Maine K–6 dance standards

Respond in movement to a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance).

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

Improvise dance that has a beginning, middle, and end.

Express an idea, feeling, or image, through improvised movement moving alone or with a partner.

Apply suggestions for changing movement through guided improvisational experiences.

Depict a dance movement by drawing a picture or using a symbol.

Make still and moving body shapes that show lines (for example, straight, bent, and curved), levels, and vary in size (large/small).

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

Identify and apply different characteristics to movements (for example, slow, smooth, or wavy).

Demonstrate same-side and cross-body locomotor and non- locomotor movements, body patterning movements, and body shapes.

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

Move body parts in relation to other body parts and repeat and recall movements upon request.

Dance for and with others in a designated space.

Select a prop to use as part of a dance.

Find a movement that repeats in a dance.

Demonstrate or describe observed or performed dance movements.

Recognize and name an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience.

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.

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

Explore a variety of locomotor and non-locomotor movements by experimenting with and changing the elements of dance.

Improvise a series of movements that have a beginning, middle, and end, and describe movement choices.

Choose movements that express an idea or emotion, or that follow a musical phrase.

Explore suggestions to change movement from guided improvisations and/or short remembered sequences.

Depict several different types of movements

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.

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

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).

Demonstrate a range of locomotor and non-locomotor movements, body patterning, body shapes, and directionality.

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

Modify movements and spatial arrangements upon request.

Dance for others in a space where the audience observes from a different space.

Explore the use of simple props to enhance performance.

Find a movement that repeats in a dance to make a pattern.

Demonstrate and describe observed or performed dance movements from a specific genre or culture.

Find a familiar experience expressed or portrayed in a dance. Identify the movements that communicate this experience.

Observe and discuss illustrations from a story, identifying and demonstrating ideas for dance movement.

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.

Combine a variety of movements while manipulating the elements of dance.

Improvise a dance phrase with a beginning, a middle that has a main idea, and a clear end.

Choose movements that express a main idea or emotion, or that follow a musical phrase. Explain reasons for movement choices.

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.

Combine a variety of movements while manipulating the elements of dance.

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.

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.

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.

Demonstrate a range of locomotor and non-locomotor movements, body patterning, and dance sequences that require moving through space using a variety of different pathways.

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

Repeat movements with an awareness of self and others in space. Self-adjust and modify movements or placement upon request.

Dance for and with others in a space where the audience observes from a different space.

Use limited production elements (i.e., hand props, simple scenery, or media projections) to enhance performance.

Find movements in a dance that develop a pattern.

Demonstrate and describe movements in dances from different genres or cultures.

Describe, create, and/or perform a dance that expresses personal meaning and explain how certain movements express this personal meaning.

Respond to a dance work using an inquiry-based approach (i.e., think, wonder, etc.). Create movement using ideas from responses and explain how certain movements express a specific idea.

Experiment with a variety of self-identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement.

Explore a given movement problem. Select and demonstrate a solution.

Identify and experiment with choreographic devices to create simple movement patterns and dance structures (for example, AB, ABA, theme and development).

Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices.

Experiment with a variety of self-identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement.

Explore a given movement problem. Select and demonstrate a solution.

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.

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.

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

Replicate body shapes, movement characteristics, and movement patterns in a dance sequence with awareness of body alignment and core support.

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

Recall movement sequences with a partner or in group dance activities. Apply the teacher’s constructive feedback and self- check to improve dance skills.

Identify the main areas of a performance space using production terminology (i.e., stage right, stage left, upstage, downstage, etc.)

Explore simple production elements (i.e., costumes, scenery, props, etc.) in a dance performed for an audience in a designated specific performance space.

Find a movement pattern that creates a movement phrase in a dance work.

Demonstrate and explain how one dance genre is different from another, or how one cultural movement practice is different from another.

Compare the relationships expressed in a dance to relationships with others. Explain how they are similar and different.

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.

Identify ideas for choreography generated from a variety of stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences).

Develop a movement problem and manipulate the elements of dance as tools to find a solution.

Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices.

Develop a dance study that expresses and communicates a main idea. Discuss the reasons and effectiveness of the movement choices.

Identify ideas for choreography generated from a variety of stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences).

Develop a movement problem and manipulate the elements of dance as tools to find a solution.

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.

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.

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.

Demonstrate fundamental dance skills (i.e., alignment, coordination, balance, core support, kinesthetic awareness) and movement qualities when replicating patterns and sequences of locomotor and non-locomotor movements.

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

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

Consider how to establish a formal performance space from an informal setting (i.e., gymnasium, outside courtyard, etc.)

Identify, explore, and experiment with a variety of production elements to heighten the artistic intent and audience experience.

Find patterns of movement in dance works that create a style or theme.

Demonstrate and explain how dance styles differ within a genre or within a cultural movement practice.

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.

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.

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).

Construct and solve multiple movement problems to develop choreographic content.

Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices.

Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates non- verbally.

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).

Construct and solve multiple movement problems to develop choreographic content.

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.

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.

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.

Recall and execute a series of dance phrases using fundamental dance skills (i.e., alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement).

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.

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.

Demonstrate the ability to adapt dance to alternative performance venues by modifying spacing and movements to the performance space.

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

Find meaning or artistic intent from the patterns of movement in a dance work.

Using basic dance terminology, describe the qualities and characteristics of a style used in a dance from one’s own cultural movement practice. Using basic dance terminology, compare them to the qualities and characteristics of style found in a different dance genre, style, or cultural movement practice.

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.

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.

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.

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. Grades 9-Diploma Proficient Grades 9-Diploma Accomplished Grades 9-Diploma Advanced

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.

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.

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.

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. Grades 9-Diploma Proficient Grades 9-Diploma Accomplished Grades 9-Diploma Advanced

Expand movement vocabulary of floor and air pattern designs. Incorporate and modify body designs from different dance genres and styles for the purpose of expanding movement vocabulary to include differently designed shapes and movements for interest and contrast.

Vary durational approach in dance phrasing by using timing accents and variations within a phrase to add interest kinesthetically, rhythmically, and visually.

Compare and contrast movement characteristics from a variety of dance genres or styles. Discuss specific characteristics and use adverbs and adjectives to describe them. Determine what dancers must do to perform them clearly.

Incorporate technical dance skills (i.e., functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to replicate, recall, and execute spatial designs and musical or rhythmic dance phrases.

Evaluate personal healthful practices in dance activities and everyday life including nutrition and injury prevention. Discuss choices made, the effects experiences, and methods for improvement.

Collaborate with peers to discover strategies for achieving performance accuracy, clarity, and expressiveness. Articulate personal performance goals and practice to reach those goals. Document personal improvement over time (e.g., journaling, portfolio, or timeline.)

Recognize needs and adapt movements to a performance space. Use performance etiquette and practices during class, rehearsal, and performance. Accept post-performance notes from the choreographer and make corrections as needed to apply to future performances.

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 those selections using production terminology.

Describe, demonstrate, and discuss patterns of movement and their relationships to dance in the context of artistic intent.

Using genre-specific dance terminology, explain how the elements of dance are used in a variety of different genres, styles, or cultural movement practices to communicate intent. Grades 9-Diploma Proficient Grades 9-Diploma Accomplished Grades 9-Diploma Advanced

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.

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.