Revise

Submitted by drupaladmin on Thu, 05/29/2014 - 09:33
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
K
a.Apply suggestions for changing movement through guided improvisational experiences.
b.Depict a dance movement by drawing a picture or using a symbol.
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).
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).
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.
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).
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.
6
a.Revise dance compositions using collaboratively developed artistic criteria. Explain reasons for revisions and how choices made relate to artistic intent.
b.Explore or invent a system to record a dance sequence through writing, symbols, or a form of media technology.
7
a.Evaluate possible revisions of dance compositions and, if necessary, consider revisions of artistic criteria based on self-reflection and feedback of others. Explain reasons for choices and how they clarify artistic intent.
b.Investigate a recognized system to document a dance sequence by using words, symbols, or media technologies.
8
a.Revise choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others. Articulate the reasons for choices and revisions and explain how they clarify and enhance the artistic intent.
b.Experiment with aspects of a recognized system to document a section of a dance by using words, symbols, or media technologies.
HS Proficient
a.Clarify the artistic intent of a dance by manipulating choreographic devices and dance structures based on established artistic criteria and feedback from others. Analyze and evaluate impact of choices made in the revision process.
b.Compare recognized systems to document a section of a dance using writing, symbols, or media technologies.
HS Accomplished
a.Clarify the artistic intent of a dance by refining choreographic devices and dance structures, collaboratively or independently using established artistic criteria, self-reflection and the feedback of others. Analyze and evaluate impact of choices made in the revision process.
b. Develop a strategy to record a dance using recognized systems of dance documentation (for example, writing, a form of notation symbols, or using media technologies).
HS Advanced
a.Clarify the artistic intent of a dance by manipulating and refining choreographic devices, dance structures, and artistic criteria using self-reflection and feedback from others. Document choices made in the revision process and justify how the refinements support artistic intent.
b.Document a dance using recognized systems of dance documentation (for example, writing, a form of notation symbols, or using media technologies).

Plan

Submitted by drupaladmin on Thu, 05/29/2014 - 09:27
PK
a.Improvise dance that starts and stops on cue.
b.Engage in dance experiences moving alone or with a partner.
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
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.
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.
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.
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.
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.
6
a.Explore choreographic devices and dance structures to develop a dance study that supports an artistic intent. Explain the goal or purpose of the dance.
b.Determine artistic criteria to choreograph a dance study that communicates personal or cultural meaning. Based on the criteria, evaluate why some movements are more or less effective than others.
7
a.Use a variety of choreographic devices and dance structures to develop a dance study with a clear artistic intent. Articulate reasons for movement and structural choices.
b.Determine artistic criteria to choreograph a dance study that communicates personal or cultural meaning. Articulate how the artistic criteria serve to communicate the meaning of the dance.
8
a.Collaborate to select and apply a variety of choreographic devices and dance structures to choreograph an original dance study or dance with a clear artistic intent. Articulate the group process for making movement and structural choices.
b.Define and apply artistic criteria to choreograph a dance that communicates personal or cultural meaning. Discuss how the criteria clarify or intensify the meaning of the dance.
HS Proficient
a. Collaborate to design a dance using choreographic devices and dance structures to support an artistic intent. Explain how the dance structures clarify the artistic intent.
b. Develop an artistic statement for an original dance study or dance. Discuss how the use of movement elements, choreographic devices and dance structures serve to communicate the artistic statement.
HS Accomplished
a.Work individually and collaboratively to design and implement a variety of choreographic devices and dance structures to develop original dances. Analyze how the structure and final composition informs the artistic intent.
b. Develop an artistic statement that reflects a personal aesthetic for an original dance study or dance. Select and demonstrate movements that support the artistic statement
HS Advanced
a.Demonstrate fluency and personal voice in designing and choreographing original dances. Justify choreographic choices and explain how they are used to intensify artistic intent.
b.Construct an artistic statement that communicates a personal, cultural and artistic perspective.

Explore_Dance_Anchor1_Standards

Submitted by drupaladmin on Thu, 05/29/2014 - 09:13
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.
c. beau-testing
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.
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.
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.
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.
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.
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.
6
a.Relate similar or contrasting ideas to develop choreography using a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events).
b.Explore various movement vocabularies to transfer ideas into choreography.
7
a.Compare a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) and make selections to expand movement vocabulary and artistic expression.
b.Explore various movement vocabularies to express an artistic intent in choreography. Explain and discuss the choices made using genre-specific dance terminology.
8
a.Implement movement from a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) to develop dance content for an original dance study or dance.
b. Identify and select personal preferences to create an original dance study or dance. Use genre-specific dance terminology to articulate and justify choices made in movement development to communicate intent.
HS Proficient
a.Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the process and the relationship between the stimuli and the movement.
b. Experiment with the elements of dance to explore personal movement preferences and strengths, and select movements that challenge skills and build on strengths in an original dance study or dance.
HS Accomplished
a.Synthesize content generated from stimulus materials to choreograph dance studies or dances using original or codified movement.
b.Apply personal movement preferences and strengths with the movement vocabulary of several dance styles or genres to choreograph an original dance study or dance that communicates an artistic intent. Compare personal choices to those made by well-known choreographers.
HS Advanced
a.Synthesize content generated from stimulus material. Experiment and take risks to discover a personal voice to communicate artistic intent.
b.Expand personal movement preferences and strengths to discover unexpected solutions that communicate the artistic intent of an original dance. Analyze the unexpected solutions and explain why they were effective in expanding artistic intent.