Common Planner
K–12 Standards

Fine Arts: Dance (High School: Advanced (II))

Other Oklahoma Fine Arts sets

Performing (PR)PR

  • 1

    Develop and refine artistic techniques and work for presentation. D.PR.1

    1. 1

      Dance with sensibility toward other dancers while executing complex spatial, rhythmic, and dynamic sequences. II.D.PR.1.1

    2. 2

      Plan and execute collaborative and independent practice and rehearsal processes with attention to technique and artistry informed by personal performance goals. Reflect on personal achievements. II.D.PR.1.2

    3. 3

      Apply anatomical principles and healthy practices to a range of technical dance skills. Follow a personal nutrition plan that supports health for everyday life. II.D.PR.1.3

  • 2

    Select, analyze, and interpret artistic work for presentation. D.PR.2

    1. 1

      Expand solo, partner, and ensemble skills to greater ranges and skill levels. Execute complex movement sequences with others while maintaining relationships through focus and intention. II.D.PR.2.1

    2. 2

      Perform dance studies and compositions that use time and tempo in unpredictable ways. Use internal rhythms and dynamics as phrasing tools. II.D.PR.2.2

    3. 3

      Initiate movement phrases by applying energy and dynamics. Vary energy and dynamics over the length of a phrase and transition smoothly out of the phrase and into the next phrase. II.D.PR.2.3

  • 3

    Convey meaning through the presentation of artistic work. D.PR.3

    1. 1

      Demonstrate character­ based skills when preparing for performances. Model performance etiquette and performance practices during class, rehearsal, and performance. II.D.PR.3.1

    2. 2

      Implement performance strategies to reach choreographic intent. Accept and apply feedback from choreographer to future performances. II.D.PR.3.2

    3. 3

      Document the rehearsal and performance process by maintaining a record (e.g., journal, video, etc.) and evaluate methods and strategies, using dance terminology and production terminology. II.D.PR.3.3

    4. 4

      Work towards gaining knowledge and understanding of producing dance concerts. Work collaboratively to learn production elements necessary to fulfill the artistic intent of the dance works. II.D.PR.3.4

Creating (CR)CR

  • 1

    Generate and conceptualize artistic ideas and work. D.CR.1

    1. 1

      Synthesize content generated from a variety of stimuli to choreograph dance studies or dances using original or codified movement. II.D.CR.1.1

    2. 2

      Apply personal movement preferences and strengths with the movement vocabulary of several dance forms to choreograph an original dance study. Compare and contrast personal choices to those made by well-known choreographers. II.D.CR.1.2

  • 2

    Organize and develop artistic work. D.CR.2

    1. 1

       Work individually and collaboratively to design and implement a variety of choreographic devices and dance structures. II.D.CR.2.1

    2. 2

      Develop an artistic statement that reflects a personal style for an original dance study. Select and demonstrate movements that support the artistic intent. II.D.CR.2.2

  • 3

    Refine and complete artistic work. D.CR.3

    1. 1

       Clarify the artistic intent of a dance by refining choreographic devices and dance structures. Work collaboratively or independently, using established artistic criteria, self­ reflection, and feedback from others. Analyze and evaluate the impact of choices made in the revision process. II.D.CR.3.1

    2. 2

      Develop a strategy to record a dance using recognized systems of dance documentation. II.D.CR.3.2

Responding (RE)RE

  • 1

    Perceive and analyze artistic work. D.RE.1

    1. 1

      Analyze dance works and provide examples of recurring patterns, themes, and qualities of movement and their relationships that create well­ structured and meaningful choreography. II.D.RE.1.1

    2. 2

      Analyze and compare movement patterns and their relationships in a variety of genres, styles, or cultural movement practices and explain how their differences impact communication and intent within a cultural context. Use genre­ specific dance terminology. II.D.RE.1.2

  • 2

    Construct meaningful interpretations of artistic work. D.RE.2

    1. 1

      Analyze and discuss how the elements of dance, execution of dance movement principles, and context contribute to artistic expression. Use genre-specific dance terminology. II.D.RE.2.1

  • 3

    Apply criteria to evaluate artistic work. D.RE.3

    1. 1

      Compare and contrast two or more dances using evaluative criteria to critique artistic expression. Consider societal values and a range of perspectives. Use genre-specific dance terminology. II.D.RE.3.1

Connecting (CN)CN

  • 1

    Synthesize and relate knowledge and personal experiences to make art. D.CN.1

    1. 1

        Analyze a dance and research its context. Synthesize information learned and share new ideas about its impact on personal perspective. II.CN.1.1

    2. 2

      Use established research methods to investigate a topic and collaborate to create a piece of choreography based on the topic. Discuss (orally or in writing) the insights relating to knowledge gained through the research process, the synergy of collaboration, and the transfer of learning from this project to other situations. II.CN.1.2

  • 2

    Relate artistic ideas and works with societal, cultural and historical contexts to deepen understanding. D.CN.2

    1. 1

      Analyze and discuss dances from selected genres, styles, historical periods, and world dance forms, including those of Oklahoma Native American tribes and communities. Discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives from which the dances originate. II.CN.2.1

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?
Oklahoma Academic Standards

Keep exploring

Keep exploring Fine Arts standards

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

More Oklahoma Fine Arts sets

Fine Arts