Courses of Study

Number of Standards matching query: 35

Arts Education, Grade 2, Dance, 2006

1.) Perform movement in rhythmic patterns that combine various tempos.

Examples: slow — fast — fast — slow, fast — medium — fast — slow

•  Demonstrating accented movement on the down beat of a measure
Example Image

2.) Demonstrate the ability to work with a group to create a sculpture using the spatial elements of low, middle, and high levels.

•  Demonstrating multiple possibilities for moving in and out of a sculpture
3.) Demonstrate symmetrical design through leading, following, mirroring, and shaping.

Example: creating movements that illustrate the mathematical concepts of sliding, turning, and flipping

4.) Perform two or more movements of body parts simultaneously.

Example: swinging arm while stomping foot

•  Sharing weight with a partner while connecting body parts
Examples: leaning away from partner while holding hands, leaning toward partner while standing back-to-back

5.) Demonstrate changing movement with a range of dynamics.

Example: walking lightly, then gradually changing to stomping

6.) Demonstrate proper body alignment while performing a plié.

7.) Demonstrate shift of support from one foot to the other.

Example: shifting weight in steps such as tombé and ball change

8.) Create sequences that have a beginning, middle, and end, with and without rhythmic accompaniment.

•  Improvising movement based on rhythms from various sounds
Example: moving to sounds of birds chirping, persons whispering, leaves crunching underfoot

9.) Identify the role of a choreographer.

10.) Recognize how dance element choices create a kinesthetic response.

Examples: describing angular lines as strong, describing curved lines as inviting

11.) Identify locomotor and nonlocomotor movements in filmed dance.

Example: identifying locomotor movements, including running and splashing, and nonlocomotor movements, including swaying and shuddering, in Gene Kelley's performance of "Singing in the Rain"

12.) Describe safe ways to move with a partner while dancing.

13.) Demonstrate traditional world dances.

Examples: Chinese Ribbon Dance, Hungarian czardas

14.) Explain how good nutrition and safety enhance the ability to dance.


- good nutrition--eating a balanced diet to provide ample energy for dancing,

- safety--wearing proper footwear to prevent injuries

•  Describing sequentially correct warm-up procedures, including raising body temperature and activating joints, then strengthening and stretching muscles
15.) Relate dance concepts to similar and contrasting concepts in other content areas.

Example: relating body directions to compass directions, relating expressions of emotion in dance through energy and in visual arts through line