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Arts Education, Grade 6 - 12, Dance:Level III, 2006

1.) Perform rhythmic sequences with contrasting meters.

Example Image

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

3.) Perform warm-up patterns that demonstrate technical skills necessary for a variety of dance styles.

Examples:

- ballet--barre work,

- modern--floor work

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

5.) Produce movement sequences that communicate nonliteral content or ideas.

Example: responding to Pablo Picasso's Three Musicians through movement

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

7.) Evaluate a dance performance to determine performance skills displayed by the dancer.

Example: critiquing a professional or student performance

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

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

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

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

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

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
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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