What grade levels do these standards cover?

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

Where can I read the official document?

NOTICE OF FINAL FILING AND ADOPTION OF A LEGISLATIVE EXEMPT, INTERPRETIVE OR PROCEDURAL RULE

1
Generate and use abstract movement inspired by stimuli such as images, literary forms, natural phenomena, current news, social events, music, sound, and experiences to communicate ideas and choreographic intent in creating dance.DA.2.1
2
Create and develop movement phrases that vary the use of the elements of dance.DA.2.2
3
Generate, manipulate, and modify movement sequences of a dance utilizing a variety of choreographic structures and choreographic principles, to expand choreographic possibilities and support the main idea.DA.2.3
4
Use improvisation strategies such as follow the leaders, machines, and tasks to generate movement ideas for a movement phrase.DA.2.4
5
Collaborate to create a dance that expresses and communicates an idea, personal experience, or concept. Revise it over time by modifying the dance concepts (e.g., elements of dance, choreographic structures/devices, and choreographic principles) to expand the choreographic possibilities and support the main idea.DA.2.5

6
Demonstrate consistent, appropriate etiquette and leadership qualities such as commitment, dependability, responsibility, and cooperation as a dancer, performer, and observer.DA.2.6
7
Understand and demonstrate how anatomical concepts can be used to improve technique (e.g., alignment, balance, strength, flexibility, and endurance) in a variety of dance genres.DA.2.7
8
Compare and demonstrate the following pairs of energy concepts: bound and free flow, strong and light weight, sudden and sustained time, rhythm and timing, and direct and indirect space.DA.2.8
9
Discuss and demonstrate performance values of memorization, clarity, concentration, focus, and projection to enhance individual and group dance performance.DA.2.9
10
Perform a group dance for an audience (e.g., classroom or public) using technical skills, movement qualities, and performance values learned in class.DA.2.10

11
Explain the influence of the choreographic vision and intent on the creative process.DA.2.11
12
Articulate understanding of how personal experience influences the interpretation of a dance.DA.2.12
13
Use accurate terminology to describe how elements of dance and choreographic structures and principles are used to communicate ideas in dances.DA.2.13
14
Analyze and discuss the use of elements of dance and choreographic structures in a variety of significant dance works from numerous genres and historical time periods.DA.2.14
15
Formulate and apply aesthetic criteria to evaluate personal work and the work of others in a positive and constructive manner.DA.2.15

16
Identify and discuss health issues, strategies, and tools affecting the health, well-being, and care of the dancer's body.DA.2.16
17
Explore concepts from other content areas to inspire movement for choreography and dance works.DA.2.17
18
Compare and contrast the history of culturally diverse dances.DA.2.18

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?: NOTICE OF FINAL FILING AND ADOPTION OF A LEGISLATIVE EXEMPT, INTERPRETIVE OR PROCEDURAL RULE

Keep exploring

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

Arts

West Virginia

Arts