         environmental choices and        and the dance profession.
          recorded production of         infringements on artists and          infringements on artists and     affect artists and the dance
          dance.                         the dance profession.                 the dance profession.            profession.
                                                                                                                                               Examples

         Understands the meaning of
          plagiarism and the
                                       Examples                            Examples                           Examples
                                                                                                                                                Analyzes how the themes
                                                                                                                                                 and stories depicted in
          existence of copyright.
                                        Discusses the impact of dance      Researches and visits public      Examines policy issues           performances of opera,
                                         on his/her personal life.             art in his/her community and     related to dance.                ballet, musical theatre,
                                                                               reflects on how the art                                           poetry, or electronic mixed
                                                                               influences the community.                                         media connect to and
                                        Researches the effects of hip-                                        Identifies an instance of        influence personal life
                                         hop dance on the local                                                 plagiarism or copyright
                                                                                                                                                 stories.
                                         economy.                           Creates a site-specific dance      infringement and assesses
                                                                               in a public place.               its causes and effects.

                                        Examines the definition and                                                                            Reflects benefits of
                                                                                                                                                 positive
                                                                                                                                                          on the long-term
                                         effect of plagiarism within the      Researches a legal case or
                                                                                                                                                 practicing dance on a
                                         field of dance.                       current event that involves
                                                                                                                                                 regular basis.
                                                                               plagiarism or infraction of
                                                                               copyright in the arts.
                                                                                                                                                Examines societalsuch as
                                                                                                                                                 related to dance,
                                                                                                                                                                   issues

                                                                                                                                                 "What is my position on
                                                                                                                                                 censorship of the arts?" or
                                                                                                                                                 "Which dances should be
                                                                                                                                                 allowed at prom?"


                                                                                                                                                Researches the legal and
                                                                                                                                                 societal consequences of
                                                                                                                                                 plagiarism and copyright
                                                                                                                                                 infringement.



Component 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time.



4.4.1                 K                               1                                      2                              3                                4



        Remembers specific             Remembers specific                  Remembers specific                 Understands how specific         Understands how specific
        attributes of a dance that     attributes of a dance that          attributes of a dance that         attributes of a dance reflect    attributes of a dance reflect
        reflect its cultural and       reflect its cultural and            reflect its cultural and           its cultural and historical      its cultural and historical
        historical context.            historical context.                 historical context.                context.                         context.

        Example                        Evidence of Learning                Evidence of Learning               Evidence of Learning             Evidence of Learning
        Recognizes and describes a          Recognizes and describes a          Recognizes and describes a          Explains how dance reflects         Explains the general
           specific dance that reflects a     specific dance that reflects a       specific dance that reflects a         culture or history.                attributes of a dance from a
           specific cultural and              specific cultural and historical     specific cultural and historical                                          specific culture or time
           historical context.                context.                             context.                                                                  period in history.
                                                                                                                      Examples

       Examples                             Examples                             Examples                                                                  Examples
                                                                                                                       Recognizes how the
                                                                                                                          formation of an Israeli circle
        Recalls details of a cultural       Demonstrates the shapes and         Shares his/her reflections             dance represents                  Describes the use of animal
           performance at school or in        movements of a dance that            after attending a performance          community and                      imagery in an American
           the community.                     was performed at school or in        of, and/or participating in, a         togetherness.                      Indian dance.
                                              the community.                       dance in the
                                                                                   community/school.
        Identifies attributes of a                                                                                    Explains the origin of ballet       Understands the role of the
           cultural dance taught in          Identifies attributes of a                                                  in French court society.           caller in American square
           class.                             cultural dance that was             Identifies the cultural or                                                dance.
                                              taught in class.                     historical origin of a dance.



GLE                     5                                   6                                  7-8                           HS Proficiency                      HS Advanced
                                                                                                                                                                  Proficiency


4.4.1 Analyzes and applies                  Analyzes and applies his/her         Analyzes and applies his/her         Analyzes and evaluates how           Analyzes and evaluates how
       his/her understanding of             understanding of the ways            understanding of the ways            a dance reflects and/or              a dance reflects and/or
       how specific attributes of a         that specific attributes of          that specific attributes of          influences culture, place,           influences culture, place,
       dance reflect its cultural           dance reflect and/or                 dance reflect and/or                 and history.                         and history.
       and historical context.              influence culture and history.       influence culture and history.
                                                                                                                      Evidence of Learning                 Evidence of Learning
       Evidence of Learning                 Evidence of Learning                 Evidence of Learning

                                                                                                                       Determines and justifies the        Critiques how dance can
        Examines that reflect values
         of dances
                   specific attributes       Examines the specific
                                              attributes of dances that
                                                                                  Examines and articulates the
                                                                                   specific attributes of dances
                                                                                                                          ways that specific attributes
                                                                                                                          of a dance both shape and
                                                                                                                                                             shape and reflect the values
                                                                                                                                                             and beliefs of culture and
           and beliefs of a particular        reflect the values and beliefs       that reflect the values and            reflect the values and             history over time.
           culture or historical period.      of a particular culture or           beliefs of a particular culture        beliefs of a culture or
                                              historical period.                   or historical period.                  historical period.
                                                                                                                                                            Determines how specific
       Examples                                                                                                                                              works of dance have shaped
                                            Examples                             Examples                                Selects and examines               or reflected culture and
                                                                                                                          specific works of dance that       history.
          Discusses how the lack of
                                                                                                                          have shaped or reflected
           arm movement in Irish step        Articulates the role of dance       Discusses hip-hop dance and            the values and beliefs of a
           dancing is reflective of a         in personal culture by using         how African American
                                                                                                                          culture or historical period.     Distinguishes between
           period of persecution in           statements such as "In my            music/dance relates to the                                                dances from different time
           Irish history.                     family, we do the electric           civil rights movement.                                                    periods by identifying their
                                              slide at weddings and                                                    Distinguishes between                characteristic attributes.
                                              barbeques." or "In my                                                       dances from different time
        Discusses capoeira andaits
         Afro-Brazilian origin in
                                              culture, men and women              Researches the relationship
                                                                                   between oppressive societies
                                                                                                                          periods by identifying their
                                                                                                                                                           Examples
                                              dance separately."                                                          characteristic attributes.
           period of slavery.                                                      and the suppression of dance.

                                             Discusses how the dancer                                                Examples                              Examines Martha Graham's
                                                                                                                                                             Frontier in relation to the
                                              Isadora Duncan reflected
                                                                                                                                                             American landscape and
                                         changing values in the culture                                       Examines Renaissance             westward movement.
                                         and society of America and                                            dance and how the
                                         Western Europe.                                                       movement was affected by
                                                                                                               the clothing style and          Evaluates the relationships
                                                                                                                                                between the rise of swing
                                                                                                               fashion of the time period.
                                                                                                                                                dance, big band music, the
                                                                                                                                                Harlem Renaissance, and
                                                                                                              Examines The Green Table,        World War II.
                                                                                                               by German choreographer
                                                                                                               Kurt Joos, in relation to
                                                                                                               peace negotiations in the       Reflects upon the impact of
                                                                                                                                                modern technology on
                                                                                                               1930s.
                                                                                                                                                dance as an art form by
                                                                                                                                                considering what he/she
                                                                                                              Analyzes and demonstrates        has seen on the internet
                                                                                                               how styles of dance (ballet,     and TV.
                                                                                                               tap, hip-hop) reflect the
                                                                                                               cultures in which they were
                                                                                                               formed.



Component 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.



GLE                  K                                1                                  2                                 3                                4



4.5.1 Remembers how dance-             Remembers and understands          Applies his/her                    Applies understanding of         Applies understanding of
       related knowledge, skills,      how dance-related                  understanding of how dance-        how dance-related                how dance-related
       and work habits are used in     knowledge, skills, and work        related knowledge, skills, and     knowledge, skills, and work      knowledge, skills, and work
       the world of work, including    habits are used in the world       work habits are used in the        habits are used in the world     habits are used in the world
       careers in dance.               of work, including careers in      world of work, including           of work, including careers       of work, including careers
                                       dance.                             careers in dance.                  in dance.                        in dance.
       Evidence of Learning
                                       Evidence of Learning               Evidence of Learning               Evidence of Learning             Evidence of Learning

        Explores and practices the
         work habits needed to learn    Describes and explains the        Identifies and uses dance-        Explains how dance-related      Articulates and
         or create a dance.              work habits used in dance          related knowledge, skills, and     skills and work habits           demonstrates dance-related
                                         that are also used in other        work habits that are relevant      correlate to the skills          skills that can be used in
                                         work.                              to other work.                     needed in the world of           careers and activities
        Shares how one needs to                                                                               work.                            outside of dance.
         concentrate to remember
         dance movements.              Example                             Explains how dance-related
                                                                            work habits are important in      Recognizes different careers    Explains various careers
                                                                            the world of work.                 in dance.                        that contribute to a
       Example                          Tells how one needs to                                                                                 production of dance.
                                         concentrate to remember
                                         movements and identifies         Examples                           Examples
        Understands the need to         other work that requires                                                                             Examples
         look and listen in order to
         learn a dance.                    concentration.                    Consciously shares ideas and       Articulates similar skills for    Explains the use of strong
                                                                              speaks clearly.                       rehearsing a dance and           and delicate energy in
                                                                                                                    writing a book, such as          work-related activities, such
                                                                                                                    focus, endurance, and            as carpentry or the culinary
                                                                             Articulates the skills required       motivation.                      arts.
                                                                              to work in an ensemble and
                                                                              gives examples of such work.
                                                                                                                 Explains the role of a            Describes the various
                                                                                                                    choreographer.                   people involved in a
                                                                                                                                                     production of dance, such
                                                                                                                                                     as the costume designer,
                                                                                                                                                     lighting technician, and
                                                                                                                                                     stage manager.



GLE                  5                                  6                                 7-8                          HS Proficiency                    HS Advanced
                                                                                                                                                          Proficiency


4.5.1 Understands how arts               Analyzes and applies               Analyzes and applies                Analyzes and applies               Analyzes and evaluates how
      knowledge and skills are           understanding of how dance-        understanding of how dance-         understanding of how               dance-related knowledge,
      used in the world of work,         related knowledge, skills, and     related knowledge, skills, and      dance-related knowledge,           skills, and work habits are
      including careers in the           work habits are needed and         work habits are needed and          skills, and work habits are        vital and transferable to the
      arts.                              used in the world of work,         used in the world of work,          needed and used in the             world of work, including
                                         including careers in dance.        including careers in dance.         world of work, including           careers in dance.
                                                                                                                careers in dance.
       Evidence of Learning
                                         Evidence of Learning               Evidence of Learning                                                   Evidence of Learning
                                                                                                                Evidence of Learning
        Articulates and
         demonstrates dance-related       Examines how dance-related        Examines and reflects on how                                          Examines the safety habits,
         skills that can be applied to     knowledge, skills, and work        dance-related knowledge,           Selects the safety habits,         skills, standards, and
         activities in the family and      habits are needed and used in      skills, and work habits are           skills, standards, and           expectations used in dance
         community.                        the world of work.                 needed and used in the world          expectations used in dance       and needed to be successful
                                                                              of work.                              and needed to be successful      in the workplace.
                                                                                                                    in the workplace.
        Articulates knowledge,           Examines the knowledge,
         skills, and work habits           skills, and work habits           Compares the knowledge,                                               Researches careers in dance
         needed to perform different       required for careers in dance.     skills, and work habits of           Evaluates knowledge, skills,     and practices appropriate
         careers in dance.                                                    careers in dance.                     and work habits for careers      work habits and skills.
                                                                                                                    in dance.
                                          Sets goals and then practices
       Examples                            meeting deadlines to              Sets goals and then practices                                         Implements a plan to meet
                                           complete work.                     meeting deadlines to                 Implements a plan to meet        deadlines and complete
                                                                              complete work.                        deadlines and complete           work.
        Applies dance-related skills,                                                                              work.
         such as alignment and body      Examples
         awareness, while giving a                                          Examples                                                               Examples
         presentation.                                                                                          Examples
                                          Compares the collaborative
                                           skills needed in dance to the     Researches the careers of                                             Demonstrates timeliness
        Describes the roles played        collaborative skills required      well-known dance                   Articulates (verbally or in        and collaborative and
         by various people involved        for other activities.              professionals from the Pacific        writing) how the skills          organizational skills as
         with a production of dance,                                          Northwest, such as Merce              gained through dance will        he/she participates in an
         such as the costume                                                  Cunningham, Pat Graney, or            benefit a person in the          internship with a local dance
         designer, lighting                                                                                                                          company or arts education
technician, and stage    Reports on the duties and        Mark Morris.                       workforce.                      organization.
manager.                 implications of a job in the
                         management of a theatre or
                         dance company.                    Researches careers in dance       Compares the roles of the     Designs the lights, set, or
                                                           education, such as studio          choreographers in a major       costumes for a production
                                                           instruction, K-12 dance            dance company with those        of dance and ensures that
                         Researches a career in the       education, and higher              of a smaller company; or        the design is aligned with
                         fields of dance or movement       education or professional          compares and contrasts the      industry standards (as per
                         (including somatic/bodywork,      dance training.                    "pros and cons" of pursuing     career and technical
                         such as massage therapy,                                             different dance-related         guidelines).
                         Feldenkrais, Rolfing, yoga, or                                       careers.
                         Pilates).                         Creates and follows a timeline
                                                           to produce an original                                            Organizes and meets
                                                           production of dance.               Develops a career or "5        deadlines to complete a
                                                                                              year plan" for him/herself      dance-related presentation
                                                                                              as an artist or learner.        for his/her senior project.


                                                                                                                             Compares and contrasts
                                                                                                                              universities and
                                                                                                                              conservatories and
                                                                                                                              examines the differences
                                                                                                                              between a BA and BFA
                                                                                                                              college degree.

								
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