ADE: Arizona Standards

Arizona Standards

The Arts Standards

DANCE
(adopted by the State Board of Education 04.28.97)

Dance begins with an awareness of the movement of the body and its creative potential. Skills and knowledge acquired will allow students to begin working both independently and with a partner in creating and performing dances. Students learn to compare styles and meanings of ethnic dance, social dance, jazz, modern, tap and ballet in terms of the elements of space, time, and force/energy. Experiences in perceiving and responding to dance expand students’ vocabularies, enhance their listening and viewing skills, and enable them to begin thinking critically.

STANDARD 1: Creating Art

Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.

Students know and are able to do the following:
Note: All levels are built upon previous levels

READINESS (Kindergarten)

1AD-R1. Use appropriate terminology and demonstrate locomotor* and nonlocomotor/axial movement* while moving to a beat and changes in tempo

PO 1. Identify and execute nonlocomotor movements (i.e., stretch, twist, and turn) using various rhythm patterns and various tempos
PO 2. Identify and execute locomotor movements (e.g., leap, hop, jump, skip) using various rhythm patterns, and various tempos

Possible link to:
Math - counting
Language Arts – vocabulary

1AD-R2. Recognize and perform basic warm-up sequences (e.g., stretching, bending)

PO 1. Identify and execute isolations of various body parts
PO 2. Execute gross muscle stretches (e.g., major body parts)

Possible link to:
Science - motion, energy

1 AD-R3. Imitate and mirror basic body movements and shapes

PO 1. Follow movements and shapes of a designated leader
PO 2. Improvise with a partner or group as if looking into a mirror

1AD-R4. Demonstrate use of time and space* elements by following movement changes in tempo, directions, and levels

PO 1. Change direction of movement at a given signal (e.g., forward, backwards, to the side)
PO 2. Change levels (high, middle, low) of shapes and or movements at a given signal
PO 3. Change tempo (e.g., fast, slow) of movements at a given signal

Possible link to:
Math - shapes, line

1AD-R5. Identify and demonstrate knowledge of moving as an individual and as part of a group

PO 1. Improvise movement individually
PO 2. Improvise movement as a member of a group
PO 3. Demonstrate unison movement

Possible link to:
Social Studies – socialization

1AD-R6. Identify and demonstrate the range* and types of movement abilities of one's own body

PO 1. Execute a preferred style of moving
PO 2. Select and share personal movements
PO 3. Demonstrate the ability to move in front of a group, through space and in one's own personal space

Possible link to:
Science - motion, energy

1AD-R7. Show respect for personal work and the work of others

PO 1. Move in a delineated personal space without interfering with the personal space of others.
PO 2. Identify proper audience behavior (e.g., attentive, appropriate applause)
PO 3. Demonstrate proper audience behavior

Possible link to:
Social Studies – values

FOUNDATIONS (Grades 1-3)

1AD-F1. Demonstrate appropriate kinesthetic* response and ability to concentrate while performing movement skills

PO 1. Demonstrate sustained focus while working on a movement task
PO 2 Demonstrate accuracy in performing locomotor and nonlocomotor movement
PO 3. Move in response to words, emotions, sounds, imagery, or music

Possible link to:
Language Arts - word recognition

1AD-F2. Create a movement phrase with a beginning, middle and end with and without a rhythmic accompaniment with shapes at low, middle and high levels

PO 1. Suggest possible beginnings, middles, and endings for a movement phrase
PO 2. Demonstrate shapes at low, middle, and high levels.
PO 3. Create and demonstrate a complete movement phrase with or without accompaniment
PO 4. Create individual and group design

Possible link to:
Math - shapes, lines

1AD-F3. Discuss own impressions (e.g., based on life experiences, concepts from other sources) of a dance

PO 1. Observe and discuss a dance
PO 2. Describe selected parts of a dance
PO 3. Discuss how dance relates to personal experience

Possible link to:
Social Studies – values

1AD-F4. Demonstrate movement qualities* (e.g., energy, force, power)

PO 1. Demonstrate the difference between tension and relaxation in stillness and motion
PO 2. Demonstrate the differences between strong, light and heavy movement
PO 3. Demonstrate the ability to vary the intensity of dynamics by changing the amount of energy used in a given movement

Possible link to:
Science - energy, change, motion

1AD-F5. Invent multiple solutions to movement problems

PO 1. Create several endings to a movement phrase
PO 2. Change the order of a movement sequence
PO 3. Combine dynamics in a movement phrase

Possible link to:
Math - problem solving, addition, subtraction

1AD-F6. Create a dance phrase, then vary it, making changes in time, space, and energy/force

PO 1. Create a dance phrase, then vary the tempo
PO 2. Create a dance phrase, then vary the directions and level
PO 3. Create a dance phrase, then vary the energy used

Possible link to:
Music - tempo
Art - line, form

1AD-F7. Demonstrate the ability to copy, lead, follow, and mirror

PO 1. Follow and/or copy movements and shapes of a designated leader
PO 2. Improvise with a partner or group as if looking into a mirror while sitting, standing and/or moving through space
PO 3. Lead movements to be imitated by a group or partner

ESSENTIALS (Grades 4-8)

1AD-E1. Demonstrate the difference between literal gesture and abstract* movement

(Grades 4-5)
PO 1. Identify and demonstrate literal gestures (i.e., greeting, sports skill)
PO 2. Use the elements of dance to abstract a literal gesture
PO 3. Perform the abstracted literal gestures

(Grades 6-8)
PO 1. Recognize and perform the difference between a literal gesture and an abstract movement
PO 2. Use an emotion (e.g., fear or joy) as the basis to create an abstracted movement phrase

Possible link to:
Art – meaning

1AD-E2. Demonstrate and explain alignment,* balance, imitation of movement, articulation* of isolated body parts, weight shift, elevation and landing, and fall and recovery

(Grades 4-5)
PO 1. Perform given movement sequences incorporating weight shift, elevation and landing, and fall and recovery
PO 2. Develop proper alignment through movement activities
PO 3. Participate in movement activities that develop both stationary and moving balance and control
PO 4. Define terms (e.g., alignment, articulation)
PO 5. Move various body parts simultaneously in a contrasting manner (e.g., shake right leg while swinging left arm)

(Grades 6-8)
PO 1. Create a movement sequence incorporating weight shift, elevation and landing, and fall and recovery
PO 2. Demonstrate the concept of alignment
PO 3. Demonstrate the concept of balance

Possible link to:
Science - equilibrium of force and structure, cause/effect

1AD-E3. Identify and demonstrate the basic physical and scientific properties (e.g., sound, physics, light, computer software/hardware, mathematics, human anatomy, costume design) of the technical aspects of dance

(Grades 4-5)
PO 1. Explore natural forces as forms of energy and movement
PO 2. Demonstrate angles through the space relationships between various body parts
PO 3. Identify the actions of joints
PO 4. Select and/or make costumes for a dance

(Grades 6-8)
PO 1. Identify the large muscle groups of the body
PO 2. Demonstrate correct use of the large muscle groups of the body
PO 3. Demonstrate knowledge of technical theatre vocabulary (e.g., sound, lighting, stage directions)
PO 4. Identify technical aspects of a production

1AD-E4. Identify and demonstrate basic dance steps, positions, and patterns for dances from at least two different styles or traditions

(Grades 4-5)
PO 1. Identify and demonstrate steps from ballet, jazz, modern, tap, or ethnic dance
PO 2. Memorize and perform set patterns of movement

(Grades 6-8)
PO 1. Demonstrate a sequence of movements from two different styles of dance (ballet, jazz, modern, tap, or ethnic dance)
PO 2. Compare and contrast two different styles of dance

Possible link to:
Social Studies - culture, socialization

1AD-E5. Transfer accurately a visual pattern to a physical motion (i.e., kinesthetic*)

(Grades 4-5)
PO 1. Demonstrate shapes with body parts
PO 2. Improvise by relating to the shapes of objects in the environment

(Grades 6-8)
PO 1. Perform body shapes that include angular, curved, twisted, symmetrical, asymmetrical, and oppositional designs
PO 2. Create and follow a floor pattern, (i.e., draw a pattern, then produce the pattern in motion)

Possible link to:
Art - symmetry, asymmetry
Math - symmetry, asymmetry

1AD-E6. Transfer accurately a rhythmic pattern from the aural* to a physical motion (i.e., kinesthetic)

(Grades 4-5)
PO 1. Respond to a movement with a sound, and to a sound with movement
PO 2. Initiate spontaneous movement through various stimuli (e.g., music, sound, words)
PO 3. Listen to a rhythmic pattern and then recreate the pattern in movement

(Grades 6-8)
PO 1. Create a sound while a partner responds with a movement for that sound
PO 2. Create movements in response to musical rhythms produced by a partner clapping or playing instruments
PO 3. Listen to complex rhythmic patterns and then recreate the pattern in movement

Possible link to:
Science – sound

1AD-E7. Demonstrate aesthetic qualities* (e.g., creating and contrasting complementary shapes; taking and supporting weight) through partner and small group skills

(Grades 4-5)
PO 1. Demonstrate the concept of symmetry
PO 2. Demonstrate the concept of asymmetry
PO 3. Identify the varying dynamic, spatial and/or rhythmic elements.

(Grades 6-8)
PO 1. Demonstrate the dance element of time, as it relates to rhythmic aspects (e.g., meter, tempo) of dance music
PO 2. Demonstrate the dance element of space, as it relates to body design and motion (e.g., direction, levels)
PO 3. Demonstrate the dance element of energy, as it relates to the body's vitality or power (e.g., intensity, dynamics)
PO 4. Demonstrate how time, space, and energy combine to create moods, feelings and ideas

Possible link to:
Social Studies - socialization
Science - energy, motion

PROFICIENCY (Grades 9-12)

1AD-P1. Demonstrate a synthesis of skeletal alignment, articulation* of body parts, strength, flexibility, agility, and coordination in locomotor and nonlocomotor/ axial movements*

PO 1. Perform a complex movement combination which remains stationary
PO 2. Perform a complex movement sequence which travels through space

Possible link to:
Science - interdependence

1AD-P2. Demonstrate rhythmic acuity* and projection* while performing dance skills

PO 1. Dance a movement phrase to various rhythms/meters
PO 2. Identify the rhythmic structure of various musical examples
PO 3. Demonstrate artistic expression (e.g., confidence, energy) while performing a movement phrase or dance

1AD-P3. Create and perform combinations in a variety of dynamic ranges* and movement qualities

PO 1. Choreograph dance combinations utilizing varied ranges of space, time, and/or force
PO 2. Demonstrate several movement qualities in a choreographed work

1AD-P4. Expand kinesthetic memory to include extended movement sequences

PO 1. Demonstrate the ability to vary movement sequences (e.g. reverse, rewind)
PO 2. Explore a series of progressively longer movement sequences
PO 3. Perform a complete dance

1AD-P5. Identify and demonstrate a greater length and complexity of steps and patterns from at least two different dance styles/traditions

PO 1. Identify steps and patterns from specific dance style
PO 2. Demonstrate at least two combinations ,in different styles, using complex steps and patterns

1AD-P6. Identify and demonstrate a range of choreographic* processes (e.g., transition, contrast), structures, and forms* (e.g., AB,* ABA,* canon,* theme and variation, chance)

PO 1. Use various processes to choreograph (e.g., music first vs. movement first)
PO 2. Determine the climactic moment within the structure of a complete movement phrase
PO 3. Identify choreographic form presented
PO 4. Choreograph using various forms

Possible link to:
Math - sets and logic

1AD-P7. Develop and sustain a portfolio of created works demonstrating the progression of knowledge and skills

PO 1. Select a variety of samples for a journal, video collage, scrapbook, or resum� of dance development

Possible link to:

Language - personal narrative

DISTINCTION (Honors)

1AD-D1. Demonstrate technical skills* consistently and reliably with artistic expression including clarity, musicality and stylistic nuance appropriate for various dance styles (e.g., ballet, modern, and jazz techniques)

1AD-D2. Choreograph a group dance with coherence and aesthetic unity; design costuming, lighting and stage settings that enhance the choreography

STANDARD 2: Art in Context

Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts

Students know and are able to do the following:
Note: All levels are built upon previous levels

READINESS (Kindergarten)

2AD-R1. Create a dance and revise it over time; identifying the reasons for the change

PO 1. Create movements that can be repeated
PO 2. Create revisions to selected movements

Possible link to:
Science - change

2AD-R2. Describe how dance and dancers are por-Dance trayed in contemporary media

PO 1. State where dance is seen in contemporary media
PO 2. Describe the role and actions of the dancers
PO 3. Identify the function of the dance

Possible link to:
Social Studies - culture

FOUNDATIONS (Grades 1-3)

2AD-F1. Observe and describe the action and movement elements (e.g., time, space, energy/force) in a brief movement study

PO 1. Identify the movements in a brief movement study
PO 2. Identify the dance elements of time (e.g., meter, tempo), space (e.g., directions, levels), and energy (e.g., intensity, dynamics) in a brief movement study
PO 3. Analyze the dance elements of time, space, and energy in a brief movement study

2AD-F2. Describe how dances are similar and different in terms of one of the dance elements (e.g., space,* shape, level, pathways)

PO 1. Observe various forms and styles of dance (e.g., ballet, modern, jazz)
PO 2. Identify the similarities and differences between various dance styles

Possible link to:
Math - one-to-one correspondence

2AD-F3. Select and demonstrate folk* dances from various cultures and describe the cultural and historical context* of each

PO 1. Observe and perform simple folk and ethnic dances
PO 2. Identify similarities and differences between dances of different cultures and historical periods
PO 3. Explain how dance is part of today's cultures

Possible link to:
Social Studies - culture, geography

2AD-F4. Identify and describe roles of dancers (e.g., Hopi butterfly dancers, ballet dancers, square dancers, Ballet Folklorico performers, modern dancers, East Indian Classical dancers) in various dance settings and cultures

PO 1. Define the role of dancers in various dance settings and cultures
PO 2. Identify ways that the dancers' roles define, express, and communicate culture

Possible link to:
Social Studies - geography

2AD-F5. Explain how healthful practices enhance one’s own ability to dance

PO 1. Identify appropriate warmup activities
PO 2. Identify the eating and sleeping habits that enhance the ability to dance

Possible link to:
Health - nutrition

ESSENTIALS (Grades 4-8)

2AD-E1. Select and demonstrate folk and/or classical dances from various cultures; describe similarities and differences in steps and movement styles

(Grades 4-5)

PO 1. Observe many styles of dance (i.e., ballet, ethnic, tap, folk, and modern)
PO 2. Compare similarities and differences in steps and costuming
PO 3. Participate in folk and/or classical dance

(Grades 6-8)

PO 1. Create a movement phrase in a specific style
PO 2. Identify the origins of folk and or classical dance
PO 3. Identify the functions and meanings of the dances to the culture

Possible link to:
Social Studies - culture, geography

2AD-E2. Devise original warm-ups and discuss how warm-ups prepare the body and mind for expressive purposes and prevent injuries

(Grades 4-5)

PO 1 Identify warmups that prepare the body to dance
PO 2. Describe a thorough warm-up
PO 3. Create and demonstrate a series of warm-up exercises

(Grades 6-8)

PO 1. Perform flexibility exercises and participate in activities that promote cardiovascular and muscular endurance
PO 2. Participate in activities that develop both stationary and moving balance and control
PO 3. Demonstrate techniques which increase self-discipline and concentration skills

Possible link to:
Science - mechanics

2AD-E3. Compare the roles of dancers (e.g., story-teller, performer, teacher, choreographer, artistic director) according to the various functions and the conditions under which dance is performed

(Grades 4-5)

PO 1. Describe the different functions performed by people involved in creating a dance
PO 2. Discuss how conditions might affect the dance which is to be performed

(Grades 6-8)

PO 1. Observe several dance performances and identify the various functions performed by people involved in creating a dance
PO 2. Compare the roles of people involved in creating dance
PO 3. Analyze certain roles from a given dance

Possible link to:
Social Studies - geography, interrelationships
Workplace Skills - team work

2AD-E4. Discuss how lighting, costuming and different accompaniment can affect the meaning of dance

(Grades 4-5)
PO 1. Describe the lighting, costuming and accompaniment used in a performance
PO 2. Compare the effect of different lighting, costumes, music or sets on a dance

(Grades 6-8)
PO 1. Identify props and costumes that can be utilized in dance and discuss how they limit or extend the range of body movement
PO 2. Create a movement phrase to a given piece of music then perform it to another piece of music and analyze the results

Possible link to:
Theater – production

2AD-E5. Demonstrate respect for the work of others through appropriate audience behavior during dance performances

(Grades 4-5)
PO 1. Demonstrate appropriate audience behavior (e.g., attentiveness, appropriate applause)

(Grades 6-8)
PO 1. Demonstrate appropriate audience behavior (e.g., attentiveness, appropriate applause)

PROFICIENCY (Grades 9-12)

2AD-P1. Explain how movement choices communicate abstract ideas in dance

PO 1. Interpret movements that express various feelings and/or ideas
PO 2. Observe and interpret a dance through verbal or written expression

Possible link to:
Language - verbal expression, written expression

2AD-P2. Create a dance that effectively communicates a contemporary social theme

PO 1. Create an original dance with movements influenced by the traditions of a particular culture
PO 2. Choreograph a dance based on a theme

2AD-P3. Select at least two contemporary theatrical forms of dance; demonstrate and describe their similarities and differences

PO 1. Identify and describe dance styles that are currently seen on TV or stage
PO 2. Compare contemporary dance styles
PO 3. Create movement sequences using different contemporary dance styles

2AD-P4. Demonstrate and discuss the traditions and techniques of classical dance forms

PO 1. Research the traditions of a classical dance form
PO 2. Compare and contrast classical dance forms
PO 3. Create a movement sequence in one classical dance form, then change the same sequence to another classical dance form (e.g., ballet, jazz, modern)

2AD-P5. Analyze and interpret how technological and scientific advances in dance and other disciplines (e.g., humanities, science, mathematics) influence the creation of work

PO 1. Research technological advances in dance
PO 2. Research technological advances in other art forms
PO 3. Analyze how technological advances have influenced the evolution of dance

2AD-P6. Discuss how skills developed in dance are applicable to a variety of careers

PO 1. Identify possible career choices related to dance
PO 2. List skills that are developed through the study of dance and how they relate to other career fields

2AD-P7. Describe historical differences of two or more dance styles (e.g., social, folk, theatrical)

PO 1. Research two dance styles; list differences
PO 2. Research the evolution of two or more dance styles
PO 3. Examine and identify the influence historical events have on the development of dance

DISTINCTION (Honors)

2AD-D1. Describe how a choreographer manipulates, develops, and arranges the basic movement content in a dance

2AD-D2. Analyze the style of a choreographer or a cultural form*

2AD-D3. Analyze issues of heritage, gender, social/economic class, age and/or disability in relation to dance

2AD-D4. Analyze twentieth century dance events in their social, historical, cultural and political con-texts*

2AD-D5. Compare and contrast the roles and significance of dance in at least two different social, historical, cultural and political contexts

STANDARD 3: Art As Inquiry

Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others

Students know and are able to do the following:
Note: All levels are built upon previous levels

READINESS (Kindergarten)

3AD-R1. Respond verbally to creative works of others

PO 1. Describe the elements of movement in the creative works of others
PO 2. State positive comments regarding the work of peers

3AD-R2. Discuss how dances of various cultures have their own meanings

PO 1. Identify the reasons people dance
PO 2. Identify how the dances of various cultures differ
PO 3. Identify when the people of the various cultures dance

3AD-R3. Identify elements on which to base aesthetic judgment (e.g., mood, projection, technique)

PO 1. Identify the emotional qualities (e.g., joy, fear) demonstrated through movement
PO 2. Identify the performance energy
PO 3. Identify the technical proficiency (skills)

FOUNDATIONS (Grades 1-3)

3AD-F1. Present their own dances to peers and discuss their meaning with competence and confidence

PO 1. Perform dance compositions for others
PO 2. Describe what their dance is about
PO 3. Explain the choices made to create the dance

Possible link to:
Language - verbal communication

3AD-F2. Discuss differing interpretations of and reactions* to a dance produced by themselves and others, using technology* as one means of communicating personal ideas in a variety of forums

PO 1. Use another medium (e.g., tape recorder, computer, camcorder) to communicate personal impressions of dance

3AD-F3. Recognize and explore multiple solutions to a given movement problem

PO 1. Identify multiple solutions to a given movement problem
PO 2. Create multiple solutions to a given movement problem
PO 3. Share multiple solutions to a given movement problem

3AD-F4. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with dance

PO 1. Explore the correlation between dance and other subject areas

ESSENTIALS (Grades 4-8)

3AD-E1. Identify aesthetic criteria (e.g., skill of performers, originality, visual and/or emotional impact, variety and contrast) for evaluating dance

(Grades 4-5)

PO 1 List dance aesthetic criteria
PO 2. Observe and describe the non-verbal portrayal of emotions
PO 3. Observe and describe the mood of a given dance

(Grades 6-8)

PO 1. Execute and recognize dance movements which express ideas, feelings, and moods
PO 2. Evaluate a given dance using identified aesthetic criteria

Possible link to:
Language criticism

3AD-E2. Describe ways in which the principles and subject matter of other disciplines in the curriculum are interrelated with dance

(Grades 4-5)

PO 1. Demonstrate knowledge of dance in different historical periods
PO 2. Demonstrate application of stage directions
PO 3. Demonstrate musical note values, accents, and syncopation in movement

(Grades 6-8)

PO 1. Apply knowledge of dance in history to choose or recreate a dance for a time period or specific country
PO 2. Identify different ethnic styles of dance and describe how and why they are used
PO 3. Demonstrate musical pulse, pattern and phrasing through movement

3AD-E3. Compare and contrast dance compositions in terms of time, space and energy/force

(Grades 4-5)

PO 1. Demonstrate the ability to vary the intensity of the dynamics in a given movement phrase
PO 2. Demonstrate the ability to vary spatial elements in a given movement phrase
PO 3. Demonstrate the ability to alter the tempo of a given movement phrase

(Grades 6-8)

PO 1. Identify and describe the elements of time, space and energy in a given dance phrase
PO 2. Identify the similarities and differences of time, space, and energy in two different dance phrases
PO 3. Analyze a dance composition by its use of time, space and energy

PROFICIENCY (Grades 9-12)

3AD-P1. Explain how personal experience influences the interpretation of a dance

PO 1. Write a personal interpretation of a dance
PO 2. Compare interpretational differences of a dance
PO 3. Justify individual response(s) to a dance

3AD-P2. Create a dance and revise it over time, articulating the reasons for artistic decisions and what was lost and gained by those decisions

PO 1. Through periodic showings of original choreography, articulate reasons for changes
PO 2. Keep a journal throughout the choreographic process

Possible link to:
Workplace – revision

3AD-P3. Identify specific criteria for making informed critical evaluations of the quality and effectiveness of performances, choreography, and improvisations; apply these criteria to personal participation in dance

PO 1. List the qualities of a good performer and use as an evaluation checklist
PO 2. List the qualities of a well-structured dance and use as an evaluation checklist
PO 3. List the qualities of a successful improvisation and use as an evaluation checklist

3AD-P4. Analyze the role of dance in contemporary society

PO 1. Research dance in contemporary society
PO 2. Identify the roles of dance in today's society
PO 3. Debate the roles of several dance styles in con-temporary society

3AD-P5. Reflect upon personal progress (e.g., skill development, personal growth) in performing dance and refine technique through self-evaluation and critiquing

PO 1. Set and manage goals
PO 2. Analyze personal dance progress
PO 3. Develop strategies to improve dance skills

Possible link to:
Workplace Skills - personal growth

3AD-P6. Compare the materials, technologies, media and processes of dance with those of other arts disciplines and subject areas to create and analyze art-works

PO 1. Select materials, technologies, media or processes from other subject areas and determine relationships to dance
PO 2. View a performance/showing of another art form and use asthetic criteria from dance to evaluate it
PO 3. Create a dance incorporating other art forms or subject areas.

DISTINCTION (Honors)

3AD-D1. Examine ways that a dance creates and conveys meaning by considering the dance from a variety of perspectives

3AD-D2. Evaluate dances on the basis of aesthetic criteria such as the skill of performers, originality, visual and/or emotional impact, variety and contrast

3AD-D3. Compare and contrast how personal intent is communicated in choreographic work

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