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K–12 Standards

Dance: Grades 9-Diploma Proficient

Other Maine Visual and Performing Arts sets

Generate and conceptualize artistic ideas and work.A1

  • a

    Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the process and the relationship between the stimuli and the movement.A.Prof.A1.a

  • b

    Experiment with the elements of dance to explore personal movement preferences and strengths and select movements that challenge skills and build on strengths in an original dance study or dance.A.Prof.A1.b

Organize and develop artistic ideas and work.A2

  • a

    Collaborate to design a dance using choreographic devices and dance structures to support an artistic intent. Explain how the dance structures clarify the artistic intent.A.Prof.A2.a

  • b

    Develop an artistic statement for an original dance study or dance. Discuss how the use of movement elements, choreographic devices and dance structures serve to communicate the artistic statement.A.Prof.A2.b

Refine and complete artistic work.A3

  • a

    Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the process and the relationship between the stimuli and the movement.A.Prof.A3.a

  • b

    Experiment with the elements of dance to explore personal movement preferences and strengths and select movements that challenge skills and build on strengths in an original dance study or dance.A.Prof.A3.b

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

  • a

    Develop partner and ensemble skills that enable contrasting level changes through lifts, balances, or other means while maintaining a sense of spatial design and relationship. Use space intentionally during phrases and through transitions between phrases. Establish and break relationships with others as appropriate to the choreography.A.Prof.B1.a

  • b

    Use syncopation and accent movements related to different tempi. Take rhythmic cues from different aspects of accompaniment. Integrate breath phrasing with metric and kinesthetic phrasing.A.Prof.B1.b

  • c

    Connect energy and dynamics to movements by applying them in and through all parts of the body. Develop total body awareness so that movement phrases demonstrate variances of energy and dynamics.A.Prof.B1.c

Develop and refine artistic technique and work for presentation.B2

  • a

    Incorporate technical dance skills (i.e., functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to retain and execute dance choreography.A.Prof.B2.a

  • b

    Develop a plan for healthful practices in dance activities and everyday life including nutrition and injury prevention. Discuss implementation of the plan and how it supports personal performance goals.A.Prof.B2.b

  • c

    Collaborate with peers to establish and implement a rehearsal plan to meet performance goals. Use a variety of strategies to analyze and evaluate performances of self and others. Articulate performance goals and justify reasons for selecting particular practice strategies.A.Prof.B2.c

Convey meaning through the presentation of artistic work.B3

  • a

    Demonstrate leadership qualities (i.e., commitment, dependability, responsibility, cooperation) when preparing performances. Demonstrate performance etiquette and practices during class, rehearsal, and performance. Accept post-performance notes from the choreographer and make corrections as needed for future performances. Document the rehearsal and performance process and evaluate methods and strategies using dance and production terminology.A.Prof.B3.a

  • b

    Evaluate possible designs for the production elements of a performance, selecting and executing the ideas that would intensify and heighten the artistic intent of the dances.A.Prof.B3.b

Perceive and analyze artistic work.C1

  • a

    Analyze recurring patterns of movement and their relationships in dance in the context of artistic intent.A.Prof.C1.a

  • b

    Using genre-specific dance terminology, analyze the use of elements of dance in a variety of different genres, styles, and cultural movement practices within a cultural context to communicate intent.A.Prof.C1.b

Interpret intent and meaning in artistic work.C2

  • a

    Using genre-specific dance terminology, select and compare different dances and discuss their intent and artistic expression. Explain how the relationships among the elements of dance, use of body, dance technique, and context enhance meaning and support intent. A.Prof.C2.a

Apply criteria to evaluate artistic work.C3

  • a

    Analyze and discuss the artistic expression of a dance using dance terminology and evaluative criteria. A.Prof.C3.a

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

  • a

    Analyze a dance to determine the ideas expressed by the choreographer. Explain how the perspectives expressed by the choreographer may impact one’s own interpretation. Provide evidence to support one’s analysis.A.Prof.D1.a

  • b

    Collaboratively identify a dance related question or problem. Conduct research through interviews, research databases, text, media, or movement. Analyze and apply information gathered by creating a group dance that answers the question posed. Discuss how the dance communicates new perspectives or realizations. Compare orally and in writing the process used in choreography to that of other creative, academic, or scientific procedures.A.Prof.D1.b

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

  • a

    Analyze and discuss dances from selected genres or styles and/or historical time periods and formulate reasons for the similarities and differences between them in relation to the ideas and perspectives of the peoples from which the dances originate. A.Prof.D2.a

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12

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