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Introduction
Dance
Creating
Performing
Dance/Creating
#DA:Cr1.1
Process Component: Explore_Dance_Anchor1_Standards
Anchor Standard: 1. Generate and conceptualize artistic ideas and work.
Grade Pk
DA:Cr1.1.Pk
a. Respond in movement to a variety of sensory stimuli (for example, music/sound, visual, tactile).

b. Find a different way to do several basic locomotor and non-locomotor movements.

Grade K
DA:Cr1.1.K
a. Respond in movement to a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance).

b. Explore different ways to do basic locomotor and non-locomotor movements by changing at least one of the elements of dance.

Grade 1
DA:Cr1.1.1
a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source

b. Explore a variety of locomotor and non-locomotor movements by experimenting with and changing the elements of dance.
Grade 2
DA:Cr1.1.2
a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas.

b. Combine a variety of movements while manipulating the elements of dance.
Grade 3
DA:Cr1.1.3
a. Experiment with a variety of self-identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement.

b. Explore a given movement problem. Select and demonstrate a solution.
Grade 4
DA:Cr1.1.4
a. Identify ideas for choreography generated from a variety of stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences).

b. Develop a movement problem and manipulate the elements of dance as tools to find a solution.
Grade 5
DA:Cr1.1.5
a.Build content for choreography using several stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events).

b.Construct and solve multiple movement problems to develop choreographic content.
Dance/Creating
#DA:Cr2.1
Process Component: Plan
Anchor Standard: Organize and develop artistic ideas and work.
Grade Pk
DA:Cr2.1.Pk
a.Improvise dance that starts and stops on cue.

b.Engage in dance experiences moving alone or with a partner.
Grade K
DA:Cr2.1.K
a.Improvise dance that has a beginning, middle, and end.

b.Express an idea, feeling, or image, through improvised movement moving alone or with a partner
Grade 1
DA:Cr2.1.1
a.Improvise a series of movements that have a beginning, middle, and end, and describe movement choices.

b.Choose movements that express an idea or emotion, or follow a musical phrase.
Grade 2
DA:Cr2.1.2
a.Improvise a dance phrase with a beginning, a middle that has a main idea, and a clear end.

b.Choose movements that express a main idea or emotion, or follow a musical phrase. Explain reasons for movement choices.
Grade 3
DA:Cr2.1.3
a.Identify and experiment with choreographic devices to create simple movement patterns and dance structures (for example, AB, ABA, theme and development).

b.Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices.
Grade 4
DA:Cr2.1.4
a.Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices.

b.Develop a dance study that expresses and communicates a main idea. Discuss the reasons and effectiveness of the movement choices.
Grade 5
DA:Cr2.1.5
a.Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices.

b.Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates non-verbally.
Dance/Creating
#DA:Cr3.1
Process Component: Revise
Anchor Standard: Refine and complete artistic work.
Grade Pk
DA:Cr3.1.Pk
a.Respond to suggestions for changing movement through guided improvisational experiences.

b.Identify parts of the body and document a body shape or position by drawing a picture
Grade K
DA:Cr3.1.K
a.Apply suggestions for changing movement through guided improvisational experiences.

b.Depict a dance movement by drawing a picture or using a symbol.
Grade 1
DA:Cr3.1.1
a.Explore suggestions to change movement from guided improvisation and/or short remembered sequences.

b.Depict several different types of movements of a dance by drawing a picture or using a symbol (for example, jump, turn, slide, bend, reach).
Grade 2
DA:Cr3.1.2
a.Explore suggestions and make choices to change movement from guided improvisation and/or short remembered sequences.

b. Depict the levels of movements in a variety of dance movements by drawing a picture or using symbols (for example, high, middle, low).
Grade 3
DA:Cr3.1.3
a.Revise movement choices in response to feedback to improve a short dance study. Describe the differences the changes made in the movements.

b. Depict directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

Grade 4
DA:Cr3.1.4
a.Revise movement based on peer feedback and self-reflection to improve communication of artistic intent in a short dance study. Explain choices made in the process.

b.Depict the relationships between two or more dancers in a dance phrase by drawing a picture or using symbols (for example, next to, above, below, behind, in front of).

Grade 5
DA:Cr3.1.5
a.Explore through movement the feedback from others to expand choreographic possibilities for a short dance study that communicates artistic intent. Explain the movement choices and refinements.

b.Record changes in a dance sequence through writing, symbols, or a form of media technology.
Dance/Performing
#DA:Pr4.1
Process Component: Express
Anchor Standard: Select, analyze, and interpret artistic work for presentation.
Grade Pk
DA:Pr4.1.Pk
a.Identify and demonstrate directions for moving the body in general space (for example, forward, backwards, sideways, up, down, and turning) and finding and returning to a place in space.

b.Identify speed of dance as fast or slow. Move to varied rhythmic sounds at different tempi.

c.Move with opposing characteristics (for example, loose/tight, light/heavy, jerky/smooth).
Grade K
DA:Pr4.1.K
a.Make still and moving body shapes that show lines (for example, straight, bent, and curved), changes levels, and vary in size (large/small). Join with others to make a circle formation and work with others to change its dimensions.

b.Demonstrate tempo contrasts with movements that match to tempo of sound stimuli.

c.Identify and apply different characteristics to movements (for example, slow, smooth, or wavy).
Grade 1
DA:Pr4.1.1
a.Demonstrate locomotor and non-locomotor movements that change body shapes, levels, and facings. Move in straight, curved, and zig-zagged pathways. Find and return to place in space. Move with others to form straight lines and circles.

b.Relate quick, moderate and slow movements to duration in time. Recognize steady beat and move to varying tempi of steady beat.

c.Demonstrate movement characteristics along with movement vocabulary (for example, use adverbs and adjectives that apply to movement such as a bouncy leap, a floppy fall, a jolly jump, and joyful spin).
Grade 2
DA:Pr4.1.2
a.Demonstrate clear directionality and intent when performing locomotor and non-locomotor movements that change body shapes, facings, and pathways in space. Identify symmetrical and asymmetrical body shapes and examine relationships between body parts. Differentiate between circling and turning as two separate ways of continuous directional change.

b.Identify the length of time a move or phrase takes (for example, whether it is long or short). Identify and move on the downbeat in duple and triple meter. Correlate metric phrasing with movement phrasing.

c. Select and apply appropriate characteristics to movements (for example, selecting specific adverbs and adjectives and apply them to movements). Demonstrate kinesthetic awareness while dancing the movement characteristics.
Grade 3
DA:Pr4.1.3
a.Judge spaces as distance traveled and use space three-dimensionally. Demonstrate shapes with positive and negative space. Perform movement sequences in and through space with intentionality and focus.

b.Fulfill specified duration of time with improvised locomotor and non-locomotor movements. Differentiate between “in time” and “out of time” to music. Perform movements that are the same or of a different time orientation to accompaniment. Use metric and kinesthetic phrasing.

c.Change use of energy and dynamics by modifying movements and applying specific characteristics to heighten the effect of their intent.

Grade 4
DA:Pr4.1.4
a. Make static and dynamic shapes with positive and negative space. Perform elevated shapes (jump shapes) with soft landings and movement sequences alone and with others, establishing relationships with other dancers through focus of eyes.

b.Accompany other dancers using a variety of percussive instruments and sounds. Respond in movement to even and uneven rhythms. Recognize and respond to tempo changes as they occur in dance and music.

c.Analyze movements and phrases for use of energy and dynamic changes and use adverbs and adjectives to describe them. Based on the analysis, refine the phrases by incorporating a range of movement characteristics.
Grade 5
DA:Pr4.1.5
a.Integrate static and dynamic shapes and floor and air pathways into dance sequences. Establish relationships with other dancers through focus of eyes and other body parts. Convert inward focus to outward focus for projecting out to far space.

b.Dance to a variety of rhythms generated from internal and external sources. Perform movement phrases that show the ability to respond to changes in time.

c.Contrast bound and free-flowing movements. Motivate movement from both central initiation (torso) and peripheral initiation (distal) and analyze the relationship between initiation and energy.
Dance/Performing
#DA:Pr5.1
Process Component: Embody
Anchor Standard: Develop and refine artistic technique and work for presentation.
Grade Pk
DA:Pr5.1.Pk
a.Demonstrate basic full body locomotor, non-locomotor movement, and body patterning with spatial relationships.

b.Move in general space and start and stop on cue while maintaining personal space.

c.Identify and move body parts and repeat movements upon request.
Grade K
DA:Pr5.1.K
a.Demonstrate same-side and cross-body locomotor and non-locomotor movements, body patterning movements, and body shapes.

b.Move safely in general space and start and stop on cue during activities, group formations, and creative explorations while maintaining personal space.

c.Move body parts in relation to other body parts and repeat and recall movements upon request.
Grade 1
DA:Pr5.1.1
a.Demonstrate a range of locomotor and non-locomotor movements, body patterning, body shapes, and directionality.

b.Move safely in general space through a range of activities and group formations while maintaining personal space.

c.Modify movements and spatial arrangements upon request
Grade 2
DA:Pr5.1.2
a.Demonstrate a range of locomotor and non-locomotor movements, body patterning, and dance sequences that require moving through space using a variety of pathways.

b.Move safely in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.

c.Repeat movements, with an awareness of self and others in space. Self-adjust and modify movements or placement upon request.
Grade 3
DA:Pr5.1.3
a. Replicate body shapes, movement characteristics, and movement patterns in a dance sequence with awareness of body alignment and core support.

b.Adjust body-use to coordinate with a partner or other dancers to safely change levels, directions, and pathway designs.

c.Recall movement sequences with a partner or in group dance activities. Apply constructive feedback from teacher and self-check to improve dance skills.
Grade 4
DA:Pr5.1.4
a.Demonstrate fundamental dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness) and movement qualities when replicating and recalling patterns and sequences of locomotor and non-locomotor movements.

b.Execute techniques that extend movement range, build strength, and develop endurance. Explain the relationship between execution of technique, safe body-use, and healthful nutrition.

c.Coordinate phrases and timing with other dancers by cueing off each other and responding to stimuli cues (for example, music, text, or lighting). Reflect on feedback from others to inform personal dance performance goals.

Grade 5
DA:Pr5.1.5
a.Recall and execute a series of dance phrases using fundamental dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement).

b.Demonstrate safe body-use practices during technical exercises and movement combinations. Discuss how these practices, along with healthful eating habits, promote strength, flexibility, endurance and injury prevention.

c.Collaborate with peer ensemble members to repeat sequences, synchronize actions, and refine spatial relationships to improve performance quality. Apply feedback from others to establish personal performance goals.
Dance/Performing
#DA:Pr6.1
Process Component: Present
Anchor Standard: Convey meaning through the presentation of artistic work.
Grade Pk
DA:Pr6.1.Pk
a.Dance for others in a designated area or space.

b.Use a simple prop as part of a dance.
Grade K
DA:Pr6.1.K
a.Dance for and with others in a designated space.

b.Select a prop to use as part of a dance.
Grade 1
DA:Pr6.1.1
a. Dance for others in a space where audience and performers occupy different areas.

b.Explore the use of simple props to enhance performance.
Grade 2
DA:Pr6.1.2
a. Dance for and with others in a space where audience and performers occupy different areas.

b.Use limited production elements (for example, hand props, simple scenery, or media projections).
Grade 3
DA:Pr6.1.3
a.Identify the main areas of a performance space using production terminology (for example, stage right, stage left, center stage, upstage, and downstage).

b.Explore simple production elements (costumes, props, music, scenery, lighting, or media) for a dance performed for an audience in a designated specific performance space.
Grade 4
DA:Pr6.1.4
a.Consider how to establish a formal performance space from an informal setting (for example, gymnasium or grassy area).

b.Identify, explore, and experiment with a variety of production elements to heighten the artistic intent and audience experience.
Grade 5
DA:Pr6.1.5
a.Demonstrate the ability to adapt dance to alternative performance venues by modifying spacing and movements to the performance space.

b.Identify, explore, and select production elements that heighten and intensify the artistic intent of a dance and are adaptable for various performance spaces.

Understanding and Using the National Core Arts Standards

The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels—generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience the joy of a well-remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved by a captivating play.

The central purposes of education standards are to identify the learning that we want for all of our students and to drive improvement in the system that delivers that learning. Standards, therefore, should embody the key concepts, processes and traditions of study in each subject area, and articulate the aspirations of those invested in our schools—students, teachers, administrators, and the community at large. To realize that end goal, these new, voluntary National Core Arts Standards are framed by artistic literacy, as outlined in philosophical foundations, lifelong goals, and artistic processes; articulated as anchor and performance standards that students should attain; and supported by instructional resources, including model cornerstone assessments that illustrate how literacy might be measured. The connective threads of this conceptual framework are designed to be understood by all stakeholders and, ultimately, to ensure success for both educators and students.

While broad in concept, the standards are also focused in a framework that delivers the educational nuance of standards in only four artistic processes, bringing together what artists do and what we want for our students. Within this simple and elegant structure, decision-makers from teachers, to superintendents, to parents will be able to move forward in the rich variety of approaches that have become part of the American educational landscape.

The National Core Arts Standards are designed to guide the delivery of arts education in the classroom with new ways of thinking, learning, and creating. The standards also inform policy-makers about implementation of arts programs for the traditional and emerging models and structures of education. As with other subject areas, a commitment to quality education, equitable opportunities, and comprehensive expectations is embedded within the new arts standards.

Inclusion Guidelines

Cr
Creating
Pr
Performing/
Presenting/
Producing
Re
Responding
Cn
Connecting
Theatre
Visual Arts
Dance
Media Arts
Music

National Core Arts Standards are written for five arts disciplines; Dance, Media Arts, Music, Theatre and Visual Arts.

National Core Arts Standards are written grade by grade Pre K – 8th grade and at three proficiency levels in high school (proficient, accomplished and advanced).

Choose instructional support materials.

Artistic Processes are the cognitive and physical actions by which arts learning and making are realized. National Core Arts Standards are based on the artistic processes of Creating; Performing/ Producing/Presenting; Responding; and Connecting.