New Hampshire K–6 dance standards

demonstrate axial movements

demonstrate the eight basic locomotor movements of walk, run, hop, jump, leap, skip, gallop, slide, while moving forward, backward, sideward, diagonally and turning

create shapes at low, middle, and high levels

demonstrate the ability to define and maintain personal space

demonstrate movements in straight and curved pathways

demonstrate accuracy in moving to a musical beat and responding to changes in tempo

demonstrate concentration, focus and kinesthetic awareness (a sense of movement internalized by the muscles), in performing movement skills

observe and describe the action and movement elements of space, time, and energy, in a brief movement study.

create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment and identify each part of the sequence

improvise, create and perform movements based on their own ideas and ideas from other sources

use improvisation to discover and invent movement and to solve movement problems

create a dance phrase, accurately repeat it, and then vary it

demonstrate the ability to work effectively alone and with a partner or in a small group

demonstrate the following partner skills: copying, mirroring, leading and following.

observe and discuss how dance is different than other forms of human movement

discuss interpretations of and reactions to a dance

present their own dances to peers and discuss their meanings.

explore multiple solutions to a given movement problem; choose their favorite solution and analyze the reasons for that choice

observe two dances and discuss how they are similar and different in terms of the basic components used to create a dance.

perform folk dances from various cultures and communities within New Hampshire

learn and share a dance from a resource in their own community; describe the cultural and/or historical context

examine dance from a particular culture and time period

identify ways that dance has been a continuous part of the history of human culture.

identify personal wellness goals and how aspects of dance can be used to meet those goals

explain how healthy practices, such as nutrition and safety, enhance their ability to dance.

create a dance project that reveals understanding of a concept or idea from another discipline, such as pattern in dance and science

respond to a dance using another arts discipline.

describe the ways in which participation in dance enhances everyday life

analyze how creating dance events takes the efforts of people with many different skills.

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 being.

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.