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A | B | C | D | |
| | | | Movement Elements in Performing Arts |
1-3 | | 1, 2 | | a. Demonstrate a high level of consistency and reliability in performing technical skills. |
1-3, 6 | | 2, 4 | | b. Perform technical skills with artistic expression, demonstrating clarity, musicality, and stylistic nuance in a broad dynamic range. |
1, 2 | | 2, 4 | | c. Demonstrate projection while performing dance skills. |
1-3 | | 1-4 | | d. Refine technique through self-evaluation and correction. |
| | | | e. Demonstrate skill in balancing, suspending, initiating, isolations, and tilts. |
| | | | Choreographic Principles, Processes, and Structure |
1-5 | | 1, 2 | | a. Demonstrate further development and refinement of skills to create a small group dance with coherence and aesthetic unity. |
| | 1-5 | | b. Accurately describe how a choreographer manipulated and developed the basic movement content in a dance. |
| | | | Create and Communicate Meaning |
| 5 | 1, 3, 4 | 1, 2, 5 | a. Examine ways that a dance creates and conveys meaning by considering the dance from a variety of perspectives. |
1-4 | 4, 5 | 1-4 | | b. Compare and contrast how meaning is communicated in two personal choreographic works. |
| | | | Critical and Creative Thinking Skills in Dance |
1, 5 | 9 | 6 | 1, 2, 6, 8 | a. Discuss how skills developed in dance are applicable to a variety of careers. |
1-3, 5, 7 | 1-4,6-8 | 1-4 | 3, 4, 6 | b. Analyze the style of a choreographer (e.g., George Balanchine, Alvin Ailey, and Laura Dean), or cultural form (e.g., bharata natyam, and classical ballet). |
| 1-4,6-8 | | 1-7 | c. Analyze issues of ethnicity, gender, social/economic class, age, and/or physical condition in relation to dance. |