Primary through Grade 5 with Assessment at Grade 5

Elements of Dance

AH-E-2.1.31 Discuss how expressive dances are composed of a variety of locomotor and non-locomotor movements that incorporate the elements of dance:  space (shape, level, direction, pathways), time (beat, tempo), and force (use of energy while moving). (1.15, 2.23)

AH-E.2.1.31 Discuss how the elements of dance and the expressive qualities of movement (ideas, emotions) contribute to the idea of the dance. (1.15, 2.23)

AH-E-2.1.31 Describe how locomotor (walk, run, skip, hop, jump, slide, leap, gallop) and non-locomotor (bend, stretch, twist, swing) movements are used to create simple dances with a beginning, middle, and end. (1.15, 2.23)

AH-E.2.1.31 Explain how dance movements are similar and different from everyday movements (e.g., brushing hair, tying shoes, walking). (1.15, 2.23)

AH-E.2.1.32 Use appropriate terminology to describe how two examples of dance are similar and/or different. (1.15, 2.25, 2.26)  

AH-E.2.1.33 Explain, using appropriate terminology, how dance communicates ideas, thoughts, and feelings. (1.15, 2.23)

Historical and Cultural Context

AH-E-2.2.31 Explain how dance has been a part of cultures and time periods throughout history.  (1.15, 2.23, 2.25)

AH-E-2.2.32 Discuss three purposes of dance:  ceremonial (celebration, hunting), recreational (folk, social), and artistic (ballet). (1.15, 2.25)

AH-E-2.2.33 Describe, using appropriate terminology, differences and commonalities in dances of different cultures (African, Native American, Colonial American), purposes, and styles.  (1.15, 2.23, 2.25, 2.26)

Grades 6 through 8 with Assessment at Grade 8

Elements of Dance

AH-M-2.1.31 Recognize and discuss, using appropriate dance vocabulary, how dance elements:  space (focus, size); time (accent, rhythmic pattern, duration); force (heavy/light, sharp/smooth, tension/relaxation, bound/flowing) are used to express thoughts, ideas, and feelings in dance.  (1.15, 2.23)

AH-M-2.1.32 Discuss how dances are composed of a variety of locomotor (step-hop, grapevine, polka, waltz, two-step) and non-locomotor (push, pull, rise, fall, dodge, sway) movements.  (1.15, 2.23)

AH-M-2.1.33 Explain dance movements and how they differ from other movements (athletic, pedestrian).  (1.15, 2.23, 2.25)

AH-M-2.1.34 Design a warm-up exercise and explain how it prepares the body for expression.  (1.15, 2.22, 2.23) - workshop  

AH-M-2.1.35 Analyze, interpret, and evaluate the use of compositional forms (AB, ABA,  call and response, narrative) in dance.  (1.15, 2.23, 2.24)

AH-M-2.1.36 Analyze, interpret, and evaluate the skills of body alignment, balance, isolation of body parts, elevation, and landing.  (1.15, 2.23)

Historical and Cultural Context

AH-M-2.2.31 Discuss contributions of dance to society as both an activity and an art form.  (1.15, 2.23, 2.25)

AH-M-2.2.32 Identify and describe dances from different cultures (Latin American, Caribbean), purposes (ceremonial - initiation; recreational - square dance, tap, social; artistic - ballet, jazz) and/or styles.  (1.15, 2.25, 2.26)

Grades 9 through Grade 11 with Assessment at Grade 11

Elements of Dance

AH-H-2.1.31 Describe and analyze the relationship among music, costumes, lighting, props/scenery and choreography.  (1.15, 2.23)

AH-H-2.1.32 Analyze, interpret, or evaluate the following compositional dance forms:  (1.15, 2.23, 2.25)   

AH-H-2.1.33 Choreographic:  theme and variation, rondo, round, narrative.

AH-H-2.1.34 Social:  fox-trot, waltz, jitterbug, cha-cha.

AH-H-2.1.35 Critique the meaning of a dance based on form and movements from the perspective of a dancer and/or an audience member.  (1.15, 2.23)

AH-H-2.1.36 Identify skills and training for a variety of careers related to dance. (2.23, 2.24).

Historical and Cultural Context

AH-H-2.2.31 Discuss how dance reflects history and culture.  (See Arts and Humanities Reference Chart) (1.15, 2.23, 2.25)

AH-H-2.2.32 Discuss how dance can portray thematic ideas and society, political and social beliefs.  (2.23, 2.24, 2.25) Describe the similarities and differences in recreational, artistic, and ceremonial dance styles.  (recreational:  ballroom, line dancing, aerobic; artistic: folk, modern, jazz, ballet, musical, theatrical, ethnic; ceremonial:  commemorative, conflict.)  (See Arts and Humanities Reference Chart)  (1.15, 2.23, 2.26)