Dance (4th & 5th Grade)
Note: Certain Music Standards may have an additional code at the beginning to indicate proficiency.
For example: "Nov" = Novice 4th Grade Standards
Dance 4.DA.Cr1 a. Identify ideas for choreography generated from a variety of stimuli(e.g., music/sound, text, objects, images, notation, observed dance, experiences). b. Develop a movement problem and manipulate the elements of dance as tools to find a solution 4.DA:Cr2 a. Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices. b. Develop a dance study that expresses and communicates a main idea. Discuss the reasons and effectiveness of the movement choices. 4.DA:Cr3 Revise movement based on peer feedback and self-reflection to improve communication of artistic intent in a short dance study. Explain and document choices made in the process. 4.DA:Pr4 a. Make static and dynamic shapes with positive and negative space. Perform three-dimensional movement sequences alone and with others, establishing relationships with intentionality and focus. b.Respond in movement to even and uneven rhythm in both metric and kinesthetic phrasings. Recognize and respond to tempo changes as they occur in dance and music c. Analyze and refine phrases by incorporating a greater range of energy and dynamic changes to heighten the effect of their intent. 4.DA:Pr5 a. Demonstrate technical dance skills (e.g., alignment, coordination, balance, core support) and movement characteristics when replicating and recalling patterns and sequences of locomotor and nonlocomotor movements. b. Execute techniques that extend movement range, build strength,and develop endurance. Explain the relationship between execution of technique, safe body-use, and healthful nutrition. c. Coordinate phrases and timing with other dancers by cueing off each other and responding to stimuli cues (e.g., music, text, or lighting). Reflect on feedback from others to inform personal dance performance goals. 4.DA:Pr6 a. Consider how to establish a formal performance space from an informal setting (e.g., gymnasium or grassy area). b. Identify, explore, and experiment with a variety of production elements to heighten the artistic intent and audience experience. 4.DA:Re7 a. Find patterns of movement in dance works that create a style or theme. b. Demonstrate and explain how dance styles differ within a genre or within a cultural movement practice. 4.DA:Re8 Relate movements, ideas, and context to decipher meaning in a dance using basic dance terminology. 4.DA:Re9 Define and discuss the characteristics that make a dance artistic and apply those characteristics to dances observed or performed in a specific genre, style,or cultural movement practice. Use basic dance terminology. 4.DA:Cn10 a. Relate the main idea or content in a dance to other experiences. Explain how the main idea of a dance is similar to or different from one’s own experiences, relationships, ideas, or perspectives. b. Develop and research a question relating to a topic of study in school using multiple sources of references. Select key aspects about the topic and choreograph movements that communicate the information. Discuss what was learned from creating the dance and describe how the topic might be communicated using another form of expression. 4.DA:Cn11 Select and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated. Resources:
Visual & Performing Arts - Website Four Artistic Processes 1. Creating Conceiving and developing new artistic ideas and work. 2. Performing, Presenting or Producing Performing (for Dance, Music,and Theatre) Realizing artistic ideas and work through interpretation and presentation. Presenting (for Visual Arts) Interpreting and sharing artistic work. Producing (for Media Arts) Realizing and presenting artistic ideas and work. 3. Responding Understanding and evaluating how the arts convey meaning. 4. Connecting Relating artistic ideas and work with personal meaning and external context. 11 Anchor Standards (aligned with the 4 Processes) Creating 1. Generate and conceptualize artistic ideas and work. 2. Organize and develop artistic ideas and work. 3. Refine and complete artistic work. Performing, Presenting and Producing 4. Analyze, interpret, and select artistic work for presentation. 5. Develop and refine artistic work for presentation. 6. Convey meaning through the presentation of artistic work. Responding 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. 9. Apply criteria to evaluate artistic work. Connecting 10. Synthesize and relate knowledge and personal experiences to make art. 11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. |
5th Grade Standards
Creating--Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work Process Component: Explore Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. Essential Question: Where do choreographers get ideas for dances? 5.DA.Cr1 a. Build content for choreography using several stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events). b. Construct and solve multiple movement problems to develop choreographic content. Creating--Anchor Standard 2: Organize and Develop Artistic Ideas and Work Process Component: Plan Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers. Essential Question: What influences choice-making in creating choreography? 5.DA:Cr2 a. Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices. b. Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates nonverbally. Creating--Anchor Standard 3: Refine and Complete Artistic Work Process Component: Revise Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning. Essential Question: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work? 5.DA:Cr3 Explore through movement the feedback from others to expand choreographic possibilities for a short dance study that communicates artistic intent. Explain and document the movement choices and refinements. Performing--Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation Process Component: Express Enduring Understanding: Space, time, and energy are basic elements of dance. Essential Question: How do dancers work with space, time, and energy to communicate artistic expression? 5.DA:Pr4 a. Integrate static and dynamic shapes as well as floor and air pathways into dance sequences. Establish relationships with other dancers with intentionality and focus. Convert inward focus to outward focus. b.Dance to a variety of rhythms generated from internal and external sources. Perform movement phrases that show the ability to respond to changes in time. c. Contrast bound and free flowing movements. Initiate movements from a variety of points of the body. Analyze the relationship between initiation and energy. Performing--Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation Process Component: Embody Enduring Understanding: Dancers use the mind–body connection and develop the body as an instrument for artistry and artistic expression. Essential Question: What must a dancer do to prepare the mind and body for artistic expression? 5.DA:Pr5 a. Recall and execute a series of dance phrases using technical dance skills (e.g., alignment, coordination, balance, core support, clarity of movement). b. Demonstrate safe body-use practices during technical exercises and movement combinations. Discuss how these practices, along with healthful eating habits, promote strength, flexibility,endurance, and injury prevention. c. Collaborate with peer ensemble members to repeat sequences,synchronize actions,and refine spatial relationships to improve performance quality. Apply feedback from others to establish personal performance goals. Performing--Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work Process Component: Present Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression. Essential Question: How does a dancer heighten artistry in a public performance? 5.DA:Pr6 a. Demonstrate the ability to adapt dance to alternative performance venues by modifying spacing and movements to the performance space. b. Identify, explore, and select production elements that heighten and intensify the artistic intent of a dance and are adaptable for various performance spaces. Responding—Anchor Standard 7: Perceive and Analyze Artistic Work Process Component: Analyze Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning. Essential Question: How is a dance understood? 5.DA:Re7 a. Find meaning or artistic intent from the patterns of movement in a dance work. b. Describe, using basic dance terminology, the qualities and characteristics of style used in a dance from one’s own cultural movement practice. Compare them to the qualities and characteristics of style found in a different dance genre, style, or cultural movement practice. Responding--Anchor Standard 8: Interpret Intent and Meaning in Artistic Work Process Component: Interpret Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context. Essential Question: How is dance interpreted? 5.DA:Re8 Interpret meaning in a dance based on its movements. Explain how the movements communicate the main idea of the dance using basic dance terminology. Responding--Anchor Standard 9: Apply Criteria to Evaluate Artistic Work Process Component: Critique Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures. Essential Question: What criteria are used to evaluate dance? 5.DA:Re9 Demonstrate and discuss the characteristics of dance that make a dance artistic and meaningful. Relate them to the elements of dance in genres, styles, or cultural movement practices. Use basic dance terminology to describe characteristics of the dance. Connecting--Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art Process Component: Synthesize Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning. Essential Question: How does dance deepen our understanding of ourselves, other knowledge, and events around us? 5.DA:Cn10 a. Compare two dances with contrasting themes.Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view and experiences. b. Choose a topic, concept, or content from another discipline of study and research how other art forms have expressed the topic. Create a dance study that expresses the idea. Explain how the dance study expressed the idea and discuss how this learning process is similar to, or different from, other learning situations. Connecting--Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding Process Component: Relate Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts. Essential Question: How does knowing about societal, cultural, historical, and community experiences expand dance literacy? 5.DA:Cn11 Describe how the movement characteristics and qualities of a dance in a specific genre or style communicate the ideas and perspectives of the culture, historical period, or community from which the genre or style originated. |