What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

Maine Learning Results: Visual and Performing Arts Standards

a
Synthesize content generated from stimulus material. Experiment and take risks to discover a personal voice to communicate artistic intent.A.Adv.A1.a
b
Expand personal movement preferences and strengths to discover unexpected solutions that communicate the artistic intent of an original dance. Analyze the unexpected solutions and explain why they were effective in expanding artistic intent.A.Adv.A1.b

a
Demonstrate fluency and personal voice in designing and choreographing original dances. Justify choreographic choices and explain how they are used to intensify artistic intent.A.Adv.A2.a
b
Construct an artistic statement that communicates a personal, cultural and artistic perspective.A.Adv.A2.b

a
Synthesize content generated from stimulus material. Experiment and take risks to discover a personal voice to communicate artistic intent.A.Adv.A3.a
b
Expand personal movement preferences and strengths to discover unexpected solutions that communicate the artistic intent of an original dance. Analyze the unexpected solutions and explain why they were effective in expanding artistic intent.A.Adv.A3.b

a
Use the broadest range of movement in space for artistic and expressive clarity. Use inward and outward focus to clarify movement and intent. Establish and break relationships with other dancers and audience as appropriate to the dance.A.Adv.B1.a
b
Modulate time factors for artistic interest and expressive acuity. Demonstrate time complexity in phrasing with and without musical accompaniment. Use multiple and complex rhythms at the same time. Work with and against rhythm of accompaniment or sound environments.A.Adv.B1.b
c
Modulate dynamics to clearly express intent while performing dance phrases and choreography. Perform movement sequences expressively using a broad dynamic range and employ dynamic skills for establishing relationships with other dancers and projecting to the audience.A.Adv.B1.c

a
Apply body-mind principles to technical dance skills in complex choreography when performing solo, partnering, or dancing in ensemble works in a variety of dance genres and styles. Self-evaluate performances and discuss and analyze performance ability with others.A.Adv.B2.a
b
Research healthful and safe practices for dancers and modify personal practice based on findings. Discuss how research informs practice.A.Adv.B2.b
c
Initiate, plan, and direct rehearsals with attention to technical details and fulfilling artistic expression. Use a range of rehearsal strategies to achieve performanceA.Adv.B2.c

a
Demonstrate leadership qualities when preparing performances. Model performance etiquette and practices during class, rehearsal, and performance. Enhance performances using a broad repertoire of strategies for dynamic projection. Develop a professional portfolio (e.g., resume and head shot photo) that documents the rehearsal and performance process with fluency in professional dance and production terminology.A.Adv.B3.a
b
Work collaboratively to produce dance concerts in a variety of venues, designing and organizing the production elements necessary to fulfill the artistic intent of the dance works.A.Adv.B3.b

a
Analyze dance works from a variety of dance genres and styles and explain how recurring patterns of movement and their relationships create well-structured and meaningful choreography.A.Adv.C1.a
b
Using genre-specific dance terminology, explain how dance communicates aesthetic and cultural values in a variety of genres, styles, and/or cultural movement practices.A.Adv.C1.b

a
Using genre-specific dance terminology, analyze and interpret how the elements of dance, execution of dance movement principles, and context contribute to artistic expression across different genres, styles, or cultural movement practices. A.Adv.C2.a

a
Define personal artistic preferences to critique dance. Consider societal and personal values, and a range of artistic expression. Discuss perspectives with peers and justify viewpoints. A.Adv.C3.a

a
Review original choreography developed over time with respect to its content and context and its relationship to personal perspectives. Reflect on and analyze the variables that contributed to changes in one’s personal growth.A.Adv.D1.a
b
Investigate various dance related careers through a variety of research methods and techniques. Select those careers of most interest. Develop and implement a Capstone Project that reflects a possible career choice.A.Adv.D1.b

a
Analyze dances from several genres or styles, historical time periods, and/or world dance forms. Discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the peoples from which the dances originate, and how the analysis has expanded one’s dance literacy. A.Adv.D2.a

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?: Maine Learning Results: Visual and Performing Arts Standards

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Visual and Performing Arts