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a. Demonstrate basic full body locomotor movements (e.g. crawl, walk, run), nonlocomotor movements (e.g. bend, twist, reach), and spatial relationships (e.g. over, under, around) while moving in general space. b.Identify speed of a dance as fast or slow. Move to varied rhythmic sounds at different tempi. c.Move with opposing qualities (e.g. loose/tight, light/heavy, shaky/smooth) in response to verbalizations, expressive qualities of music/sound, or other cues.
a.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 (large/small). Work with others to make a circle formation and change its dimensions. b.Demonstrate contrasts in tempo through movements by matching the tempo of sound stimuli. c.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.
a. Demonstrate locomotor and nonlocomotor 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. b. Recognize and relate movement to steady beat. Demonstrate ability to adjust movement to slow, moderate, and quick tempi. c. 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.
a. Demonstrate clear facings and intent when performing locomotor (e.g. walk, skip, gallop) and nonlocomotor 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. b. 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. c. 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.
a. Estimate distance traveled and use space three dimensionally. Demonstrate shapes with positive and negative space. Perform movement sequences in clear pathways through space with intentionality and focus. b. 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. c. 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.
a. Make static and dynamic shapes with positive and negative space. Perform jump shapes with safety awareness. Establish relationships with other dancers through focus. b. 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. c. 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.
a. 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. b. 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. c. 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.
a. 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. b. 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. c. Use varying tensions within one’s musculature for movement initiation and dynamic expression. Appropriately apply arange of dynamics and musicality to technique exercises and dance phrases.
a. Expand movement vocabulary of spatial patterns/designs(floor and air). Incorporate and modify shapes and spatial elements from different dance genres and styles for interest and contrast. b. Vary dance phrasing by using accents and timing variations within a phrase to add interest kinesthetically, rhythmically, and visually. c. Compare and contrast movement characteristics from a variety of dance genres or styles. Examine the relationship between the movement dynamics, energy, and music. Discuss specific characteristics and determine what dancers must do to perform them clearly.
a. Sculpt the body in space and design body shapes in relation to other dancers, objects, and the environment. Use focus of eyes during complex floor and air patterns or direct and indirect pathways. b. Analyze and select metric, kinetic, and breath phrasing and apply appropriately to dance phrases. Perform dance phrases of different lengths that use various tempi within the same section. Use different tempi in different body parts simultaneously. c. Direct energy and dynamics in such a way that movement is textured. Incorporate energy, dynamics, and musicality in technique classes and performances to enhance and project movements.
HS Proficient: 
a. Develop partner and ensemble skills that enable contrasting level changes while maintaining a sense of spatial design and relationship. Use space intentionally during dance phrases and through transitions between dance phrases. Establish and break physical and conceptual relationships with others as appropriate to the choreography. b. Use syncopation and accent movements related to different tempi. Take rhythmic cues from different aspects of accompaniment. Integrate breath phrasing with metric and kinesthetic phrasing. c. Connect energy and dynamics to movements by applying them in and through all parts of the body. Develop whole body awareness so that dance phrases demonstrate variations of energy, dynamics, and musicality.
HS Accomplished: 
a. Dance alone and with others with spatial intention. Expand partner and ensemble skills to greater ranges and skill levels. Execute complex floor and air sequences with others while maintaining relationships through focus and intentionality. Apply these skills in ways that express the ideas of the choreographer/choreography. b. Perform dance studies and compositions that use time and tempo in unpredictable ways. Use internal rhythms and kinetics as phrasing tools. Apply these skills in ways that express the ideas of the choreographer/choreography. c. Vary energy and dynamics over the length of a dance phrase. Transition smoothly between dance phrases, paying close attention to movement initiation and energy, and the relation to music (if present). Apply these skills in ways that express the ideas of the choreographer/choreography.
HS Advanced : 
a. Modulate and use the broadest range of movement in space for artistic and expressive clarity. Use inward and outward focus to clarify movement and artistic intent. Establish and break spatial and conceptual relationships with other dancers and audience as appropriate to the dance. b. Modulate time factors for artistic interest and expressive acuity. Demonstrate complexity in phrasing with and without musical accompaniment. Use multiple and complex rhythms (e.g., contrapuntal, and/ or polyrhythmic) at the same time. Work with and against rhythm of accompaniment or sound environments. c. Modulate dynamics to clearly express artistic intent and musicality while performing dance phrases and choreography. Perform movement sequences expressively by using a broad dynamic range and employ dynamic skills for establishing relationships with other dancers and projecting to the audience.