dance now!

California State Standards

 

• Pre K- Kindergarten

  • 1.1 Move in a variety of directed ways.

  • 1.2 Imitate the movements shown.

  • 1.3 Respond in movement to opposites (e.g., big/small, fast/slow, tight/loose, move/stop).

  • 4.1 Describe how everyday movements can be used in dance (e.g., walk quickly, stretch slowly).

• Grades 1-5

  • 1.1 Demonstrate the ability to vary control and direct force/energy used in basic locomotor and axial movements (e.g., skip lightly, turn strongly, fall heavily).

  • 1.4 Perform simple movements in response to oral instructions (eg., walk, turn, reach).

  • 2.5 Imitate simple movement patterns.

  • 4.1 Use basic dance vocabulary to identify and describe a dance observed or performed (e.g., shapes, levels, directions, tempo fast/slow).

  • 2.7 Work cooperatively in small and large groups.

  • 5.4 Describe how dancing requires good health-related habits (e.g., adequate nutrition, water, and rest).

  • 4.2 Explain and describe what it means to be a good audience member.

  • 5.2 Describe how dance promotes physical and mental well-being.

 

• Grades 6-8

  • 5.3 Identify careers in dance and dance-related fields (e.g., teacher, therapist, videographer, dance critic, choreographer, notater).

  • 2.6 Collaborate with others to develop a dance presentation for an audience.

  • 5.2 Explain how dance builds physical and emotional well-being (e.g., positive body imaging, physical goals, creative goals, focus/concentration).

  • 5.1 Identify how learning habits acquired from dance can be applied to the study of other school subjects (e.g., memorizing, practicing, researching).

  • 2.5 Demonstrate performance skill in the ability to project energy and express ideas through dance.

• Grades 9-12

  • 1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent

  • 1.3 Perform in multiple dance genres (e.g., modern, ballet, jazz, tap, traditional/recreational).

  • 1.5 Apply knowledge of dance vocabulary to distinguish how movement looks physically in space, time, and force/energy).

  • 2.1 Create a body of works of dance demonstrating originality, unity, and clarity of intent.

  • 2.6 Collaborate with peers in the development of choreography in groups (e.g., duets, trios, small ensembles).

  • 5.3 Explain how dancing presents opportunities and challenges to maintain physical and emotional health and how to apply that information to current training and lifelong habits.

  • 5.5 Examine the training, education, and experience needed to pursue dance career options (e.g., performer, choreographer, dance therapist, teacher, historian, critic, filmmaker).