YourStateStandards

New Hampshire K–6 dance standards

New Hampshire writes its own dance standards. They are published as NH K-12 Curriculum Framework for the Arts (2001), adopted 2001 and are not a version of a national framework. 53 of 64 are matched to a national standard.

Framework
NH K-12 Curriculum Framework for the Arts (2001)
Adopted
2001
Source last checked
July 25, 2026
Read the official document

64 standards, kindergarten through 6th grade

  • DA.1.G4.aK-4
    demonstrate axial movements
  • DA.1.G4.bK-4
    demonstrate the eight basic locomotor movements of walk, run, hop, jump, leap, skip, gallop, slide, while moving forward, backward, sideward, diagonally and turning
  • DA.1.G4.cK-4
    create shapes at low, middle, and high levels
  • DA.1.G4.dK-4
    demonstrate the ability to define and maintain personal space
  • DA.1.G4.eK-4
    demonstrate movements in straight and curved pathways
  • DA.1.G4.fK-4
    demonstrate accuracy in moving to a musical beat and responding to changes in tempo
  • DA.1.G4.gK-4
    demonstrate concentration, focus and kinesthetic awareness (a sense of movement internalized by the muscles), in performing movement skills
  • DA.1.G4.hK-4
    observe and describe the action and movement elements of space, time, and energy, in a brief movement study.
  • DA.2.G4.aK-4
    create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment and identify each part of the sequence
  • DA.2.G4.bK-4
    improvise, create and perform movements based on their own ideas and ideas from other sources
  • DA.2.G4.cK-4
    use improvisation to discover and invent movement and to solve movement problems
  • DA.2.G4.dK-4
    create a dance phrase, accurately repeat it, and then vary it
  • DA.2.G4.eK-4
    demonstrate the ability to work effectively alone and with a partner or in a small group
  • DA.2.G4.fK-4
    demonstrate the following partner skills: copying, mirroring, leading and following.
  • DA.3.G4.aK-4
    observe and discuss how dance is different than other forms of human movement
  • DA.3.G4.bK-4
    discuss interpretations of and reactions to a dance
  • DA.3.G4.cK-4
    present their own dances to peers and discuss their meanings.
  • DA.4.G4.aK-4
    explore multiple solutions to a given movement problem; choose their favorite solution and analyze the reasons for that choice
  • DA.4.G4.bK-4
    observe two dances and discuss how they are similar and different in terms of the basic components used to create a dance.
  • DA.5.G4.aK-4
    perform folk dances from various cultures and communities within New Hampshire
  • DA.5.G4.bK-4
    learn and share a dance from a resource in their own community; describe the cultural and/or historical context
  • DA.5.G4.cK-4
    examine dance from a particular culture and time period
  • DA.5.G4.dK-4
    identify ways that dance has been a continuous part of the history of human culture.
  • DA.6.G4.aK-4
    identify personal wellness goals and how aspects of dance can be used to meet those goals
  • DA.6.G4.bK-4
    explain how healthy practices, such as nutrition and safety, enhance their ability to dance.
  • DA.7.G4.aK-4
    create a dance project that reveals understanding of a concept or idea from another discipline, such as pattern in dance and science
  • DA.7.G4.bK-4
    respond to a dance using another arts discipline.
  • DA.8.G4.aK-4
    describe the ways in which participation in dance enhances everyday life
  • DA.8.G4.bK-4
    analyze how creating dance events takes the efforts of people with many different skills.
  • DA.1.G8.a5-6
    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
  • DA.1.G8.b5-6
    identify and demonstrate basic dance steps, positions, and patterns for dance from various styles
  • DA.1.G8.c5-6
    transfer a spatial pattern from the visual to the kinesthetic
  • DA.1.G8.d5-6
    transfer a rhythmic pattern from the aural to the kinesthetic
  • DA.1.G8.e5-6
    identify and demonstrate a range of dynamics or movement qualities
  • DA.1.G8.f5-6
    demonstrate increasing concentration, focus and kinesthetic awareness in performing movement skills
  • DA.1.G8.g5-6
    reproduce movement phrases of varying length, dynamic qualities, and technical skill
  • DA.1.G8.h5-6
    analyze action and movement elements observed in a dance.
  • DA.2.G8.a5-6
    demonstrate symmetrical and asymmetrical design elements alone, with a partner, or with a group
  • DA.2.G8.b5-6
    create contrasting and complimentary shapes, giving and taking of weight and developing relationships in near and far space with a partner or a group
  • DA.2.G8.c5-6
    demonstrate varying structures and forms of composition, such as: AB, ABA, canon, call and response, and narrative
  • DA.2.G8.d5-6
    use improvisation to build movement vocabulary
  • DA.2.G8.e5-6
    demonstrate the processes of reordering and chance in structuring movement sequences
  • DA.2.G8.f5-6
    use cooperative learning skills in a small group during the choreographic process.
  • DA.3.G8.a5-6
    compare and contrast the difference between pantomiming and abstracting gesture
  • DA.3.G8.b5-6
    analyze how different accompaniment, such as sound, music, or spoken text, can affect the meaning of a dance
  • DA.3.G8.c5-6
    demonstrate how lighting, costuming, and setting can contribute to the meaning of a dance
  • DA.3.G8.d5-6
    create a dance that communicates a topic of personal significance.
  • DA.4.G8.a5-6
    create a movement problem and demonstrate multiple solutions; choose the most interesting solution and discuss the reasons for the choice
  • DA.4.G8.b5-6
    demonstrate appropriate audience behavior in watching dance performances; discuss their opinions about the dances with their peers in a supportive and constructive way
  • DA.4.G8.c5-6
    compare and contrast two dance compositions in terms of space, time and force/energy
  • DA.4.G8.d5-6
    identify possible aesthetic criteria for evaluating dance.
  • DA.5.G8.a5-6
    understand the evolution of classical dance forms from various cultures, such as ballet, East Indian or flamenco, and perform basic movement in one form
  • DA.5.G8.b5-6
    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
  • DA.5.G8.c5-6
    learn folk and social dances from a variety of cultures or time periods, utilizing resources from the community
  • DA.5.G8.d5-6
    identify the role of dance in different cultures or time periods.
  • DA.6.G8.a5-6
    identify personal goals and how aspects of dance can be used to meet these goals; identify steps they are taking to reach their goals
  • DA.6.G8.b5-6
    explain strategies to prevent dance injuries
  • DA.6.G8.c5-6
    create their own warm-up movements; discuss how that warm-up prepares the body and mind for expressive purposes
  • DA.6.G8.d5-6
    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.
  • DA.7.G8.a5-6
    identify a project that reveals similarities between two arts disciplines
  • DA.7.G8.b5-6
    observe the same dance both live and recorded on video; compare the aesthetic impact of the two observations.
  • DA.8.G8.a5-6
    describe the value and significance of dance in everyday life
  • DA.8.G8.b5-6
    describe a variety of performance, production, and related careers in dance
  • DA.8.G8.c5-6
    identify the range of opportunities for individual skills to be used in local dance productions.

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