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K–12 Standards

Dance: Grade 5

Other Maine Visual and Performing Arts sets

Generate and conceptualize artistic ideas and work.A1

  • a

    Build content for choreography using several stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events).A.5.A1.a

  • b

    Construct and solve multiple movement problems to develop choreographic content.A.5.A1.b

Organize and develop artistic ideas and work.A2

  • a

    Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices.A.5.A2.a

  • b

    Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates non-verbally.A.5.A2.b

Refine and complete artistic work.A3

  • a

    Build content for choreography using several stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events).A.5.A3.a

  • b

    Construct and solve multiple movement problems to develop choreographic content.A.5.A3.b

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

  • a

    Integrate static and dynamic shapes and floor and air pathways into dance sequences. Establish relationships with other dancers through focus of eyes and other body parts. Convert inward focus to outward focus for projecting out to far space.A.5.B1.a

  • b

    Dance to a variety of rhythms generated from internal and external sources. Perform movement phrases that show the ability to respond to changes in time.A.5.B1.b

  • c

    Contrast bound and free-flowing movements. Motivate movement from both central initiation (torso) and peripheral initiation (distal) and analyze the relationship between initiation and energy.A.5.B1.c

Develop and refine artistic technique and work for presentation.B2

  • a

    Recall and execute a series of dance phrases using fundamental dance skills (i.e., alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement).A.5.B2.a

  • b

    Demonstrate safe body use practices during technical exercises and movement combinations. Discuss how these practices, along with healthful eating habits, promote strength, flexibility, endurance, and injury prevention.A.5.B2.b

  • c

    Collaborate with peer ensemble members to repeat sequences, synchronize actions, and refine spatial relationships to improve performance quality. Apply feedback from others to establish personal performanceA.5.B2.c

Convey meaning through the presentation of artistic work.B3

  • a

    Demonstrate the ability to adapt dance to alternative performance venues by modifying spacing and movements to the performance space.A.5.B3.a

  • b

    Identify, explore, and select production elements that heighten and intensify the artistic intent of a dance that are adaptable to various performance spaces.A.5.B3.b

Perceive and analyze artistic work.C1

  • a

    Find meaning or artistic intent from the patterns of movement in a dance work.A.5.C1.a

  • b

    Using basic dance terminology, describe the qualities and characteristics of a style used in a dance from one’s own cultural movement practice. Using basic dance terminology, compare them to the qualities and characteristics of style found in a different dance genre, style, or cultural movement practice.A.5.C1.b

Interpret intent and meaning in artistic work.C2

  • a

    Using basic dance terminology, interpret meaning in a dance based on its movements. Explain how the movements communicate the main idea of the dance. A.5.C2.a

Apply criteria to evaluate artistic work.C3

  • a

    Define the characteristics of dance that make a dance artistic and meaningful. Relate them to the elements of dance in genres, styles, or cultural movement practices. Using basic dance terminology, describe characteristics that make a dance artistic and meaningful. A.5.C3.a

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

  • a

    Compare two dances with contrasting themes. Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view and experiences.A.5.D1.a

  • b

    Choose a topic, concept, or content from another discipline of study and research how other art forms have expressed the topic. Create a dance study that expresses the idea. Explain how the dance study expressed the idea and discuss how this learning process is similar to, or different from, other learning situations.A.5.D1.b

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

  • a

    Describe how the movement characteristics and qualities of a dance in a specific genre or style communicate the ideas and perspectives of the culture, historical period, or community from which the genre or style originated A.5.D2.a

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What grade levels do these standards cover?
Grade 5

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