Secondary Dance - Level I
Core Standards of the Course
Strand: CREATE (L1.D.CR.)
Students will conceptualize, generate, develop, and organize artistic ideas and work. They will complete and refine dance works (Standards L1.D.CR.1-7).
Demonstrate openness, willingness, persistence, respect, and cooperation in trying new ideas, methods, and approaches in creating dance.
Explore a variety of stimuli to develop an improvisational or choreographed dance study; identify personal movement preferences and strengths.
Use the elements of dance and other dance terminology to articulate and justify movement choices.
Design an original dance or study using choreographic devices and dance structures to support an artistic intent; discuss how they support the artistic intent.
Revise choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others.
Analyze and evaluate impact of choices made in the revision process.
Use recognized systems to document a section of a dance via writing, symbols, or media technologies.
Strand: PERFORM (L1.D.P.)
Students will analyze, interpret and select artistic work for performance. They will develop techniques and concepts to refine artistic work and express meaning through the presentation of dance works (Standards L1.D.P.1-10).
Sculpt the body in space, and design body shapes in relation to other dancers, objects and environment; use complex floor and air patterns with direct and indirect pathways while maintaining a sense of spatial design and relationship.
Analyze and select metric, kinetic, and breath phrasing, and apply appropriately to dance phrases that employ various timings; use syncopation and rhythmic accents related to different tempi.
Direct energy and dynamics in technique exercises and dance performance in such a way that movement is textured and enhanced.
Develop a plan for healthful practices in dance activities and everyday life including nutrition and injury prevention; discuss implementation of the plan and how it supports personal performance goals.
Apply body-mind principles to technical dance skills when performing works in a variety of dance genres and styles.
Collaborate with peers to achieve performance accuracy, clarity, and expressiveness; discuss the choices made, the effects experienced, and methods for improvement.
Articulate personal performance goals, practice to reach goals, and document personal improvement over time.
Demonstrate leadership qualities when working in groups.
Use appropriate etiquette practices during class, rehearsal, and performance; accept and apply feedback.
Generate production elements that would intensify and heighten the artistic intent of a dance performance; explain reasons for choices using production terminology.
Strand: RESPOND (L1.D.R.)
Students will perceive and analyze artistic work and process. They will interpret intent and meaning and apply criteria to evaluate artistic work and process (Standards L1.D.R.1-5).
Select and compare different dances, and discuss their intent and artistic expression.
Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices.
Experience a variety of culturally based dance forms; demonstrate and explain how one cultural form is different from another; and create and perform a dance that reflects one's own cultural movement practice.
Use artistic criteria to determine what makes an effective performance considering content, context, genre, style, and/or cultural movement practice.
Analyze the artistic expression of a dance, and discuss insights using evaluative criteria and genre-specific dance terminology.
Strand: CONNECT (L1.D.CO.)
Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards L1.D.CO.1-4).
Analyze a dance and interpret the ideas expressed by the choreographer and provide evidence to support analysis; explain how one's own personal perspectives may affect one's interpretation.
Identify a question or problem that could be explored through dance; conduct research using a variety of methods; create a dance that investigates the question posed; and discuss how the dance communicates new perspectives or realizations.
Analyze and discuss dances from selected genres or styles and/or historical time periods, and formulate reasons for the similarities and differences between them in relation to the ideas and perspectives of the peoples from which the dances originate.
Compare the process used in choreography to that of other creative, academic, or scientific procedures.
http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE). Send questions or comments to USBE Specialist - Tamara Burnside and see the Fine Arts - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer Throndsen. These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.