Select

Submitted by drupaladmin on Thu, 05/29/2014 - 10:49
PK
a. With prompting and support, identify characters in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, identify characters and setting in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
1
a. Describe a story’s character actions and dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).
2
a Interpret story elements in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Alter voice and body to expand and articulate nuances of a character in a guided drama experience (e.g., (e.g., process drama, story drama, creative drama).
3
a. Apply the elements of dramatic structure to a story and create a drama/theatre work.
b. Investigate how movement and voice are incorporated into drama/theatre work.
4
a. Modify the dialogue and action to change the story in a drama/theatre work.
b. Make physical choices to develop a character in a drama/theatre work.
5
a. Describe the underlying thoughts and emotions that create dialogue and action in a drama/theatre work.
b. Use physical choices to create meaning in a drama/theatre work.
6
a. Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.
b. Experiment with various physical choices to communicate character in a drama/theatre work.
7
a. Consider various staging choices to enhance the story in a drama/theatre work.
b. Use various character objectives in a drama/theatre work.
8
a. Explore different pacing to better communicate the story in a drama/theatre work.
b. Use various character objectives and tactics in a drama/theatre work to overcome an obstacle.
HS Proficient
a. Examine how character relationships assist in telling the story of a drama/theatre work.
b. Shape character choices using given circumstances in a drama/theatre work.
HS Accomplished
a. Discover how unique choices shape believable and sustainable drama/ theatre work.
b. Identify essential text information, research from various sources, and the director’s concept that influence character choices in a drama/theatre work.
HS Advanced
a. Apply reliable research of directors’ styles to form unique choices for a directorial concept in a drama/theatre work.
b. Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.

Rehearse

Submitted by drupaladmin on Thu, 05/29/2014 - 10:42
PK
a. With prompting and support, answer questions in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, ask and answer questions in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
1
a. Contribute to the adaptation of the plot in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Identify similarities and differences in sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).
c. Collaborate to imagine multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama).
2
a. Contribute to the adaptation of dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Use and adapt sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama). 
c. Generate independently multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama.
3
a. Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a drama theatre work.
b. Participate and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work.
c. Practice and refine design and technical choices to support a devised or scripted drama/theatre work.
4
a. Revise and improve an improvised or scripted drama/theatre work through repetition and collaborative review.
b. Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work.
c. Collaborate on solutions to design and technical problems that arise in rehearsal for a drama/theatre work.
5
a. Revise and improve an improvised or scripted drama/theatre work through repetition and self-review.
b. Use physical and vocal exploration for character development in an improvised or scripted drama/theatre work.
c. Create innovative solutions to design and technical problems that arise in rehearsal for a drama/theatre work.
6
a. Articulate and examine choices to refine a devised or scripted drama/theatre work.
b. Identify effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
c. Explore a planned technical design during the rehearsal process for a devised or scripted drama/theatre work.
7
a. Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work.
b. Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work
c. Consider multiple planned technical design elements during the rehearsal process for a devised or scripted drama/theatre work.
8
a. Use repetition and analysis in order to revise devised or scripted drama/theatre work.
b. Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.
c. Implement and refine a planned technical design using simple technology during the rehearsal process for devised or scripted drama/ theatre work.
HS Proficient
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
c. Refine technical design choices to support the story and emotional impact of a devised or scripted drama/ theatre work.
HS Accomplished
a. Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work.
b. Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.
c. Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work.
HS Advanced
a. Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.
b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.
c. Apply a high level of technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.

Develop

Submitted by drupaladmin on Thu, 05/29/2014 - 10:36
PK
a. With prompting and support, contribute through gestures and words to dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
b. With prompting and support, express original ideas in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, interact with peers and contribute to dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
b. With prompting and support, express original ideas in dramatic play or a guided drama experience (e.g., creative drama, process drama, story drama).
1
a. Contribute to the development of a sequential plot in a guided drama experience (e.g., process drama, story drama, creative drama).
b. With prompting and support, participate in group decision making in a guided drama experience (e.g., process drama, story drama, creative drama).
2
a. Collaborate with peers to devise meaningful dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Contribute ideas and make decisions as a group to advance a story in a guided drama experience (e.g., process drama, story drama, creative drama).
3
a. Participate in methods of investigation to devise original ideas for a drama/theatre work.
b. Compare ideas with peers and make selections that will enhance and deepen group drama/theatre work.
4
a. Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots.
b. Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers.
5
a. Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given circumstances.
b. Participate in defined responsibilities required to present a drama/theatre work informally to an audience.
6
a. Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.
b. Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.
7
a. Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, background knowledge, and historical and cultural context.
b. Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
8
a. Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theatre work.
b. Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
HS Proficient
a. Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
b. Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work.
HS Accomplished
a. Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work.
b. Cooperate as a creative team to make interpretive choices for a drama/theatre work.
HS Advanced
a. Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and western or non-western theatre traditions.
b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.

Relate

Submitted by drupaladmin on Thu, 05/29/2014 - 10:34
PK
a.Show a dance movement experienced at home or elsewhere.
K
a.Describe or demonstrate the movements in a dance that was watched or performed.
1
a.Watch and/or perform a dance from a different culture and discuss or demonstrate the types of movement danced.
2
a.Observe a dance and relate the movement to the people or environment in which the dance was created and performed.
3
a.Find a relationship between movement in a dance from a culture, society, or community and the culture from which the dance is derived. Explain what the movements communicate about key aspects of the culture, society, or community.
4
a.Select and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated.
5
a.Describe how the movement characteristics and qualities of a dance in a specific genre or style communicate the ideas and perspectives of the culture, historical period, or community from which the genre or style originated.
6
a.Interpret and show how the movement and qualities of a dance communicate its cultural, historical, and/or community purpose or meaning.
7
a.Compare, contrast, and discuss dances performed by people in various localities or communities. Formulate possible reasons why similarities and differences developed in relation to the ideas and perspectives important to each social group.
8
a.Analyze and discuss, how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people.
HS Proficient
a.Analyze and discuss dances from selected genres or styles and/or historical time periods, and formulate reasons for the similarities and differences between them in relation to the ideas and perspectives of the peoples from which the dances originate
HS Accomplished
a.Analyze dances from several genres or styles, historical time periods, and/or world dance forms. Discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the peoples from which the dances originate.
HS Advanced
a.Analyze dances from several genres or styles, historical time periods, and/or world dance forms. Discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the peoples from which the dances originate, and how the analysis has expanded one’s dance literacy.

Synthesize

Submitted by drupaladmin on Thu, 05/29/2014 - 10:30
PK
a.Recognize an emotion expressed in dance movement that is watched or performed.
b.Observe a dance work. Identify and imitate a movement from the dance, and ask a question about the dance.
K
a.Recognize and name an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience.
b.Observe a work of visual art. Describe and then express through movement something of interest about the artwork, and ask questions for discussion concerning the artwork.
1
a.Find an experience expressed or portrayed in a dance that relates to a familiar experience. Identify the movements that communicate this experience.
b.Observe illustrations from a story. Discuss observations and identify ideas for dance movement and demonstrate the big ideas of the story.
2
a.Describe, create, and/or perform a dance that expresses personal meaning and explain how certain movements express this personal meaning.
b.Respond to a dance work using an inquiry-based set of questions (for example, See, Think, Wonder). Create movement using ideas from responses and explain how certain movements express a specific idea.
3
a.Compare the relationships expressed in a dance to relationships with others. Explain how they are the same or different.
b.Ask and research a question about a key aspect of a dance that communicates a perspective about an issue or event. Explore the key aspect through movement. Share movements and describe how the movements help to remember or discover new qualities in these key aspects. Communicate the new learning in oral, written, or movement form.
4
a.Relate the main idea or content in a dance to other experiences. Explain how the main idea of a dance is similar to or different from one’s own experiences, relationships, ideas or perspectives.
b.Develop and research a question relating to a topic of study in school using multiple sources of references. Select key aspects about the topic and choreograph movements that communicate the information. Discuss what was learned from creating the dance and describe how the topic might be communicated using another form of expression.
5
a.Compare two dances with contrasting themes. Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view and experiences.
b.Choose a topic, concept, or content from another discipline of study and research how other art forms have expressed the topic. Create a dance study that expresses the idea. Explain how the dance study expressed the idea and discuss how this learning process is similar to, or different from, other learning situations.
6
a.Observe the movement characteristics or qualities observed in a specific dance genre. Describe differences and similarities about what was observed to one’s attitudes and movement preferences.
b.Conduct research using a variety of resources to find information about a social issue of great interest. Use the information to create a dance study that expresses a specific point of view on the topic. Discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives.
7
a.Compare and contrast the movement characteristics or qualities found in a variety of dance genres. Discuss how the movement characteristics or qualities differ from one’s own movement characteristics or qualities and how different perspectives are communicated.
b.Research the historical development of a dance genre or style. Use knowledge gained from the research to create a dance study that evokes the essence of the style or genre. Share the study with peers as part of a lecture demonstration that tells the story of the historical journey of the chosen genre or style. Document the process of research and application.
8
a.Relate connections found between different dances and discuss the relevance of the connections to the development of one’s personal perspectives.
b.Investigate two contrasting topics using a variety of research methods. Identify and organize ideas to create representative movement phrases. Create a dance study exploring the contrasting ideas. Discuss how the research informed the choreographic process and deepens understanding of the topics.
HS Proficient
a.Analyze a dance to determine the ideas expressed by the choreographer. Explain how the perspectives expressed by the choreographer may impact one’s own interpretation. Provide evidence to support one’s analysis.
b.Collaboratively identify a dance related question or problem. Conduct research through interview, research database, text, media, or movement. Analyze and apply information gathered by creating a group dance that answers the question posed. Discuss how the dance communicates new perspectives or realizations. Compare orally and in writing the process used in choreography to that of other creative, academic, or scientific procedures.
HS Accomplished
a.Analyze a dance that is related to content learned in other subjects and research its context. Synthesize information learned and share new ideas about its impact on one’s perspective.
b.Use established research methods and techniques to investigate a topic. Collaborate with others to identify questions and solve movement problems that pertain to the topic. Create and perform a piece of choreography. Discuss orally or in writing the insights relating to knowledge gained through the research process, the synergy of collaboration, and the transfer of learning from this project to other learning situations.
HS Advanced
a.Review original choreography developed over time with respect to its content and context and its relationship to personal perspectives. Reflect on and analyze the variables that contributed to changes in one’s personal growth.
b.Investigate various dance related careers through a variety of research methods and techniques. Select those careers of most interest. Develop and implement a Capstone Project that reflects a possible career choice.

Envision, Conceptualize

Submitted by drupaladmin on Thu, 05/29/2014 - 10:29
PK
a. With prompting and support, transition between imagination and reality in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
b. With prompting and support, use non-representational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
b. With prompting and support, use non-representational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
1
a. Propose potential choices characters could make in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Collaborate with peers to conceptualize costumes and props in a guided drama experience (e.g., process drama, story drama, creative drama).
c. Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).
2
a. Propose potential new details to plot and story in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Collaborate with peers to conceptualize scenery in a guided drama experience (e.g., process drama, story drama, creative drama).
c. Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).
3
a. Create roles, imagined worlds, and improvised stories in a drama/theatre work.
b. Imagine and articulate ideas for costumes, props and sets for the environment and characters in a drama/theatre work.
c. Collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre work.
4
a. Articulate the visual details of imagined worlds, and improvised stories that support the given circumstances in a drama/theatre work.
b. Visualize and design technical elements that support the story and given circumstances in a drama/theatre work.
c. Imagine how a character might move to support the story and given circumstances in a drama/theatre work.
5
a. Identify physical qualities that might reveal a character’s inner traits in the imagined world of a drama/theatre work.
b. Propose design ideas that support the story and given circumstances in a drama/theatre work.
c. Imagine how a character’s inner thoughts impact the story and given circumstances in a drama/ theatre work
6
a. Identify possible solutions to staging challenges in a drama/theatre work.
b. Identify solutions to design challenges in a drama/theatre work.
c. Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
7
a. Investigate multiple perspectives and solutions to staging challenges in a drama/theatre work.
b. Explain and present solutions to design challenges in a drama/ theatre work.
c. Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.
8
a. Imagine and explore multiple perspectives and solutions to staging problems in a drama/ theatre work.
b. Imagine and explore solutions to design challenges of a performance space in a drama/theatre work.
c. Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.
HS Proficient
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
b. Explore the impact of technology on design choices in a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
HS Accomplished
a. Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work.
b. Understand and apply technology to design solutions for a drama/theatre work.
c. Use personal experiences and knowledge to develop a character that is believable and authentic in a drama/theatre work.
HS Advanced
a. Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/ theatre work.
b. Create a complete design for a drama/theatre work that incorporates all elements of technology.
c. Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic, in a drama/theatre work.

Critique

Submitted by drupaladmin on Thu, 05/29/2014 - 10:23
PK
a.Find a movement in a dance that was fun to watch. Repeat it and explain why it is fun to watch and do.
K
a.Find a movement that was noticed in a dance. Demonstrate the movement that was noticed and explain why it attracted attention.
1
a.Identify and demonstrate several movements in a dance that attracted attention. Describe the characteristics that make the movements interesting and talk about why they were chosen.
2
a.Observe or demonstrate dances from a genre or culture. Discuss movements and other aspects of the dances that make the dances work well, and explain why they work. Use simple dance terminology.
3
a. Select dance movements from specific genres, styles, or cultures. Identify characteristic movements from these dances and describe in basic dance terminology ways in which they are alike and different.
4
a.Discuss and demonstrate the characteristics that make a dance artistic and apply those characteristics to dances observed or performed in a specific genre, style, or cultural movement practice. Use basic dance terminology.
5
a.Define the characteristics of dance that make a dance artistic and meaningful. Relate them to the elements of dance in genres, styles, or cultural movement practices. Use basic dance terminology to describe characteristics that make a dance artistic and meaningful.
6
a.Discuss the characteristics and artistic intent of a dance from a genre, style, or cultural movement practice and develop artistic criteria to critique the dance using genre-specific dance terminology.
7
a.Compare artistic intent, content and context from dances to examine the characteristics of genre, style, or cultural movement practice. Based on the comparison, refine artistic criteria using genre-specific dance terminology.
8
a.Use artistic criteria to determine what makes an effective performance. Consider content, context, genre, style, or cultural movement practice to comprehend artistic expression. Use genre-specific dance terminology.
HS Proficient
a.Analyze the artistic expression of a dance. Discuss insights using evaluative criteria and dance terminology.
HS Accomplished
a.Compare and contrast two or more dances using evaluative criteria to critique artistic expression. Consider societal values and a range of perspectives. Use genre-specific dance terminology.
HS Advanced
a.Define personal artistic preferences to critique dance. Consider societal and personal values, and a range of artistic expression. Discuss perspectives with peers and justify views.

Interpret

Submitted by drupaladmin on Thu, 05/29/2014 - 10:19
PK
a.Observe a movement and share impressions.
K
a.Observe movement and describe it using simple dance terminology.
1
a. Select movements from a dance that suggest ideas and explain how the movement captures the idea using simple dance terminology.
2
a. Use context cues from movement to identify meaning and intent in a dance using simple dance terminology.
3
a. Select specific context cues from movement. Explain how they relate to the main idea of the dance using basic dance terminology.
4
a.Relate movements, ideas, and context to decipher meaning in a dance using basic dance terminology.
5
a.Interpret meaning in a dance based on its movements. Explain how the movements communicate the main idea of the dance using basic dance terminology.
6
a.Explain how the artistic expression of a dance is achieved through the elements of dance, use of body, dance technique, dance structure, and context. Explain how these communicate the intent of the dance using genre specific dance terminology.
7
a.Compare the meaning of different dances. Explain how the artistic expression of each dance is achieved through the elements of dance, use of body, dance technique, and context. Use genre specific dance terminology.
8
a.Select a dance and explain how artistic expression is achieved through relationships among the elements of dance, use of body, dance technique and context. Cite evidence in the dance to support your interpretation using genre specific dance terminology.
HS Proficient
a.Select and compare different dances and discuss their intent and artistic expression. Explain how the relationships among the elements of dance, use of body, dance technique, and context enhance meaning and support intent using genre specific dance terminology.
HS Accomplished
a.Analyze and discuss how the elements of dance, execution of dance movement principles, and context contribute to artistic expression. Use genre specific dance terminology.
HS Advanced
a.Analyze and interpret how the elements of dance, execution of dance movement principles, and context contribute to artistic expression across different genres, styles, or cultural movement practices. Use genre specific dance terminology.

Analyze

Submitted by drupaladmin on Thu, 05/29/2014 - 10:17
PK
a.Identify a movement in a dance by repeating it.
b.Demonstrate an observed or performed dance movement.
K
a.Find a movement that repeats in a dance.
b.Demonstrate or describe observed or performed dance movements
1
a.Find a movement that repeats in a dance to make a pattern.
b.Demonstrate and describe observed or performed dance movements from a specific genre or culture
2
a.Find movements in a dance that develop a pattern.
b.Demonstrate and describe movements in dances from different genres or cultures.
3
a. Find a movement pattern that creates a movement phrase in a dance work.
b.Demonstrate and explain how one dance genre is different from another, or how one cultural movement practice is different from another.
4
a. Find patterns of movement in dance works that create a style or theme.
b.Demonstrate and explain how dance styles differ within a genre or within a cultural movement practice.
5
a. Find meaning or artistic intent from the patterns of movement in a dance work.
b.Describe, using basic dance terminology, the qualities and characteristics of style used in a dance from one’s own cultural movement practice. Compare them to the qualities and characteristics of style found in a different dance genre, style, or cultural movement practice, also using basic dance terminology.
6
a.Describe or demonstrate recurring patterns of movement and their relationships in dance.
b.Explain how the elements of dance are used in a variety of dance genres, styles, or cultural movement practices. Use genre-specific dance terminology.
7
a.Compare, contrast, and discuss patterns of movement and their relationships in dance.
b.Compare and contrast how the elements of dance are used in a variety of genres, styles, or cultural movement practices. Use genre-specific dance terminology.
8
a.Describe, demonstrate and discuss patterns of movement and their relationships in dance in context of artistic intent.
b. Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent. Use genre-specific dance terminology.
HS Proficient
a.Analyze recurring patterns of movement and their relationships in dance in context of artistic intent.
b.Analyze the use of elements of dance in a variety of genres, styles, or cultural movement practices within its cultural context to communicate intent. Use genre-specific dance terminology
HS Accomplished
a.Analyze dance works and provide examples of recurring patterns of movement and their relationships that create structure and meaning in dance.
b.Analyze and compare the movement patterns and their relationships in a variety of genres, styles, or cultural movement practices and explain how their differences impact communication and intent within a cultural context. Use genre-specific dance terminology.
HS Advanced
a.Analyze dance works from a variety of dance genres and styles and explain how recurring patterns of movement and their relationships create well-structured and meaningful choreography.
b.Explain how dance communicates aesthetic and cultural values in a variety of genres, styles, or cultural movement practices. Use genre-specific dance terminology

Present

Submitted by drupaladmin on Thu, 05/29/2014 - 10:09
PK
a.Dance for others in a designated area or space.
b.Use a simple prop as part of a dance.
K
a.Dance for and with others in a designated space.
b.Select a prop to use as part of a dance.
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.
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).
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.
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.
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.
6
a.Recognize needs and adapt movements to performance area. Use performance etiquette and performance practices during class, rehearsal and performance. Post-performance, accept notes from choreographer and make corrections as needed and apply to future performances.
b.Compare and contrast a variety of possible production elements that would intensify and heighten the artistic intent of the work. Select choices and explain reasons for the decisions made using production terminology.
7
a.Recommend changes to and adapt movements to performance area. Use performance etiquette and performance practices during class, rehearsal and performance. Maintain journal documenting these efforts. Post-performance, accept notes from choreographer and apply corrections to future performances.
b.Explore possibilities of producing dance in a variety of venues or for different audiences and, using production terminology, explain how the production elements would be handled in different situations.
8
a.Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Use performance etiquette and performance practices during class, rehearsal and performance. Document efforts and create a plan for ongoing improvements. Post-performance, accept notes from choreographer and apply corrections to future performances.
b.Collaborate to design and execute production elements that would intensify and heighten the artistic intent of a dance performed on a stage, in a different venue, or for different audiences. Explain reasons for choices using production terminology.
HS Proficient
a.Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Demonstrate performance etiquette and performance practices during class, rehearsal and performance. Post-performance, accept notes from choreographer and apply corrections to future performances. Document the rehearsal and performance process and evaluate methods and strategies using dance terminology and production terminology.
b. Evaluate possible designs for the production elements of a performance and select and execute the ideas that would intensify and heighten the artistic intent of the dances.
HS Accomplished
a.Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal and performance. Implement performance strategies to enhance projection. Post-performance, accept notes from choreographer and apply corrections to future performances. Document the rehearsal and performance process and evaluate methods and strategies using dance terminology and production terminology.
b.Work collaboratively to produce a dance concert on a stage or in an alternative performance venue and plan the production elements that would be necessary to fulfill the artistic intent of the dance works.
HS Advanced
a.Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal and performance. Enhance performance using a broad repertoire of strategies for dynamic projection. Develop a professional portfolio (resume, head shot, etc.) that documents the rehearsal and performance process with fluency in professional dance terminology and production terminology.
b.Work collaboratively to produce dance concerts in a variety of venues and design and organize the production elements that would be necessary to fulfill the artistic intent of the dance works in each of the venues.
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