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Home &gt National Standards &gt Fine Arts &gt Dance Standards &gt Grade 5-8

 G R A D E S   5 - 8
NA-D.5-8.1 IDENTIFYING AND DEMONSTRATING MOVEMENT ELEMENTS AND SKILLS IN PERFORMING DANCE

Achievement Standard, Proficient:

  • Students 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
  • Students accurately identify and demonstrate basic dance steps, positions, and patterns for dance from two different styles or traditions (e.g., ballet, square, Ghanasian, Middle Eastern, modern)
  • Students accurately transfer a spatial pattern from the visual to the kinesthetic
  • Students accurately transfer a rhythmic pattern from the aural to the kinesthetic
  • Students identify and clearly demonstrate a range of dynamics / movement qualities
  • Students demonstrate increasing kinesthetic awareness, concentration, and focus in performing movement skills
  • Students demonstrate accurate memorization and reproduction of movement sequences
  • Students describe the action and movement elements observed in a dance, using appropriate movement/dance vocabulary
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NA-D.5-8.2 UNDERSTANDING CHOREOGRAPHIC PRINCIPLES, PROCESSES, AND STRUCTURES
Achievement Standard, Proficient:
  • Students clearly demonstrate the principles of contrast and transition
  • Students effectively demonstrate the processes of reordering and chance
  • Students successfully demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative
  • Students demonstrate the ability to work cooperatively in a small group during the choreographic process
  • Students demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight
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NA-D.5-8.3 UNDERSTANDING DANCE AS A WAY TO CREATE AND COMMUNICATE MEANING
Achievement Standard, Proficient:
  • Students effectively demonstrate the difference between pantomiming and abstracting a gesture
  • Students observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance
  • Students demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance
  • Students create a dance that successfully communicates a topic of personal significance
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NA-D.5-8.4 APPLYING AND DEMONSTRATING CRITICAL AND CREATIVE THINKING SKILLS IN DANCE
Achievement Standard, Proficient:
  • Students create a movement problem and demonstrate multiple solutions; choose the most interesting solutions and discuss the reasons for their choice
  • Students demonstrate appropriate audience behavior in watching dance performances; discuss their opinions about the dances with their peers in a supportive and constructive way
  • Students compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities)
  • Students identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast)
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NA-D.5-8.5 DEMONSTRATING AND UNDERSTANDING DANCE IN VARIOUS CULTURES AND HISTORICAL PERIODS
Achievement Standard, Proficient:
  • Students competently perform folk and/or classical dances from various cultures; describe similarities and differences in steps and movement styles
  • Students competently perform folk, social, and/or theatrical dances from a broad spectrum of twentieth-century America
  • Students learn from resources in their own community (such as people, books, videos) a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its context with their peers
  • Students accurately describe the role of dance in at least two different cultures or time periods
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NA-D.5-8.6 MAKING CONNECTIONS BETWEEN DANCE AND HEALTHFUL LIVING
Achievement Standard, Proficient:
  • Students identify at least three personal goals to improve themselves as dancers and steps they are taking to reach those goals
  • Students explain strategies to prevent dance injuries
  • Students create their own warm-up and discuss how that warm-up prepares the body and mind for expressive purposes
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NA-D.5-8.7 MAKING CONNECTIONS BETWEEN DANCE AND OTHER DISCIPLINES
Achievement Standard, Proficient:
  • Students create a project that reveals similarities and differences between the arts
  • Students cite examples of concepts used in dance and another discipline outside the arts (such as balance, shape, and pattern)
  • Students observe the same dance both live and recorded on video; compare and contrast the aesthetic impact of the two observations
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