Arts Education, Grade 6 - 12, Dance:Level III, 2006
1.) Perform rhythmic sequences with contrasting meters.
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2.) Apply elements of time, space, and energy to choreography and performance.
Examples: creating a dance with contrasting effort actions to project indecision, designing duets and trios from a solo study
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3.) Perform warm-up patterns that demonstrate technical skills necessary for a variety of dance styles.
Examples:
- ballet--barre work,
- modern--floor work
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4.) Demonstrate an established dance repertoire, including selections that involve two or more dance techniques.
Examples: dancing traditional world dance pieces, performing Anna Sokolow's Rooms, dancing the "Russian Dance" from The Nutcracker
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5.) Produce movement sequences that communicate nonliteral content or ideas.
Example: responding to Pablo Picasso's Three Musicians through movement
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6.) Create a dance utilizing multimedia technology.
Examples: recording images within a space to use as inspiration for the creation of movement, locating photographs on a Web site that depict images of conflict, creating dances with dance software, creating a visual presentation of scenery using computer software
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7.) Evaluate a dance performance to determine performance skills displayed by the dancer.
Example: critiquing a professional or student performance
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8.) Analyze a dance performance to determine the intent of the choreographer.
Examples: discussing the intent of a student choreographer, researching the intent of a master choreographer, analyzing program notes from a live performance
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9.) Identify technological developments in the dance profession.
Examples: choreography computer software; interactively controlled video, sound, and light; live dance performances on the John F. Kennedy Center for the Performing Arts Web site
• Explaining how technological developments have impacted dance
Examples: using software programs for notating movement, incorporating multimedia software and hardware into live performances
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10.) Perform partnered sequences with technical proficiency.
Examples: demonstrating leading and following in a cha-cha or supporting and balancing in pas de deux, illustrating equal responsibility for support in contact improvisation
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11.) Compare correct body alignment in various dance techniques.
Example: hips leading in fall and recovery compared to hips remaining under shoulders for tombé pas de bourré
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12.) Describe the impact of major personalities and historical factors on dance in the twentieth and twenty-first centuries.
Examples: explaining the importance of collaborations between Merce Cunningham,
John Cage, and Robert Rauschenberg; interpreting the impact of the events of
September 11, 2001, on current artistic works
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13.) Explain healthy ways to acquire optimum weight as a dancer.
Example: eating a balanced diet
• Describing ways dancers avoid eating disorders
• Explaining appropriate methods for stretching and conditioning muscles
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14.) Create a dance that communicates a topic from another content area.
Example: creating a dance that reflects deoxyribonucleic acid (DNA) replication
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