Common Planner
K–12 Standards

K-2 BPS Dance Standards

Creating

  • 7.1

    Create shapes at low, middle, and high levels of height and space. CLSD: 1f 

  • 7.2

    Use guided and free improvisation to discover and invent movementCLSD:2a

  • 15.1

    Create a sequence with a beginning, middle and end - identify each part CLSD:2c

  • 30.1

    Experiment, discover and explore multiple solutions to a particular movement problem/ situationCLSD:4a

Performing

  • 7.1

    Demonstrate the ability to define and maintain personal space CLSD:1a

  • 7.2

    Demonstrate the contrast between movement and stillnessCLSD:1b

  • 7.3

    Demonstrate alignment and a sense of balanceCLSD:1c

  • 7.4

    Accurately demonstrate four basic locomotor movements such as: walk, run, hop and jump CLSD:1e

    1. a

      Demonstrate body directions: left, right, travel forward, travel backwardCLSD:1e

    2. b

      Combinations of the aboveCLSD:1e 

  • 7.5

    Demonstrate movements in straight and curved pathwaysCLSD:1g

  • 15.1

    Accurately demonstrate non locomotor/ axial movements such as bend, twist, stretch, swingCLSD:1d

  • 15.2

    Demonstrate kinesthetic awareness in quality of movementCLSD:1h

  • 15.3

    DemonstrateCLSD: 2b

    1. a

      Demonstrate: speed (fast to slow)CLSD:2b

    2. b

      Demonstrate: space (large to small)CLSD:2b

    3. c

      Demonstrate: energy (weak to strong)CLSD:2b

    4. d

      Demonstrate: simple shapes CLSD:2b

    5. e

      Demonstrate: level changeCLSD:2b

    6. f

      Demonstrate: directional changeCLSD:2b

  • 15.4

    Demonstrate ability to work in a groupCLSD:2c

  • 30.1

    Demonstrate partnering skills: copying, leading and following, mirroringCLSD:2c 

  • 30.2

    Perform teacher-directed "sing song movement games" and/ or dances from cultures that reflect children's diversityCLSD:5a

  • 30.3

    Demonstrate ways to exercise, stretch and strengthen different parts of the bodyCLSD:6d

Responding

  • 7.1

    Demonstrate ability to move to a musical beat and respond to changes in tempoCLSD:1i

  • 7.2

    Demonstrate appropriate audience behavior.CLSD:4c

  • 7.3

    Discuss importance of safety in relationship to danceCLSD:6c

  • 15.1

    Demonstrate various emotions through movement (happy, sad, scared, surprised, playful)CLSD:3a

  • 30.1

    Listen to music and respond verbally; identify music that has similar emotional contentCLSD:3c

  • 30.2

    Identify possible personal goals to improve themselves as dancers. CLSD: 6a

Connecting

  • 7.1

    Identify and discuss the emotions of a piece observed live or on videoCLSD:3b

  • 7.2

    Learn simple body parts CLSD:7c

  • 7.3

    Demonstrate understanding of how concepts of ideas from dance relate to other disciplines; both arts and non-artsCLSD: 7b

  • 15.1

    Compare and contrast two movement studies in terms of one or more dance elements (space, body shapes, levels, pathways)CLSD:4b

  • 15.2

    Discuss how healthy practices (such as nutrition and lifestyle) enhance their ability to dance CLSD:6b

  • 30.1

    Compare and contrast how dance is different from and similar to other forms of human movement (i.e sports) and non -human (i.e animals, machine, plant) movement.CLSD:3d 

  • 30.2

    Identify the cultural origin of movement games and/ or dances they have learnedCLSD:5b

  • 30.3

    Integrate knowledge and skills from dance and at least one other arts discipline in a group projectCLSD:7a

Frequently asked questions

What grade levels do these standards cover?
Kindergarten, Grade 1, and Grade 2
Where can I read the official document?
BPS Arts Student Learning Outcomes

Keep exploring

Keep exploring K-2 BPS Dance Standards standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.