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K–12 Standards

Dance: Grade 3

Other Maine Visual and Performing Arts sets

Generate and conceptualize artistic ideas and work.A1

  • a

    Experiment with a variety of self-identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement. A.3.A1.a

  • b

    Explore a given movement problem. Select and demonstrate a solution. A.3.A1.b

Organize and develop artistic ideas and work.A2

  • a

    Identify and experiment with choreographic devices to create simple movement patterns and dance structures (for example, AB, ABA, theme and development). A.3.A2.a

  • b

    Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices. A.3.A2.b

Refine and complete artistic work.A3

  • a

    Experiment with a variety of self-identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement. A.3.A3.a

  • b

    Explore a given movement problem. Select and demonstrate a solution. A.3.A3.b

Select, analyze, and interpret artistic work for presentation.B1

  • a

    Judge spaces as distance traveled and use space threedimensionally. Demonstrate shapes with positive and negative space. Perform movement sequences in and through space with intentionality and focus.A.3.B1.a

  • b

    Fulfill specified duration of time with improvised locomotor and non-locomotor movements. Differentiate between “in time” and “out of time” to music. Perform movements that are the same or of a different time orientation to accompaniment. Use metric and kinesthetic phrasing. A.3.B1.b

  • c

    Change use of energy and dynamics by modifying movements and applying specific characteristics to heighten the effect of their intent. A.3.B1.c

Develop and refine artistic technique and work for presentation.B2

  • a

    Replicate body shapes, movement characteristics, and movement patterns in a dance sequence with awareness of body alignment and core support. A.3.B2.a

  • b

    Adjust body use to coordinate with a partner or other dancers to safely change levels, directions, and pathway designs. A.3.B2.b

  • c

    Recall movement sequences with a partner or in group dance activities. Apply the teacher’s constructive feedback and selfcheck to improve dance skills. A.3.B2.c

Convey meaning through the presentation of artistic work.B3

  • a

    Identify the main areas of a performance space using production terminology (i.e., stage right, stage left, upstage, downstage, etc.) A.3.B3.a

  • b

    Explore simple production elements (i.e., costumes, scenery, props, etc.) in a dance performed for an audience in a designated specific performance space. A.3.B3.b

Perceive and analyze artistic work.C1

  • a

    Find a movement pattern that creates a movement phrase in a dance work. A.3.C1.a

  • b

    Demonstrate and explain how one dance genre is different from another, or how one cultural movement practice is different from another. A.3.C1.b

Interpret intent and meaning in artistic work.C2

  • a

    Using basic dance terminology, select specific content clues from movement. Explain how they relate to the main idea of the dance. A.3.C2.a

Apply criteria to evaluate artistic work.C3

  • a

    Select dance movements from specific genres, styles, or cultures. Identify characteristic movements from these dances and, using basic dance terminology, describe the ways in which they are alike and different. A.3.C3.a

Synthesize and relate knowledge and personal experiences to make art.D1

  • a

    Compare the relationships expressed in a dance to relationships with others. Explain how they are similar and different. A.3.D1.a

  • b

    Ask and research a question about a key aspect of a dance that communicates a perspective about an issue or event. Explore the key aspect through movement. Share movements and describe how the movements help to remember or discover new qualities in these key aspects. Communicate the new learning in oral, written, or movement form. A.3.D1.b

Relate artistic ideas and works with societal, cultural, and historical contexts to deepen understanding. D2

  • a

    Find a relationship between movement in a dance from a culture, society, or community and the culture from which the dance is derived. Explain what the movements communicate about key aspects of the culture, society, or community. A.3.D2.a

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What grade levels do these standards cover?
Grade 3

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