Dance Standards

Illinois Arts
Learning Standards
Dance Standards
Approved by the Illinois State
Board of Education, 2016
IllinoisArtsLearning.org
Dance
CREATING
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts
and ideas into movement for artistic expression. Essential Question: What inspires choreographers to create dance?
Explore Pre K Kindergarten 1st 2nd 3rd 4th

DA:Cr1.1.PK DA:Cr1.1.K DA:Cr1.1.1 DA:Cr1.1.2 DA:Cr1.1.3 DA:Cr1.1.4
a. Respond in movement a. Respond in movement a. Explore movement a. Explore movement a. Experiment with a a. Identify ideas for
to a variety of sensory to a variety of stimuli inspired by a variety of inspired by a variety of variety of self-identified choreography generated
stimuli (for example, (for example, music/ stimuli (for example, stimuli (for example, stimuli (for example, from a variety of stimuli
music/sound, visual, sound, text, objects, music/sound, text, music/sound, text, music/sound, text, (for example, music/
tactile). images, symbols, objects, images, objects, images, objects, images, sound, text, objects,
observed dance). symbols, observed symbols, observed notation, observed images, notation,
dance, experiences) and dance, experiences) dance, experiences) for observed dance,
identify the source. and suggest additional movement. experiences).
sources for movement
ideas.
b. Find a different way b. Explore different ways b. Explore a variety of b. Combine a variety b. Explore a given b. Develop a movement
to do several basic to do basic locomotor locomotor and non- of movements while movement problem. problem and manipulate
locomotor and non- and non-locomotor locomotor movements by manipulating the Select and demonstrate the elements of dance
locomotor movements. movements by changing experimenting with and elements of dance. a solution. as tools to find a
at least one of the changing the elements solution.
elements of dance. of dance.
Anchor Standard 2: Organize and develop artistic ideas and work.

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?
Plan Pre K Kindergarten 1st 2nd 3rd 4th

a. Improvise dance that a. Improvise dance a. Improvise a series of a. Improvise a a. Identify and a. Manipulate or modify
starts and stops on cue. that has a beginning, movements that have a dance phrase with a experiment with choreographic devices
middle, and end. beginning, middle, and beginning, a middle that choreographic devices to to expand movement
end. Describe movement has a main idea, and a create simple movement possibilities and create
choices. clear end. patterns and dance a variety of movement
structures (for example, patterns and structures.
AB, ABA, theme and Discuss movement
development). choices.
b. Engage in dance b. Express an idea, b. Choose movements b. Choose movements b. Develop a dance b. Develop a dance
experiences moving feeling, or image, that express an idea that express a main idea phrase that expresses study that expresses
alone or with a partner. through improvised or emotion or follow a or emotion or follow a and communicates and communicates
movement moving alone musical phrase. musical phrase. Explain an idea or feeling. a main idea. Discuss
or with a partner. reasons for movement Discuss the effect of the the reasons and
choices. movement choices. effectiveness of the
movement choices.
2 | Illinois Arts Learning Standards Dance Approved by the Illinois State Board of Education
5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
DA:Cr1.1.5 DA:Cr1.1.6 DA:Cr1.1.7 DA:Cr1.1.8 DA:Cr1.1.I DA:Cr1.1.II DA:Cr1.1.III
a. Build content for a. Relate similar or a. Compare a variety a. Implement movement a. Explore a variety of a. Synthesize content a. Synthesize content
choreography using contrasting ideas to of stimuli (for example, from a variety of stimuli stimuli for sourcing generated from generated from stimulus
several stimuli (for develop choreography music, observed dance, (for example, music, movement to develop stimulus materials to material. Experiment
example, music/sound, using a variety of literary forms, notation, observed dance, literary an improvisational choreograph dance and take risks to
text, objects, images, stimuli (for example, natural phenomena, forms, notation, natural or choreographed studies or dances using discover a personal
notation, observed music, observed dance, personal experience/ phenomena, personal dance study. Analyze original or codified voice to communicate
dance, experiences, literary forms, notation, recall, current news, experience/recall, the process and the movement. artistic intent.
literary forms, natural natural phenomena, social events) and make current news, social relationship between
phenomena, current personal experience/ selections to expand events) to develop dance the stimuli and the
news, social events). recall, current news, movement vocabulary content for an original movement.
social events). and artistic expression. dance study or dance.
b. Construct and solve b. Explore various b. Explore various b. Identify and select b. Experiment with b. Apply personal b. Expand personal
multiple movement movement vocabularies movement vocabularies personal preferences to the elements of dance movement preferences movement preferences
problems to develop to transfer ideas into to express an artistic create an original dance to explore personal and strengths with the and strengths to
choreographic content. choreography. intent in choreography. study or dance. Use movement preferences movement vocabulary of discover unexpected
Explain and discuss genre-specific dance and strengths. Select several dance styles or solutions that
the choices made using terminology to articulate movements that genres to choreograph communicate the
genre-specific dance and justify choices challenge skills and an original dance artistic intent of
terminology. made in movement build on strengths in an study or dance that an original dance.
development to original dance study or communicates an Analyze the unexpected
communicate intent. dance. artistic intent. Compare solutions and explain
personal choices to why they were effective
those made by well- in expanding artistic
known choreographers. intent.
a. Manipulate or a. Explore choreographic a. Use a variety of a. Collaborate to select a. Collaborate to a. Work individually and a. Demonstrate
modify a variety of devices and dance choreographic devices and apply a variety of design a dance using collaboratively to design fluency and personal
choreographic devices structures to develop and dance structures choreographic devices choreographic devices and implement a variety voice in designing
to expand choreographic a dance study that to develop a dance and dance structures and dance structures to of choreographic devices and choreographing
possibilities and develop supports an artistic study with a clear to choreograph an support a clear artistic and dance structures original dances. Justify
a main idea. Explain intent. Explain the goal artistic intent. Articulate original dance study intent. Explain how the to develop original choreographic choices
reasons for movement or purpose of the dance. reasons for movement or dance with a clear dance structures clarify dances. Analyze how and explain how they
choices. and structural choices. artistic intent. Articulate the artistic intent. the structure and final are used to intensify the
the group process for composition inform the artistic intent.
making movement and artistic intent.
structural choices.
b. Develop a dance study b. Determine artistic b. Determine artistic b. Define and apply b. Develop an artistic b. Develop an artistic b. Construct an
by selecting a specific criteria to choreograph criteria to choreograph artistic criteria to statement for an original statement that reflects artistic statement
movement vocabulary a dance study that a dance study that choreograph a dance dance study or dance. a personal aesthetic for that communicates a
to communicate a main communicates personal communicates personal that communicates Discuss how the use of an original dance study personal, cultural, and
idea. Discuss how the or cultural meaning. or cultural meaning. personal or cultural movement elements, or dance. Select and artistic perspective.
dance communicates Based on the criteria, Articulate how the meaning. Discuss how choreographic devices, demonstrate movements
nonverbally. evaluate why some artistic criteria serve the criteria clarify or and dance structures that support the artistic
movements are more to communicate the intensify the meaning of serve to communicate statement.
or less effective than meaning of the dance. the dance. the artistic statement.
others.
Approved by the Illinois State Board of Education Illinois Arts Learning Standards Dance | 3
Dance
CREATING
Anchor Standard 3: Revise, refine, and complete artistic work.
Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
Essential Question: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Revise Pre K Kindergarten 1st 2nd 3rd 4th

a. Respond to a. Apply suggestions a. Explore suggestions a. Explore suggestions a. Revise movement a. Revise movement
suggestions for for changing movement to change movement and make choices to choices in response to based on peer feedback
changing movement through guided from guided change movement from feedback to improve and self-reflection to
through guided improvisational improvisation and/ guided improvisation a short dance study. improve communication
improvisational experiences. or short remembered and/or short Describe the differences of artistic intent in
experiences. sequences. remembered sequences. the changes made in the a short dance study.
movements. Explain choices made in
the process.
b. Identify parts of the b. Depict a dance b. Depict several b. Depict the levels of b. Depict directions b. Depict the
body and document a movement by drawing different types of movements in a variety or spatial pathways relationships between
body shape or position a picture or using a movements of a dance of dance movements in a dance phrase by two or more dancers
by drawing a picture. symbol. by drawing a picture by drawing a picture drawing a picture map in a dance phrase by
or using a symbol (for or using symbols (for or using a symbol. drawing a picture or
example, jump, turn, example, high, middle, using symbols (for
slide, bend, reach). low). example, next to, above,
below, behind, in front of).
a. Explore through a. Revise dance a. Evaluate possible a. Revise choreography a. Clarify the artistic a. Clarify the artistic a. Clarify the artistic
movement the compositions using revisions of dance collaboratively or intent of a dance intent of a dance by intent of a dance by
feedback from others to collaboratively compositions and, if independently based by manipulating refining choreographic manipulating and
expand choreographic developed artistic necessary, consider on artistic criteria, choreographic devices devices and dance refining choreographic
possibilities for a criteria. Explain reasons revisions of artistic self-reflection, and the and dance structures structures, devices, dance
short dance study that for revisions and how criteria based on feedback from others. based on established collaboratively or structures, and
communicates artistic choices made relate to self-reflection and the Articulate the reasons artistic criteria and the independently, using artistic criteria using
intent. Explain the artistic intent. feedback from others. for choices and revisions feedback from others. established artistic self-reflection and the
movement choices and Explain reasons for and explain how they Analyze and evaluate criteria, self-reflection, feedback from others.
refinements. choices and how they clarify and enhance the the impact of choices and the feedback from Document choices made
clarify artistic intent. artistic intent. made in the revision others. Analyze and in the revision process
process. evaluate the impact and justify how the
of choices made in the refinements support
revision process. artistic intent.
b. Record changes in a b. Explore or invent b. Investigate a b. Experiment with b. Compare recognized b. Develop a strategy to b. Document a dance
dance sequence through a system to record a recognized system to aspects of a recognized systems to document a record a dance using using recognized
writing, symbols, dance sequence through document a dance system to document a section of a dance using recognized systems of systems of dance
or a form of media writing, symbols, sequence by using section of a dance by writing, symbols, or dance documentation documentation (for
technology. or a form of media words, symbols, or using words, symbols, or media technologies. (for example, writing, example, writing,
technology. media technologies. media technologies. a form of notation a form of notation
symbols, using media symbols, using media
technologies). technologies).
Dance
PERFORMING
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Body, space, time, and energy are the basic elements of dance.
Essential Question: How do dancers work with body, space, time, and energy to communicate artistic expression?
Express Pre K Kindergarten 1st 2nd 3rd 4th

DA:Pr4.1.PK DA:Pr4.1.K DA:Pr4.1.1 DA:Pr4.1.2 DA:Pr4.1.3 DA:Pr4 .1.4
a. Identify and a. Make still and moving a. Demonstrate a. Demonstrate clear a. Demonstrate shapes a. Make static and
demonstrate directions body shapes that show locomotor and non- directionality and with positive and dynamic shapes with
for moving the body lines (for example, locomotor movements intent when performing negative space. Perform positive and negative
in general space (for straight, bent, curved), that change body locomotor and non- movement sequences in space. Perform elevated
example, forward, changes levels, and vary shapes, levels, and locomotor movements and through space with shapes (jump shapes)
backward, sideways, in size (large/small). facings. Move in that change body intentionality and focus. with soft landings and
up, down, turning) and Join with others to make straight, curved, and shapes, facings, and movement sequences
finding and returning to a circle formation and zigzagged pathways. pathways in space. alone and with
a place in space. work with others to Find and return to place Identify symmetrical others, establishing
change its dimensions. in space. Move with and asymmetrical body relationships with other
others to form straight shapes and examine dancers through focus
lines and circles. relationships between of eyes.
body parts.
b. Identify speed of b. Demonstrate b. Relate quick, b. Identify the length of b. Fulfill specified b. Accompany other
dance as fast or slow. tempo contrasts with moderate, and slow time a move or phrase duration of time dancers using a
Move to varied rhythmic movements that match movements to duration takes (for example, with improvised variety of percussive
sounds at different the tempo of sound in time. Recognize whether it is long or locomotor and non- instruments and
tempi. stimuli. steady beat and move to short). Identify and locomotor movements. sounds. Respond in
varying tempi of steady move on the downbeat. Differentiate between movement to even
beat. Correlate metric “in time” and “out of and uneven rhythms.
phrasing with movement time” to music. Perform Recognize and respond
phrasing. movements that are the to tempo changes as
same or of a different they occur in dance and
time orientation to music.
accompaniment. Use
metric and kinesthetic
phrasing.
c. Move with opposing c. Identify and apply c. Demonstrate c. Select and apply c. Change use of energy c. Analyze movements
characteristics (for different characteristics movement appropriate energy and and dynamics by and phrases for use of
example, loose/tight, to movements (for characteristics along dynamics to movements. modifying movements energy and dynamic
light/heavy, jerky/ example, slow, smooth, with movement Demonstrate kinesthetic and applying specific changes and use
smooth). wavy). vocabulary. awareness while characteristics to adjectives and adverbs
dancing. heighten the effect of to descrive them.
their intent. Refine the phrases
by incorporating a
range of movement
characteristics.
DA:Pr4.1.5 DA:Pr4.1.6 DA:Pr4.1.7 DA:Pr4.1.8 DA:Pr4.1.I DA:Pr4.1.II DA:Pr4.1.III
a. Integrate static a. Refine partner and a. Expand movement a. Sculpt the body in a. Develop partner and a. Dance alone and a. Modulate and use
and dynamic shapes ensemble skills in the vocabulary of varied space and design body ensemble skills that with others with spatial the broadest range of
and varied pathways ability to judge distance pattern designs. shapes in relation to enable contrasting intention. Expand movement in space for
into dance sequences. and spatial design. Incorporate and modify other dancers, objects, level changes through partner and ensemble artistic and expressive
Use focus to maintain Establish diverse body designs from and environment. Use safe lifts, balances, skills to greater ranges clarity. Use varied focus
relationships with other pathways, levels, and different dance genres appropriate focus in or other means while and skill levels. Execute to clarify movement
dancers. Convert inward patterns in space. and styles to expand direct and indirect maintaining a sense complex movement and intent. Establish
focus to outward focus Maintain focus with movement vocabulary pathways. of spatial design and sequences with others and break relationships
for projecting out to far partner or group in near to include differently relationship. Use space while maintaining with other dancers and
space. and far space. designed shapes and intentionally during relationships through audience as appropriate
movements for interest phrases and through focus and intentionality. to the dance.
and contrast. transitions between
phrases. Establish and
break relationships with
others as appropriate to
the choreography.
b. Dance to a variety of b. Use combinations of b. Vary durational b. Analyze and select b. Use syncopation b. Perform dance studies b. Modulate time
rhythms generated from sudden and sustained approach in dance metric, kinetic, and and accent and compositions that factors for artistic
internal and external timing as it relates to phrasing by using breath phrasing movements related use time and tempo in interest and expressive
sources. Perform both the time and the timing accents and and apply them to different tempi. unpredictable ways. Use acuity. Demonstrate
movement phrases dynamics of a phrase or variations within a appropriately to dance Take rhythmic cues internal rhythms and time complexity in
that show the ability dance work. Accurately phrase to add interest phrases. Perform dance from different aspects kinetics as phrasing phrasing with and
to respond to changes use accented and kinesthetically, phrases of different of accompaniment. tools. without musical
in time. unaccented beats. rhythmically, and lengths that use various Integrate breath accompaniment. Use
visually. timings within the same phrasing with metric multiple and complex
section. Use different and kinesthetic rhythms at the same
tempi in different body phrasing. time. Work with and
parts at the same time. against rhythm of
accompaniment or
sound environments.
c. Contrast bound and c. Explore dynamic c. Compare and c. Direct energy and c. Connect energy and c. Initiate movement c. Modulate dynamics
free-flowing movement. expression as it relates contrast movement dynamics in such a dynamics to movements phrases by applying to clearly express
Motivate movement from to energy relationships characteristics from a way that movement is by applying them in and energy and dynamics. intent while performing
both central initiation in a variety of dance variety of dance genres textured. Incorporate through all parts of the Vary energy and dance phrases and
(torso) and peripheral genres or styles. or styles. Discuss energy and dynamics to body. Develop total body dynamics over the choreography. Perform
initiation (distal) and specific characteristics technique exercises and awareness and control length of a phrase and movement sequences
analyze the relationship using adjectives and dance performance. Use so that movement transition smoothly out expressively using a
between initiation and adverbs to describe energy and dynamics phrases demonstrate of the phrase and into broad dynamic range
energy. them. Determine what to enhance and project variances of energy and the next phrase. and employ dynamic
dancers must do to movements. dynamics. skills for establishing
perform them clearly. relationships with other
dancers and projecting
to the audience.
Dance
PERFORMING
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
Essential Question: How do dancers prepare the mind and body for artistic expression?
Embody Pre K Kindergarten 1st 2nd 3rd 4th

DA:Pr5.1.PK DA:Pr5.1.K DA:Pr5.1.1 DA:Pr5.1.2 DA:Pr5.1.3 DA:Pr5.1.4
a. Demonstrate basic a. Demonstrate same- a. Demonstrate a range a. Demonstrate a range a. Replicate body a. Demonstrate
full-body locomotor, side and cross-body of locomotor and non- of locomotor and non- shapes, movement fundamental dance
non-locomotor locomotor and non- locomotor movements, locomotor movements, characteristics, and skills (for example,
movement and body locomotor movements, body patterning, body patterning, and movement patterns alignment, coordination,
patterning with spatial body patterning body shapes, and dance sequences that in a dance sequence balance, core support,
relationships. movements, and body directionality. require moving through with awareness of body kinesthetic awareness)
shapes. space using a variety of alignment and core and movement qualities
pathways. support. when replicating and
recalling patterns and
sequences of locomotor
and non-locomotor
movements.
b. Move in general space b. Move safely in b. Move safely in b. Move safely in a b. Apply kinesthetic b. Execute techniques
and start and stop on general space and general space through a variety of spatial awareness to coordinate that extend movement
cue while maintaining start and stop on cue range of activities and relationships and with a partner or range, build strength,
personal space. during activities, group group formations while formations with other other dancers to and develop endurance.
formations, and creative maintaining personal dancers, sharing and safely change levels, Explain the relationship
explorations while space. maintaining personal directions, and pathway between execution
maintaining personal space and exploring designs. of technique, safe
space. levels, directions, and body-use, and healthy
pathway designs. nutrition.
c. Identify and move c. Move body parts in c. Modify movements c. Repeat movements c. Recall movement c. Coordinate phrases
body parts and repeat relation to other body and spatial with an awareness sequences with a and timing with other
movements upon parts and repeat and arrangements upon of self and others in partner or in group dancers by cueing
request. recall movements upon request. space. Self adjust and dance activities. Apply off each other and
request. modify movements or constructive feedback responding to stimuli
placement upon request. from teacher and self cues (for example,
check to improve dance music, text, lighting).
skills. Reflect on feedback
from others to inform
personal dance
performance goals.
a. Recall and execute a a. Embody technical a. Apply body- a. Embody technical a. Embody technical a. Dance with sensibility a. Apply body-mind
series of dance phrases dance skills (for use strategies dance skills (for dance skills (for toward other dancers principles to technical
using fundamental example, alignment, to accommodate example, functional example, functional while executing complex dance skills in complex
dance skills (for coordination, balance, physical maturational alignment, coordination, alignment, coordination, spatial, rhythmic, and choreography when
example, alignment, core support, kinesthetic development to balance, core support, balance, core support, dynamic sequences to performing solo,
coordination, balance, awareness, clarity of technical dance skills clarity of movement, clarity of movement, meet performance goals. partnering, or dancing
core support, kinesthetic movement) to accurately (for example, functional weight shifts, flexibility/ weight shifts, flexibility/ in ensemble works in a
awareness, clarity of execute changes alignment, coordination, range of motion) range of motion) to variety of dance genres
movement). of direction, levels, balance, core support, to replicate, recall, retain and execute and styles. Self evaluate
facings, pathways, kinesthetic awareness, and execute spatial dance choreography. performances and
elevations and landings, clarity of movement, designs and musical discuss and analyze
extensions of limbs, and weight shifts, flexibility/ or rhythmical dance performance ability with
movement transitions. range of motion). phrases. others.
b. Demonstrate safe b. Apply basic b. Utilize healthy b. Evaluate personal b. Develop a plan for b. Apply anatomical b. Research healthy
body-use practices anatomical knowledge, practices and sound healthy practices in healthy practices in principles and healthy and safe practices for
during technical proprioceptive feedback, nutrition in dance dance activities and dance activities and practices to a range of dancers and modify
exercises and movement spatial awareness, and activities and everyday everyday life, including everyday life, including technical dance skills personal practice based
combinations. Discuss nutrition to promote safe life. Discuss benefits nutrition and injury nutrition and injury for achieving fluency on findings. Discuss
how these practices, and healthy strategies of practices and how prevention. Discuss prevention. Discuss of movement. Follow a how research informs
along with healthy when warming up and choices enhance choices made, the implementation of personal nutrition plan practice.
eating habits, promote dancing. performance. effects experienced, the plan and how it that supports health for
strength, flexibility, and methods for supports personal everyday life.
endurance, and injury improvement. performance goals.
prevention.
c. Collaborate with peer c. Collaborate as an c. Collaborate with c. Collaborate with peers c. Collaborate with c. Plan and execute c. Initiate, plan, and
ensemble members ensemble to refine peers to practice and to discover strategies for peers to establish collaborative and direct rehearsals with
to repeat sequences, dances by identifying refine dances. Develop achieving performance and implement a independent practice attention to technical
synchronize actions, what does and does group performance accuracy, clarity, rehearsal plan to meet and rehearsal processes details. Use a range of
and refine spatial not work in executing expectations through and expressiveness. performance goals. Use with attention to rehearsal strategies to
relationships to improve complex patterns, observation and Articulate personal a variety of strategies technique and artistry achieve performance
performance quality. sequences, and analyses (for example, performance goals and to analyze and evaluate informed by personal excellence.
Apply feedback from formations. Solve view live or recorded practice to reach goals. performances of self performance goals.
others to establish movement problems professional dancers Document personal and others (for example, Reflect on personal
personal performance to dances by testing and collaboratively improvement over time use video recordings of achievements.
goals. options and finding develop group (for example, journaling, practice to analyze the
good results. Document performance portfolio, timeline). difference between the
self-improvements over expectations based on way movements look
time. information gained from and how they feel to
observations). match performance with
visual affect). Articulate
performance goals
and justify reasons for
selecting particular
practice strategies.
Dance
PERFORMING
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Enduring Understanding: Dance performance is an interaction between choreographer, performer, production elements, and audience that heightens and
amplifies artistic intention. Essential Question: How does a dancer convey meaning and inspire audiences in a performance?
Present Pre K Kindergarten 1st 2nd 3rd 4th

DA:Pr6.1.PK DA:Pr6.1.K DA:Pr6.1.1 DA:Pr6.1.2 DA:Pr6.1.3 DA:Pr6.1.4
a. Dance with others in a. Dance for a. Perform a dance for a. Through performing a. Identify the main a. Consider how to
a designated area or others in a designated others that conveys an a dance that conveys areas of a performance establish a formal
space. space. idea, feeling, experience, an idea, feeling, space using production performance space from
image, or story. experience, image, or terminology (for an informal setting (for
story, understand the example, stage right, example, gymnasium).
role of an audience in a stage left).
performance.
b. Use a simple prop as b. Select a prop to use b. Explore the use of b. Use limited b. Explore simple b. Identify, explore,
part of a dance. as part of a dance. simple props or scenery production elements (for production elements and experiment with a
to enhance performance. example, hand props, (for example, costumes, variety of production
simple scenery, or media props, music, scenery, elements to heighten
projections). lighting, media) for the artistic intent and
a dance performed audience experience.
for an audience in a
designated specific
performance space.
a. Demonstrate the a. Use performance a. Use performance a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate
ability to adapt dance to etiquette and etiquette and leadership qualities (for leadership qualities (for leadership qualities (for leadership qualities (for
alternative performance performance practices performance example commitment, example commitment, example commitment, example commitment,
venues by modifying during class, rehearsal, practices during dependability, dependability, dependability, dependability,
spacing and movement and performance. class, rehearsal, and responsibility, responsibility, responsibility, responsibility,
to the performance Postperformance: performance. Maintain cooperation) when cooperation) cooperation) when cooperation) when
space. accept notes from the a journal documenting preparing for when preparing preparing for preparing for
choreographer, make these efforts. performances. Use for performances. performances. Model performances. Model
corrections as needed, Postperformance: performance etiquette Demonstrate performance etiquette performance etiquette
and apply to future accept notes from the and performance performance etiquette and performance and performance
performances. choreographer and apply practices during and performance practices during practices during
corrections to future class, rehearsal, practices during class, rehearsal, and class, rehearsal, and
performances. and performance. class, rehearsal, performance. Implement performance. Enhance
Document efforts and performance. performance strategies performance using
and create a plan for Postperformance: to reach choreographic a broad repertoire of
ongoing improvements. accept notes from the intent. Postperformance: strategies to achieve
Postperformance: choreographer and accept notes from the choreographic intent.
accept notes from the apply corrections to choreographer and Develop a professional
choreographer and apply future performances. apply corrections to portfolio (for example,
corrections to future Document the rehearsal future performances. resume, head shot)
performances. and performance Document the rehearsal that documents
process and evaluate and performance the rehearsal and
methods and strategies, process and evaluate performance process
using dance terminology methods and strategies, with fluency in
and production using dance terminology professional dance
terminology. and production terminology and
terminology. production terminology.
b. Identify, explore, b. Compare and contrast b. Explore possibilities b. Collaborate to design b. Evaluate possible b. Work collaboratively b. Work collaboratively
and select production a variety of possible of producing dance in a and execute production designs for the to produce a dance to produce dance
elements that heighten production elements variety of venues or for elements that would production elements of a concert on a stage concerts in a variety of
and intensify the artistic that would intensify and different audiences. Use intensify and heighten performance and select or in an alternative venues and design and
intent of a dance and heighten the artistic production terminology the artistic intent of and execute the ideas performance venue and organize the production
are adaptable for intent of the work. to explain how the a dance performed on that would intensify and plan the production elements that would be
various performance Select choices and use production elements a stage, in a different heighten the artistic elements that would be necessary to fulfill the
spaces. production terminology would be handled in venue, or for different intent of the dances. necessary to fulfill the artistic intent of the
to explain reasons for different situations to audiences. Use artistic intent of the dance works in each of
the decisions made. enhance artistic intent. production terminology dance works. the venues.
to explain reasons for
choices.
Dance
RESPONDING
Anchor Standard 7: Perceive and analyze artistic work.
Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning.
Essential Question: How is dance understood?
Analyze Pre K Kindergarten 1st 2nd 3rd 4th

DA:Re7.1.PK DA:Re7.1.K DA:Re7.1.1 DA:Re7.1.2 DA:Re7.1.3 DA:Re7.1.4
a. Identify a movement a. Identify a movement a. Identify a movement a. Identify a dance style a. Identify a movement a. Identify patterns of
in a dance. that repeats in a dance. that repeats in a dance within the pattern of a pattern that creates a movement in dance
to make a pattern. dance. theme in a dance work. works that create a style
or theme.
b. Demonstrate an b. Demonstrate and b. Demonstrate observed b. Demonstrate b. Demonstrate and b. Demonstrate and
observed or performed repeat observed or or performed dance movements in dances explain how one dance explain how dance styles
dance movement. performed dance movements from a from different genres or genre is different from differ within a genre
movements. specific genre or culture. cultures. another or how one or within a cultural
cultural movement movement practice.
practice is different
from another.
Anchor Standard 8: Construct meaningful interpretations of artistic work.

Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through
the use of the body, elements of dance, dance technique, dance structure, and context. Essential Question: How is dance interpreted?
Interpret Pre K Kindergarten 1st 2nd 3rd 4th

a. Observe a movement a. Observe a. Select movements a. Use context cues from a. Select specific context a. Relate movements,
and share impressions. movement and from a dance that movement to identify cues from movement. ideas, and context to
use simple dance suggest ideas and meaning and intent in Use basic dance decipher meaning in
terminology to describe use simple dance a dance, using simple terminology to explain a dance, using basic
it. terminology to explain dance terminology. how they relate to the dance terminology.
how the movement main idea of the dance.
captures the idea.
DA:Re7.1.5 DA:Re7.1.6 DA:Re7.1.7 DA:Re7.1.8 DA:Re7.1.I DA:Re7.1.II DA:Re7.1.III
a. Identify meaning or a. Describe recurring a. Compare, contrast, a. Describe and discuss a. Analyze recurring a. Analyze dance works a. Analyze dance works
artistic intent from the patterns of movement and discuss patterns patterns of movement patterns of movement and provide examples from a variety of dance
patterns of movement in and their relationships of movement and their and their relationships and their relationships of recurring patterns genres and styles and
a dance work. in dance. relationships in dance. in dance in context of in dance in context of of movement and their explain how recurring
artistic intent. artistic intent. relationships that create patterns of movement
structure and meaning and their relationships
in dance. create well-structured
and meaningful
choreography.
b. Demonstrate and b. Explain how the b. Compare and contrast b. Demonstrate b. Analyze the b. Analyze and compare b. Explain and
explain how dance styles elements of dance are how the elements of and explain how movement patterns the movement patterns demonstrate how dance
differ within a genre used in a variety of dance are used in a the elements of and their relationships and their relationships communicates aesthetic
or within a cultural dance genres, styles, variety of genres, styles, dance are used in in a variety of genres, in a variety of genres, and cultural values in a
movement practice, or cultural movement or cultural movement a variety of genres, styles, or cultural styles, or cultural variety of genres, styles,
using basic dance practices. Use practices. Use styles, or cultural movement practices and movement practices or cultural movement
terminology. genre-specific dance genre-specific dance movement practices to demonstrate how their and explain how their practices. Use
terminology. terminology. communicate intent. differences impact the differences impact genre-specific dance
Use genre-specific meaning of the dance. communication terminology.
dance terminology. Use genre-specific and intent within a
dance terminology. cultural context. Use
genre-specific dance
terminology.
a. Interpret meaning a. Explain how the a. Compare the meaning a. Select a dance and a. Select and compare a. Analyze and discuss a. Analyze and interpret
in a dance based artistic expression of of different dances. explain how artistic different dances and how the elements how the elements
on its movements. a dance is achieved Explain how the artistic expression is achieved discuss their intent and of dance, execution of dance, execution
Use basic dance through the elements expression of each through relationships artistic expression. Use of dance movement of dance movement
terminology to explain of dance, use of body, dance is achieved among the elements genre-specific dance principles, and context principles, and context
how the movements dance technique, dance through the elements of dance, use of body, terminology to explain contribute to artistic contribute to artistic
communicate the main structure, and context. of dance, use of body, dance technique and how the relationships expression. Use expression across
idea of the dance. Use genre-specific dance technique, context. Cite evidence among the elements genre-specific dance different genres, styles,
dance terminology and context. Use in the dance to support of dance, use of body, terminology. or cultural movement
to explain how these genre-specific dance your interpretation, dance technique, practices. Use
communicate the intent terminology. using genre-specific and context enhance genre-specific dance
of the dance. dance terminology. meaning and support terminology.
intent.
Dance
RESPONDING
Anchor Standard 9: Apply criteria to evaluate artistic work.
Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures.
Essential Question: What criteria are used to evaluate dance?
Critique Pre K Kindergarten 1st 2nd 3rd 4th

a. Find a movement in a. Select a movement a. Identify and a. Observe or a. Select dance a. Discuss the
a dance that was fun observed in a dance. demonstrate several demonstrate dances movements from characteristics of
to watch. Repeat it and Demonstrate the movements in a from a genre or culture. specific genres, a famous work of
explain why it is fun to movement and explain dance that attracted Discuss movements styles, or cultures. art (for example,
watch and do. why it was selected. attention. Describe the and other aspects of Identify characteristic choreography). Apply
characteristics that the dances that make movements from these those characteristics
make the movements the dances work well dances and describe in to dances observed or
interesting and talk and explain why they basic dance terminology performed in a specific
about why they were work. Use simple dance ways in which they are genre, style, or cultural
chosen. terminology. alike and different. movement practice. Use
basic dance terminology.
a. Define the a. Discuss the a. Compare artistic a. Use artistic criteria a. Analyze the artistic a. Compare and contrast a. Define personal
characteristics of characteristics and intent, content, to determine what expression of a dance. two or more dances artistic preferences to
dance that make a artistic intent of a dance and context from makes an effective Discuss insights using using evaluative criteria critique dance. Consider
dance artistic and from a genre, style, dances to examine performance. Consider evaluative criteria and to critique artistic societal and personal
meaningful. Relate or cultural movement the characteristics content, context, dance terminology. expression. Consider values and a range
them to the elements of practice and develop of genre, style, or genre, style, or cultural societal values and a of artistic expression.
dance in genres, styles, artistic criteria to cultural movement movement practice to range of perspectives. Discuss perspectives
or cultural movement critique the dance, practice. Based on comprehend artistic Use genre-specific with peers and justify
practices. Use basic using genre-specific the comparison, refine expression. Use dance terminology. views.
dance terminology to dance terminology. artistic criteria, using genre-specific dance
describe characteristics genre-specific dance terminology.
that make a dance terminology.
artistic and meaningful.
Dance
CONNECTING
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning in dance.
Essential Question: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Synthesize Pre K Kindergarten 1st 2nd 3rd 4th

DA:Cn10.1.PK DA:Cn10.1.K DA:Cn10.1.1 DA:Cn10.1.2 DA:Cn10.1.3 DA:Cn10 .1.4
a. Recognize an emotion a. Recognize and a. Find an experience a. Describe, create, a. Compare the a. Relate the main
expressed in dance name an emotion that expressed or portrayed and/or perform a dance relationships idea or content in
movement is experienced when in a dance that relates that expresses personal expressed in a dance a dance to other
that is watched or watching, improvising, to a familiar experience. meaning and explain to relationships with experiences. Explain
performed or performing dance and Identify the movements how certain movements others. Explain how how the main idea
relate it to a personal that communicate this express this personal they are the same or of a dance is similar
experience. experience. meaning. different. to or different from
one’s own experiences,
relationships, ideas, or
perspectives.
b. Observe a dance b. Observe a work of art. b. Observe a work of art. b. Respond to a b. Ask a question b. Develop and research
work. Identify and Describe and then Discuss observations dance work using an about a key aspect of a question about a
imitate a movement express through and identify ideas for inquiry-based set of a dance. Explore it key aspect of a dance.
from the dance and ask movement something dance movement and questions (for example, through movement. Choreograph a dance
a question about the of interest about demonstrate the big See-Think-Wonder). Communicate the that communicates the
dance. the artwork and ask ideas. Create movement using answer to the question learned information.
questions for discussion ideas from responses in oral, written, or Discuss the meaning
concerning the artwork. and explain how certain movement form. of the dance and
movements express a describe other possible
specific idea. forms of expression to
communicate the topic.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
Essential Question: How does knowing about societal, cultural, historical, and community experiences expand dance literacy?
Relate Pre K Kindergarten 1st 2nd 3rd 4th

DA:Cn11.1.PK DA:Cn11.1.K DA:Cn11.1.1 DA:Cn11.1.2 DA:Cn11.1.3 DA:Cn11 .1.4
a. Show a dance a. Describe or a. Watch and/or perform a. Observe a dance and a. Find a relationship a. Select and describe
movement experienced demonstrate the a dance from a different relate the movement between a movement in movements in a
at home or elsewhere. movements in a dance culture and discuss or to the people or a dance and the culture, specific genre or style
that was watched or demonstrate the types of environment in which society, or community and explain how the
performed. movement danced. the dance was created from which the dance movements relate to
and performed. is derived. Explain the culture, society,
what the movements historical period, or
communicate about community from which
the key aspects of the the dance originated.
culture, society, or
community.
DA:Cn10.1.5 DA:Cn10.1.6 DA:Cn10.1.7 DA:Cn10.1.8 DA:Cn10.1.I DA:Cn10.1.II DA:Cn10.1.III
a. Compare two dances a. Observe a. Compare and contrast a. Relate connections a. Analyze a dance to a. Analyze a dance and a. Review original
with contrasting the movement the movement found between different determine the ideas research its context. choreography with
themes. Discuss characteristics or characteristics or dances and discuss expressed by the Synthesize information respect to its content
feelings and ideas qualities observed in a qualities found in the relevance of the choreographer. Explain learned and share new and context. Reflect
evoked by each. specific dance genre. a variety of dance connections to the how the perspectives ideas about its impact on and analyze its
Describe how the Describe differences and genres. Discuss development of one’s expressed by the on one’s perspective. relationship to personal
themes and movements similarities about what how the movement personal perspectives. choreographer may perspectives and one’s
relate to points of view was observed to one’s characteristics or impact one’s own own personal growth.
and experiences. attitudes and movement qualities differ from interpretation. Provide
preferences. one’s own movement evidence to support
preferences and one’s analysis.
perspectives.
b. Select and research b. Choose a topic, b. Identify and b. Research the b. Conduct research b. Use established b. Investigate various
a choreographer concept, or content research a dance- historical development using a variety of research methods and dance-related careers
and his or her work. from another subject of related question or of a dance genre or resources to find techniques to investigate and college readiness
Choreograph a dance interest and research problem. Communicate style. Use knowledge information about a a topic. Collaborate through a variety of
that communicates the how other art forms new perspectives or gained from the social issue of great with others to identify research methods and
learned information have expressed the realizations through a research to create a interest. Use the questions and solve techniques. Select
and includes the genre topic. Create and dance study with an oral dance study that evokes information to create movement problems options of most interest.
and clarity of the explain a dance study and written defense. the essence of the a dance study that that pertain to the topic. Develop and implement
choreographer’s style. that expresses the idea. style or genre. Share expresses a specific Create and perform a a capstone project that
Explain the genre, style, the dance study and point of view on the piece of choreography. reflects opportunities in
and meaning of the research with peers. topic. Discuss whether Discuss orally or in dance.
dance. the experience of writing the insights
creating and sharing relating to knowledge
the dance reinforces gained through the
personal views or offers research process, the
new knowlege and synergy of collaboration,
perspectives. and the transfer of
learning from this project
to other situations.
DA:Cn11.1.5 DA:Cn11.1.6 DA:Cn11.1.7 DA:Cn11.1.8 DA:Cn11.1.I DA:Cn11.1.II DA:Cn11.1.III
a. Describe how a. Interpret and show a. Compare, contrast, a. Analyze and discuss a. Analyze and discuss a. Analyze dances a. Analyze dances
the movement how the movement and discuss dances how dances from a dances from selected from several genres from several genres
characteristics and and qualities of a performed by people variety of cultures, genres or styles and/ or styles, historical or styles, historical
qualities of a dance in dance communicate its in various localities or societies, historical or historical periods. periods, and/or world periods, and/or world
a specific genre or style cultural, historical, and/ communities. Formulate periods, or communities Formulate reasons for dance forms. Discuss dance forms. Discuss
communicate the ideas or community purpose or possible reasons reveal the ideas and the similarities and how dance movement how dance movement
and perspectives of meaning. why similarities and perspectives of the differences between characteristics, characteristics,
the culture, historical differences developed in people. them in relation to the techniques, and artistic techniques, and artistic
period, or community relation to the ideas and ideas and perspectives criteria relate to the criteria relate to the
from which the genre or perspectives important of the peoples from ideas and perspectives ideas and perspectives
style originated. to each social group. which the dances of the peoples from of the peoples from
originate. which the dances which the dances
originate. originate. Discuss the
impact on one’s dance
literacy.
Dance Glossary
Aesthetic: A set of principles concerned with the nature and Context clues: Information obtained from the dance that Genre-specific dance terminology (Tier 3/grades 6 and
appreciation of beauty. helps one understand or comprehend meaning and intent from up): Words used to describe movement within specific dance
a movement, group of movements, or a dance as a whole; forms such as ballet, contemporary, culturally specific dance,
Alignment: The process of adjusting the skeletal and requires seeing. funk, hip-hop, jazz, modern, tap, and others (for example,
muscular system to gravity to support effective functionality. in Polynesian dance [Hula]: auwana, kahiko, halau, kaholo,
Contrapuntal: An adjective that describes the noun uwehe, ami; in ballet: glissade, pas de bouree, pas de chat,
Alternative performance venue: A performance site counterpoint; music that has at least two melodic lines arabesque; in jazz: kick ball change, pencil turn, jazz walk,
other than a standard Western-style theater (for example, (voices) played simultaneously against each other; in jazz run; in modern: contraction, triplets, spiral, pivot turn; in
classroom, site-specific venue, natural environment). dance, at least two movement patterns, sequences, or tap: shufflestep, cramp roll, riff, wing, time step).
phrases danced simultaneously using different body parts or
Anatomical principles: The way the human body’s skeletal, performed by different dancers. Dance work: A complete dance that has a beginning, middle
muscular, and vascular systems work separately and (development), and end.
in coordination. Create: To invent, compose, or generate original dance
movement or movement ideas. Dynamics: The qualities or characteristics of movement that
Artistic criteria: Aspects of craft and skill used to fulfill lend expression and style; also called “efforts” or “energy” (for
artistic intent. Cultural movement practice: Physical movements of a dance example, sustained, quick, light, strong).
that are associated with a particular country, community, or
Artistic expression: The manifestations of artistic intent people. Elements of dance: The key components of movement;
though dance, drama, music, poetry, fiction, painting, movement of the body using space, time, and energy; often
sculpture, or other artistic media. In dance, this involves the Dance literacy: The total experience of dance learning referred to as the elements of movement; see Elements of
dance and the dancers within a context. that includes the doing and knowing about dance: dance Dance Organizer by Perpich Center for Arts Education (used
skills and techniques, dance making, knowledge and with permission).
Artistic intent: The purpose, main idea, and expressive or understanding of dance vocabulary, dance history, dance from
communicative goals of a dance composition, study, work, or different cultures, dance genres, repertory, performers and Embody: To physicalize a movement, concept, or idea
performance. choreographers, dance companies, and dance notation and throughout the body.
preservation.
Artistic statement: An artist’s verbal or written introduction Energy: The dynamic quality, force, weight, and flow of
of their work from their own perspective to convey the deeper Dance movement principles: Fundamentals related to the movement.
meaning or purpose. craft and skill with which dance movement is performed (for
example, the use of dynamic alignment, breath support, core Evaluative criteria: The definition of values and
support, rotation, initiation and sequencing, weight shift). characteristics with which dance can be assessed; factors
Body-mind principles: Concepts explored and/or employed
to support body-mind connections (for example, breath, to be considered to attain an aesthetically satisfying dance
awareness of the environment, grounding, movement Dance phrase: A brief sequence of related movements that composition or performance.
initiation, use of imagery, intention, inner-outer, stability- have a sense of continuity and artistic or rhythmic completion.
mobility). Explore: Investigate multiple movement possibilities to learn
Dance structures: The organization of choreography and more about an idea.
Body patterning: Neuromuscular patterns (for example, movement to fulfill the artistic intent of a dance or dance
core-distal, head-tail, homologous [upper-lower], homo-lateral study (for example, AB, ABA, theme and variation); often Free-flowing movement: An “effort element” from Laban
[same-side], cross-lateral [crossing the body midline]). referred to as choreographic form. Movement Analysis in which energy is continuous.
Body-use: The ways in which movement patterns and body Dance study: A short dance that is comprised of several Functional alignment: The organization of the skeleton and
parts are used in movement and dance practice; descriptive dance phrases based on an artistic idea. musculature in a relationship to gravity that supports safe
method of identifying patterns. and efficient movement while dancing.
Dance techniques: The tools and skills needed to produce a
Bound movement: An “effort element” from Laban Movement particular style of movement. General space: Spatial orientation that is not focused toward
Analysis in which energy flow is constricted. one area of a studio or stage.
Dance terminology: Vocabulary used to describe dance and
Capstone project: A culminating performance-based dance experiences. Genre: A category of dance characterized by similarities in
assessment that determines what 12th graders should know form, style, purpose, or subject matter (for example, ballet, hip
and be able to do in various educational disciplines; usually Simple dance terminology (Tier 1/grades PreK-2): Basic hop, modern, ballroom, cultural practices).
based on research and the development of a major product or pedestrian language (for example, locomotor words walk, run,
project that is an extension of the research. tip-toe, slither, roll, crawl, jump, march, gallop; non-locomotor Kinesphere: The area of space directly surrounding one’s body
words, bend, twist, turn, open, close). extending as far as a person can reach; also called personal
Choreographic devices: Manipulation of dance movement, space.
sequences, or phrases (repetition, inversion, accumulation, Basic dance terminology (Tier 2/grades 3-5): Vocabulary used
cannon, retrograde, call and response, expansion, diminution, to describe dance movement techniques, structures, works, Kinesthetic awareness: Pertaining to sensations and
and transposition). and experiences that are widely shared in the field of dance understanding of bodily movement.
(for example, stage terminology, compositional vocabulary,
Codified movement: Common motion or motions set in language defining dance structures and devices, anatomical Locomotor: Movement that travels from one location to
a particular style that often have specific names and references, dance techniques such as alignment or “line”). another or in a pathway through space (for example, in
expectations associated with it. prekindergarten, walk, run, tip-toe, slither, roll, crawl, jump,
march, gallop; in kindergarten, the addition of prance, hop,
skip, slide, leap).
Motif: A distinctive and reoccurring gesture or movement used See-Think-Wonder: An inquiry-based Visual Thinking Strategy
to provide a theme and unify ideas. (VTS), used for critical analysis, in which children respond to
simple questions (What do you see? What do you think? What
Movement analysis: The decoding of movement into do you wonder?) that enable them to begin to make meaning
components of movement (for example, Laban from an observed (dance) work of art; the strategy is from
Movement Analysis). Harvard’s Project Zero.
Movement characteristics: The qualities, elements, or Sound environment: Sound accompaniment for dancing other
dynamics that describe or define a movement. than music (for example, street noise, ocean surf, bird calls,
spoken word).
Movement phrase: A brief sequence of related movements
that have a sense of continuity and artistic or rhythmic Space: Components of dance involving direction, pathways,
completion. facings, levels, shapes, and design; the location where a
dance takes place; the element of dance referring to the cubic
Movement problem: A specific focus that requires finding area of a room, on a stage, or in other environments
a solution and completing a task; gives direction and
exploration in composition. Spatial design: Predetermined use of directions, levels,
pathways, formations, and body shapes.
Movement vocabulary: Codified or personal movement
characteristics that define a movement style. Stimuli: A thing or event that inspires action, feeling,
or thought.
Musicality: A keen sensitivity to nuances and honed
understanding of tonal and rhythmic elements and the ability Style: Dance that has specific movement characteristics,
to coordinate with and embody them. qualities, or principles that give it distinctive identity (for
example, Graham technique is a style of Modern Dance;
Narrative: A compositional structure that develops a story line. rhythm tap is a style of Percussive Dance; Macedonian folk
dance is a style of International Folk Dance; Congolese dance
is a style of African Dance).
Negative space: The area (space) around and between the
dancer(s) or dance images(s) in a dance.
Technical dance skills: The degree of physical proficiency
a dancer achieves within a dance style or technique (for
Non-locomotor: Movement that remains in place; movement example, coordination, form, strength, speed, range).
that does not travel from one location to another or in a
pathway through space (for example, in prekindergarten,
bend, twist, turn, open, close; in kindergarten, swing, sway, Tempi: Different paces or speeds of music, or underlying
spin, reach, pull). beats or pulses, used in a dance work or composition
(singular: tempo).
Performance etiquette: Performance values and expected
behaviors when rehearsing or performing (for example, no Tempo: The pace or speed of a pulse or beat underlying music
talking while the dance is in progress, no chewing gum, or movement (plural: tempi or tempos).
neat and appropriate appearance, dancers do not call out to
audience members who are friends). Theme: A dance idea that is stated choreographically.
Personal space: The area of space directly surrounding one’s

body extending as far as a person can reach; also called
the kinesphere.
Polyrhythmic: In music, several rhythms layered on top of

one another and played simultaneously; in dance, embodying
several rhythms simultaneously in different body parts.
Production elements: Aspects of performance that produce

theatrical effects (for example, costumes, make up, sound,
lighting, props).
Production terminology: Words commonly used to refer to

the stage, performance setting, or theatrical aspects of
dance presentation.
The Illinois Arts Learning
Standards Initiative was
Rhythm: The patterning or structuring of time through coordinated by
movement or sound. Arts Alliance Illinois
IllinoisArtsLearning.org

Dance Standards

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Illinois Arts

Explore Pre K Kindergarten 1st 2nd 3rd 4th

Anchor Standard 2: Organize and develop artistic ideas and work.

Plan Pre K Kindergarten 1st 2nd 3rd 4th

Revise Pre K Kindergarten 1st 2nd 3rd 4th

Express Pre K Kindergarten 1st 2nd 3rd 4th

Embody Pre K Kindergarten 1st 2nd 3rd 4th

Present Pre K Kindergarten 1st 2nd 3rd 4th

Analyze Pre K Kindergarten 1st 2nd 3rd 4th

Anchor Standard 8: Construct meaningful interpretations of artistic work.

Interpret Pre K Kindergarten 1st 2nd 3rd 4th

Critique Pre K Kindergarten 1st 2nd 3rd 4th

Synthesize Pre K Kindergarten 1st 2nd 3rd 4th

Relate Pre K Kindergarten 1st 2nd 3rd 4th

Personal space: The area of space directly surrounding one’s

Polyrhythmic: In music, several rhythms layered on top of

Production elements: Aspects of performance that produce

Production terminology: Words commonly used to refer to

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