New York K–6 dance standards

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

Observe a work of visual art. Describe and express through movement something of interest about the artwork. Ask questions related to the connection between the movements and the artwork.

Describe or demonstrate the movements in a dance that was watched or performed.

Respond using movement elements and skills to a series of sensory stimuli (e.g. music/sound, text, objects/props, images, symbols, observed dance through video or live performance).

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

Improvise a dance that has a clear beginning and end.

Express an idea, feeling, or image, through improvised movement alone or in relationship to a partner, with or without props (e.g. scarves, bean bags, ribbons).

Identify production elements (e.g. music/sound, props) that support performances. Describe the job of a dancer versus that of a choreographer.

Apply self, peer, and teacher suggestions for changing movement through guided improvisational experiences.

Depict a dance movement by drawing a picture, using a symbol, or working with media technology.

Make still and moving body shapes that show lines (e.g. straight, bent, and curved), change levels (e.g. high, middle, low), and vary in size (e.g. large/small). Work with others to make a circle formation and change its dimensions.

Demonstrate contrasts in tempo through movement by matching the tempo of sound stimuli.

Identify and apply different qualities to movements (e.g. loose/tight, light/heavy, shaky/smooth, fast/slow) in response to verbalizations, expressive qualities of music/sound, or other cues.

Demonstrate same side, and cross-body locomotor (e.g. gallop, skip) and non-locomotor movements (e.g. swing, twist, stretch), and spatial relationships (e.g. over, under, around, through).

Move safely in general space by starting and stopping on cue during movement explorations, while maintaining personal space.

Move body parts in relation to other body parts. Repeat and recall movements upon request in preparation for formal and informal sharing.

Dance for others while maintaining awareness of performance expectations (e.g. silence, focus) in both formal and informal settings.

Select and explore the use of a prop as part of a dance.

Identify a movement that repeats in a dance.

Demonstrate and describe observed or performed movements originating from diverse dance genres.

Observe movement and describe it, using simple dance terminology.

Select a movement that was prominent in a dance work or practice and demonstrate that movement. Explain what distinguished the movement from the others.

Recognize an emotion expressed or portrayed in a dance work or practice that relates to a familiar experience. Identify and analyze the movements that communicate this emotion.

Observe illustrations from a story book. Discuss observations and identify ideas that inspire movement. Perform a dance sequence that portrays the main ideas from the story.

View and perform a dance work or practice from a different culture or context. Discuss the types of movements performed.

Explore movement elements and skills inspired by a variety of stimuli (e.g. music/sound, text, objects/props, images, symbols, observed dance through video or live performance) and identify the source.

Explore a variety of locomotor and non-locomotor movements by experimenting with the elements of dance in response to the environment and a range of themes.

Improvise a dance phrase with a clear beginning, middle, and end. Describe the movement choices made, orally or in drawing.

Choose and arrange movements that follow a musical phrase, express an idea or emotion in response to other people, objects, or the environment.

Identify and explore production elements (e.g. music/sound, props) that support performances. Describe the job of a dancer, choreographer, and composer.

Apply self, peer, and teacher suggestions to revise and complete short sequences based on own movement ideas.

Document a short movement sequence (e.g. jump, turn, slide) by drawing a picture, using a symbol, or working with media technology.

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.

Recognize and relate movement to steady beat. Demonstrate ability to adjust movement to slow, moderate, and quick tempi.

Demonstrate qualities of movement motivated by descriptive vocabulary, such as adjectives and adverbs (e.g. quiet jump, narrow spin, wavy fall)in response to verbalizations, expressive qualities of music/sound, or other cues.

Demonstrate same side and cross-body locomotor (e.g. gallop, skip) and non-locomotor movements (e.g. swing, twist, stretch), and spatial relationships (e.g., over, under, around, through). Show orientation of direction (e.g. stage right and left, upstage, downstage).

Move safely in general space during movement explorations, while changing levels and maintaining personal space.

Repeat and recall movements and spatial formations upon request in preparation for formal and informal sharing.

Dance for and with others while maintaining awareness of performance expectations as a dancer (e.g. silence, focus) in both formal and informal settings. Demonstrate audience member expectations (e.g. attention, applause).

Explore moving with simple props to enhance performance.

Identify movements that repeat to make a pattern in a dance.

Demonstrate and describe observed or performed movements originating from diverse dance genres and cultural movement practices.

Select movements from a dance that suggest ideas and explain how the movements capture the ideas, using simple dance terminology.

Identify and demonstrate several movements in a dance work or practice. Explain what characteristics make the movements interesting.

Create and perform a dance that expresses personal meaning. Explain how movement choices communicate one's own experiences.

Respond to a dancework, using an inquiry-based set of questions (e.g. See.Think. Wonder.). Create a movement sequence based on the responses and explain how certain movements express a specific idea.

Observe a dance work or practice. Relate the movements to the people and environment in which the dance work or practice was created and performed.

Explore movement elements and skills inspired by a variety of stimuli (e.g. music/sound, text, objects/props, images, symbols, observed dance, own experiences) and suggest additional sources for movement ideas.

Combine a variety of movements into short phrases while manipulating the elements of dance.

Improvise a dance phrase with a clear beginning, a middle that has a main idea, and a clear end. Describe the movement choices made, orally, drawing, or in writing.

Choose and arrange movements that express an idea, emotion, or follow a musical phrase in response to other people, objects, or the environment. Explain the reasons for movement choices.

Identify and explore production elements (e.g. music/sound, props, costumes) that support formal or informal performances. Contrast the job of a composer and costume designer.

Explore movement choices in response to others' suggestions and develop improvisational and/or short remembered sequences.

Document the levels (e.g. high, middle, low) of movement combinations by drawing a picture, using a symbol, or working with media technology.

Demonstrate clear facings and intent when performing locomotor (e.g. walk, skip, gallop) and non-locomotor movement sequences (e.g. swing, twist, bend) that change body shapes, facings, and pathways in space. Identify symmetrical and asymmetrical body shapes and examine negative space between body parts and bodies. Differentiate between circling and turning as two separate ways of continuous directional change.

Determine the length of time that a movement or phrase takes (e.g., long or short). Identify and move on the downbeat in duple and triple meter. Correlate metric phrasing with movement phrasing.

Demonstrate various movement qualities while maintaining kinesthetic awareness (e.g. bubble, near and far reach) in response to verbalizations, expressive qualities of music/sound, or other cues.

Demonstrate same side, and cross-body locomotor (e.g. gallop, skip) and non-locomotor movements (e.g. swing, twist, bend), and spatial relationships (e.g. over, under, around, through), and simple dance sequences that require moving through space with a variety of pathways (e.g. straight, curved, zig-zag). Show understanding of stage orientation (e.g., stage right and left, upstage, downstage).

Move safely in general space during movement explorations that change levels and vary pathways, while 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 while maintaining awareness of performance expectations as a dancer (e.g. silence, focus) in both formal and informal settings. As audience members, demonstrate curiosity, respect, appreciation, and engagement.

Explore moving with simple props and scenery. Observe video recording as a tool to enhance performance.

Identify contrasting movement patterns in a dance.

Demonstrate and describe observed or performed movements originating from diverse dance genres, styles, and/or cultural movement practices. Explain differences.

Identify characteristics of a dance style and, employing simple dance terminology, relate them to the meaning of the dances of that style.

Observe and demonstrate dances from a variety of genres. Discuss movements and other aspects of the dances. Using simple dance terminology, explain how the movement characteristics of the dance make it interesting and create points of focus.

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

Investigate a research question about a dance that communicates a perspective on an issue or event and explore its key aspects through movement. Share the dance study and describe how the creative process helped discover new aspects of this topic. Communicate the new learning in oral or written form.

Identify the relationship between movement in a dance work or practice to that of the society, or community and the culture from which the dance work or practice is derived. Explain which aspects of the culture are communicated through the dancework or practice.

Experiment with a variety of self-identified stimuli (e.g. music/sound, text, objects/props, images, notation, dance exemplars, own ideas, and experiences) for creating movement.

Explore a given movement problem through improvisation with the elements of dance. Select, demonstrate, and describe a solution using accurate language.

Identify and experiment with choreographic devices to create simple movement patterns and dance structures (e.g. repetition, AB, ABA, theme and variation).

Develop a dance study that expresses and communicates an idea or feeling by exploring the elements of dance. Explain the artistic intent and effect of the movement choices.

Identify, explore, and select production elements (e.g. music/sound, props, costumes) that support formal or informal performances. Contrast the various production jobs of choreographer, composer, and costume designer.

Revise movement choices in response to teacher and peer feedback to improve a short dance study. Describe the changes made in the movements after revision.

Document directions or spatial patterns in a dance study by drawing a picture or pathway map, using symbols, or working with media technology.

Estimate distance travelled and use space three dimensionally. Demonstrate shapes with positive and negative space. Perform movement sequences in clear pathways 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 follow or contrast the rhythmic pattern of the accompaniment. Use metric and kinesthetic phrasing.

Change the use of energy and dynamics by modifying movements to heighten the expressive quality of the body and movement intent, in response to verbalizations, expressive qualities of music/sound, or other cues.

Demonstrate the fundamental dance skills of awareness of body alignment and core support while performing body shapes (e.g. twisted, narrow), movement qualities (e.g. light, heavy), and patterns in simple dance sequences.

Utilize fundamental dance skills 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 dances. Apply constructive feedback from teacher and peers, and self-assess to improve performance dance skills.

Identify the main areas of performance space by using production terminology (e.g., stage right, stage left, center stage, upstage, and downstage). Learn about the role of a stage manager. Demonstrate appropriate performer and audience etiquette in informal and formal performances.

Explore ways to dance with simple production elements (e.g. costumes, props, music, scenery, lighting, or media) for an audience in a designated performance space. Observe video recording as a tool to enhance performance.

Describe floor pathways and formations in a dance. Identify movement motifs that relate to the title of a dance.

Compare and contrast observed or performed movements originating from diverse dance styles, genres, and/or cultural movement practices.

Identify characteristics of various dance styles and genres and, employing basic dance terminology, relate them to the main ideas and to the meaning of the dances.

Demonstrate and discuss the characteristics of the movement elements used in various genres, styles, or cultural movement practices. Using basic dance terminology where appropriate, discuss how those characteristics contribute to the overall impression of the dances.

Relate and explain how the main idea of a dance is similar to or different from one's own experiences, relationships, ideas, or perspectives.

Develop a question that relates to a topic of study. Research and select key aspects of the topic, using multiple sources. Choreograph and perform a short sequence that communicates the information. Describe what was learned from creating the dance and discuss how the topic might be portrayed using another form of expression.

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.

Identify ideas for choreography, generated from a variety of stimuli (e.g. music/sound, text, objects/props, images, notation, dance exemplars, own ideas and experiences).

Create multiple solutions to given movement problems to develop choreographic material by manipulating the elements of dance. Describe the solutions, using accurate language.

Apply a variety of choreographic devices (e.g. unison, canon, repetition) to expand choreographic movement possibilities, patterns, and structures.

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

Identify, explore, and select production elements (e.g., music/sound, props, costumes, video) that support the artistic intent of a dance for formal or informal performances. Compare and contrast the various production jobs of composers and costume, lighting, and set designers.

Revise movement material, using peer or teacher feedback and self-reflection, to improve communication of artistic intent in a short dance study. Explain movement choices and revisions made in the process.

Document the relationships (e.g. next to, above, below, behind, in front of)between two or more dancers in a movement sequence by drawing a picture, pathway map, using symbols, or working with media technology.

Make static and dynamic shapes with positive and negative space. Perform jump shapes with safety awareness. Establish relationships with other dancers through focus.

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 their relationship to music (if present). Based on the analysis, refine the phrases by incorporating a range of movement qualities.

Demonstrate fundamental dance skills (e.g. alignment, coordination, balance, core support, kinesthetic awareness) and movement qualities when replicating and recalling 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 cuing off of each other and responding to stimuli cues (e.g. music, text, or lighting). Reflect on constructive feedback from others to inform personal dance performance goals in rehearsal to improve performance quality.

Analyze the characteristics of alternative performance venues (e.g. gymnasium, grassy area, school yard) and modify spacing and movements accordingly. Demonstrate appropriate performer and audience etiquette in informal and formal performances.

Identify and explore ways to dance with a variety of production elements (e.g. music/sound, props, costumes, sets) to enhance performance of a dance. Observe video recording as a tool to improve performance.

Differentiate simple choreographic devices in a dance (e.g. unison, canon, variation).

Compare and contrast observed or performed movements originating from diverse dance styles, genres, and/or cultural movement practices, using basic dance terminology.

Use movements, ideas, and context to decipher meaning in a dance and describe that meaning by using basic dance terminology.

Demonstrate and discuss how the use of the elements of movement contribute to the overall impression of dances. Analyze the characteristics of movement elements observed or performed in a specific genre, style, or cultural movement practice and describe, using basic dance terminology.

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.

Describe how the movement characteristics and qualities of a dance in a specific dance genre or style communicate the ideas of the culture, historical period, or community from which it originated.

Build content for choreography, using a variety of stimuli (e.g. music/sound, dance exemplars, literary forms, notation, ideas and images, own experiences, objects/props, natural phenomena, world news and social issues).

Construct and solve multiple movement problems by using the elements of dance to develop choreographic content. Describe the process of creation and the solutions, using genre-specific vocabulary when appropriate.

Apply a variety of choreographic devices (e.g. addition, subtraction) to expand choreographic possibilities and develop a main idea. Explain reasoning for movement choices.

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

Identify, explore, and select production elements (e.g. music/sound, props, costumes, lights, set, video) that heighten and intensify the artistry of a dance and are adaptable for various performance spaces. Analyze production and non-production dance jobs.

Explore alternate movement revisions, using self, peer, or teacher feedback, to expand choreographic ideas for a dance study that communicates artistic intent. Explain movement choices and refinements.

Document various stages in the revision of a dance sequence through writing, symbols, or media technology.

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 metric and rhythmical changes.

Explore a range of movement qualities, including the effect of music on phrasing and dynamics. Generate 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 (e.g. alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement).

Demonstration 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. Synthesize kinesthetic awareness and constructive feedback to establish personal performance goals in daily class practice and rehearsal.

Adapt dance to alternative performance venues by modifying spacing and movements in accordance with the performance space. Document the process in writing. Demonstrate appropriate performer and audience etiquette in informal and formal performances. Post-performance, share peer performance experiences and arrive at group decisions about improving performance.

Explore solutions to adapt to interaction with production elements (e.g. music/sound, props, costumes, sets) to enhance performance of a dance. Observe video recording as a tool to improve performance.

Explain the basic structure of a dance (e.g. ABA) and where choreographic devices (e.g. theme and variation, call and response) appear in the dance.

Describe, using basic dance terminology, the qualities and characteristics of a dance from one's own cultural movement practice or other dance experiences. Compare them to the qualities and characteristics found in a different dance genre, style, or cultural movement practice.

Interpret meaning in a dance from its movements and context. Explain how the movements communicate the main idea of the dance, using genre-specific dance terminology when appropriate.

Define the characteristics of a dance that give it a strong overall impression, in relation to the elements of dance in genres, styles, or cultural movement practices. Generate, with peers, criteria for excellence in a dance, considering its cultural context. Use genre-specific dance terminology when appropriate.

Analyze the movement characteristics or qualities observed in a specific dance genre. Relate 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.

Interpret and show how the movement and qualities of a dance work or practice communicate its cultural, historical, and/or community purpose or meaning.

Relate similar or contrasting ideas to develop choreography, using a variety of stimuli (e.g. music/sound, dance exemplars, literary forms, notation, ideas and images, personal experiences/recall, objects/props, natural phenomena, world news and social issues).

Explore the elements of dance in various movement vocabularies to convey ideas through choreography. Describe the connection between the choreography and the ideas conveyed, using genre-specific vocabulary when appropriate.

Explore choreographic devices (e.g. juxtaposition, shifting formations) and dance structures (e.g. ABA, solo or duet with group) with teacher guidance to develop a dance study that supports an artistic intent. Explain the goal or purpose of the dance. Analyze why choreographers use exploration and experimentation.

Determine artistic criteria to choreograph a dance study that communicates personal or cultural meaning. Based on the criteria, evaluate why some movements are more or less effective than others.

Compare and contrast a variety of possible production elements (e.g. music, props, costumes, lights, set, video) that would intensify and heighten the artistry of the work. Analyze how the choreographer works with all production and non-production professionals.

Revise dance compositions based on artistic criteria developed collaboratively, using self, peer, or teacher feedback. Explain rationale for revisions and how choices relate to artistic intent.

Explore or invent a system to document a dance sequence through writing, symbols, or media technology.

Refine skills for estimating distance and spatial design in partner and ensemble work. Establish diverse pathways, levels, and patterns in space. Maintain focus with partner or group in near and far space.

Use combinations of sudden and sustained timing as it relates to both the tempo and the dynamics of a phrase or dance work. Accurately use accented and unaccented beats in various meters.

Use varying tensions within one's musculature for movement initiation and dynamic expression. Appropriately apply a range of dynamics and musicality to technique exercises and dance phrases.

Embody technical dance skills (e.g. functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement) to accurately execute changes of direction, levels, facings, pathways, elevations and landings, extensions of limbs, and movement transitions.

Apply basic anatomical knowledge, proprioceptive feedback, spatial awareness, and understanding of nutrition to promote safe and healthful strategies when warming up and dancing.

Collaborate as an ensemble to refine dances by identifying what works and does not work in executing complex patterns, sequences and formations. Solve movement challenges in dances by investigating options and arriving at consensus decisions. Document self-improvements over time.

Evaluate unique characteristics of a venue and adapt movements to the performance space. Document the process in writing and in other media. Use performance etiquette and performance practices during class, rehearsal, and performance. Post-performance, receive, record, and reflect upon notes from the choreographer, and apply corrections to future performances.

Explore and select solutions to adapt to interaction with production elements (e.g. music/sound, props, costumes, sets, lighting) to enhance performance of a dance. Discuss the challenges of dancing with various production elements to intensify and heighten the artistic performance of a work, using dance and production terminology.

Analyze the organization of choreographic devices and their relationships (e.g. transitions, contrasts) in a dance.

Explain how the elements of dance are used in a variety of dance genres, styles, or cultural movement practices.

Explain how a dance communicates meaning through the elements of dance, use of body, dance technique, and dance structure, using genre-specific dance terminology.

Discuss the characteristics and context of a dance from a genre, style, or cultural movement practice and develop criteria to critique the dance, using genre-specific dance terminology.