YourStateStandards

Massachusetts K–6 dance standards

Massachusetts writes its own dance standards. They are published as Massachusetts Arts Curriculum Framework, adopted 2019 and are not a version of a national framework. 42 of 48 are matched to a national standard.

Framework
Massachusetts Arts Curriculum Framework
Adopted
2019
Source last checked
July 24, 2026
Read the official document

48 standards, kindergarten through 6th grade

  • PK-K.D.Cr.01.aK
    Use a variety of props when exploring movement.
  • PK-K.D.Cr.02.aK
    Identify and distinguish between body parts in movements, (e.g., feet and toes).
  • PK-K.D.Cr.02.bK
    Focus on and pursue a process or idea to completion during dance activities.
  • PK-K.D.Cr.03.aK
    With prompting and support, choose favorite movement ideas, practicing and demonstrating them. (PK-K.D.3)
  • PK-K.D.P.04.aK
    Contrast movements in different levels (including, high, middle, low) and pathways (including, curvy, straight, circle, zig-zag, wavy, spiral).
  • PK-K.D.P.05.aK
    Maintain personal and general space safely and respectfully (e.g., stop, start, and control one’s own body).
  • PK-K.D.P.06.aK
    Perform short dance works expressively.
  • PK-K.D.R.07.aK
    Meet expectations of an audience member (e.g., listening quietly, clapping at the end).
  • PK-K.D.R.08.aK
    Articulate personal responses to dance (e.g., “this piece made me feel… this piece made me think…”).
  • PK-K.D.R.09.aK
    Share observations regarding a dance performance (e.g., "I noticed that everyone had a turn").
  • PK.K.D.Co.10.aK
    Identify examples of dance in their daily life.
  • PK.K.D.Co.11.aK
    Respond in movement to music cues associated with various dance styles. e.g., tap, hip-hop, ballet, square).
  • 1-2.D.Co.10.a1–2
    Make connections between personal experience and a work of dance.
  • 1-2.D.Co.11.a1–2
    Identify different styles of dance (e.g., tap, hip-hop, ballet, square).
  • 1-2.D.Cr.01.a1–2
    Generate dance ideas that utilize levels (e.g., high, low), pathways (e.g., straight, curvy), shapes (e.g., symmetric and asymmetric) and directions (e.g., backward, diagonal).
  • 1-2.D.Cr.02.a1–2
    Initiate movements from locomotive or non-locomotive movements using different body parts.
  • 1-2.D.Cr.03.a1–2
    Demonstrate accuracy in moving to a musical beat and responding to changes in tempo.
  • 1-2.D.P.04.a1–2
    Demonstrate the difference between pantomime and gesture in dance.
  • 1-2.D.P.05.a1–2
    Demonstrate partner skills of copying, leading, and following.
  • 1-2.D.P.06.a1–2
    Move in ways that match cues, directions and artistic interpretations.
  • 1-2.D.R.07.a1–2
    With support, identify the basic elements of dance (including, body, action, space, time, and energy).
  • 1-2.D.R.08.a1–2
    Move to and categorize dance works by mood.
  • 1-2.D.R.09.a1–2
    Demonstrate active observation as an audience member (e.g., noticing details, making connections).
  • 3-4.Cr.D.01.a3–4
    Improvise movement ideas that explore space (e.g., levels, shapes, directions, pathways) and time (e.g., fast and slow) as elements of dance.
  • 3-4.Cr.D.02.a3–4
    Create a dance phrase with a beginning, middle, and end; be able to repeat it.
  • 3-4.Cr.D.03.a3–4
    Respond to a movement challenge and hypothesize possible solutions (e.g. how to complete entrances and exits in a given space).
  • 3-4.D.Co.10.a3–4
    Distinguish one’s own preferences in dance from those of others (e.g., peers, friends or family).
  • 3-4.D.Co.11.a3–4
    Describe ways dance performance is different from other forms of movement used in sports and everyday gestures. (i.e., identify the role of artistic intent).
  • 3-4.D.Cr.033–4
    Dance Connection: Students employ physical theatre movements and modern dance gestures to tell a story.
  • 3-4.D.P.04.a3–4
    Demonstrate accuracy in memorizing and reproducing movement phrases.
  • 3-4.D.P.05.a3–4
    Identify strategies to improve strength, flexibility, endurance, balance, and coordination.
  • 3-4.D.P.06.a3–4
    Move expressively to a musical beat and responding to changes in tempo.
  • 3-4.D.R.07.a3–4
    Analyze how different movement elements (e.g. space, time, effort) contribute to the meaning of a dance.
  • 3-4.D.R.08.a3–4
    Explain the relationship between culture, venue, and audience behavior (e.g., street performance, formal presentation).
  • 3-4.D.R.09.a3–4
    Identify how the basic technical elements of dance (e.g., lighting, sound) can be used to support the artist's purpose.
  • 5-6.D.Co.10.a5–6
    Describe and demonstrate personal artistic style and how to use it to maintain a positive body image (e.g., mindfulness, injury-prevention).
  • 5-6.D.Co.11.a5–6
    Identify influential works of dance from different periods and how they impact current dance forms.
  • 5-6.D.Cr.01.a5–6
    Generate interdisciplinary ideas that explore space (including direct and indirect), and time (including sudden and sustained) and force (including strong and light) as elements of dance.
  • 5-6.D.Cr.02.a5–6
    Organize choreographed phrases using compositional forms (e.g., AB, ABA, canon, rondo, retrograde, theme-variations).
  • 5-6.D.Cr.02.b5–6
    Record movements and choreography using proper dance terminology.
  • 5-6.D.Cr.03.a5–6
    Refine a dance phrase by making changes in space, time, and energy/force. (5-6.D.Cr.03.a)
  • 5-6.D.Cr.03.b5–6
    Create sequences of movement that demonstrate various technical elements such as unison, contrast, repetition, and climax.
  • 5-6.D.P.04.a5–6
    Develop an artistic statement that explains their movement choices.
  • 5-6.D.P.05.a5–6
    Demonstrate understanding of flexibility, alignment, initiation of movement, weight shift, and balance.
  • 5-6.D.P.06.a5–6
    Formally present a short movement work to an audience.
  • 5-6.D.R.07.a5–6
    Analyze how a movement work's form (e.g., ternary (ABA), rondo) supports the choreographer's intention.
  • 5-6.D.R.08.a5–6
    Use specific vocabulary to identify details about a movement work.
  • 5-6.D.R.09.a5–6
    Apply a rubric to evaluate a dance work (e.g., a rubric that includes skills of performers, originality of movement, visual and/or emotional impact, variety, contrast and appropriateness of the artistic elements).

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