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New Hampshire State Standards
Grade: Intermediate
Curriculum Standards:
demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery;
identify and demonstrate basic dance steps, positions, and patterns for dance from various styles;
transfer a spatial pattern from the visual to the kinesthetic;
transfer a rhythmic pattern from the aural to the kinesthetic;
identify and demonstrate a range of dynamics or movement qualities;
demonstrate increasing concentration, focus and kinesthetic awareness in performing movement skills;
reproduce movement phrases of varying length, dynamic qualities, and technical skill;
analyze action and movement elements observed in a dance
demonstrate symmetrical and asymmetrical design elements alone, with a partner, or with a group;
create contrasting and complimentary shapes, giving and taking of weight and developing relationships in near and far space with a partner or a group;
demonstrate varying structures and forms of composition, such as: AB, ABA, canon, call and response, and narrative;
use improvisation to build movement vocabulary;
demonstrate the processes of reordering and chance in structuring movement sequences;
use cooperative learning skills in a small group during the choreographic process
compare and contrast the difference between pantomiming and abstracting gesture;
analyze how different accompaniment, such as sound, music, or spoken text, can affect the meaning of a dance;
demonstrate how lighting, costuming, and setting can contribute to the meaning of a dance;
create a dance that communicates a topic of personal significance
create a movement problem and demonstrate multiple solutions; choose the most interesting solution and discuss the reasons for the choice;
demonstrate appropriate audience behavior in watching dance performances; discuss their opinions about the dances with their peers in a supportive and constructive way;
compare and contrast two dance compositions in terms of space, time and force/energy;
identify possible aesthetic criteria for evaluating dance
understand the evolution of classical dance forms from various cultures, such as ballet, East Indian or flamenco, and perform basic movement in one form;
understand the evolution of twentieth century American social and theatrical dance, such as the Charleston, the Lindy, tap, jazz and modern and perform basic movements;
learn folk and social dances from a variety of cultures or time periods, utilizing resources from the community;
identify the role of dance in different cultures or time periods
identify personal goals and how aspects of dance can be used to meet these goals; identify steps they are taking to reach their goals;
explain strategies to prevent dance injuries;
create their own warm-up movements; discuss how that warm-up prepares the body and mind for expressive purposes;
know that people use a variety of movement therapies, such as occupational therapy and Feldenkrais, and movement forms, such as Tai Chi and yoga, to improve their health and well bein
identify a project that reveals similarities between two arts disciplines;
observe the same dance both live and recorded on video; compare the aesthetic impact of the two observations
describe the value and significance of dance in everyday life;
describe a variety of performance, production, and related careers in dance;
identify the range of opportunities for individual skills to be used in local dance productions