Printer-friendly version
PK: 
a. Dance for others with awareness of performance expectations (e.g. silence, focus) in informal settings. b. Explore movement with a simple prop as part of a dance.
K: 
a. Dance for others while maintaining awareness of performance expectations (e.g. silence, focus) in both formal and informal settings. b.Select and explore the use of a prop as part of a dance.
1: 
a. 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). b.Explore moving with simple props to enhance performance.
2: 
a. 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. b. Explore moving with simple props and scenery. Observe video recording as a tool to enhance performance.
3: 
a. 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. b. 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.
4: 
a. 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. b. 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.
5: 
a. 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. b. 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.
6: 
a. 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. b. 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.
7: 
a. Recommend and implement various ways to adapt movements to a performance space. Document the process and progress over time 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. b. Explore, devise, and select solutions to adapt to interaction with production elements (e.g. music/sound, props, costumes, sets, lighting) to enhance the performance of a dance. Analyze the effects of various dancer interactions with production elements to intensify and heighten the artistic performance of a work, using dance and production terminology.
8: 
a. Demonstrate commitment, dependability, responsibility, and cooperation when preparing for performances. Document the process and progress in writing and in other media, and create a plan for ongoing improvement. 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. b. Explore, devise, and select solutions to adapt to interaction with production elements (e.g. music/sound, props, costumes, sets, lighting) to enhance performance of a dance. Evaluate the effects of various dancer interactions with production elements to intensify and heighten artistic performance of a work, using dance and production terminology. Experiment with diverse ways of incorporating these elements into performance, tailoring choices to different venues and audiences.
HS Proficient: 
a. Demonstrate commitment, dependability, responsibility, and cooperation when preparing for performances. Document the rehearsal and performance process and evaluate methods and strategies, using dance and production terminology. Demonstrate performance etiquette and performance practices during class, rehearsal, and performance. Post-performance, accept notes from the choreographer and apply corrections to future performances. b. As dancers: Rehearse with the production elements to create a performance that expresses the choreographer's artistic intent. As choreographers: Evaluate possible designs for the production elements of a performance and select and execute the ideas that would intensify and heighten the artistic intent of the dances.
HS Accomplished: 
a. As choreographers and dancers: Demonstrate commitment, dependability, responsibility, and cooperation when preparing for performances. Document the rehearsal and performance process and evaluate methods and strategies sing dance and production terminology. Model performance etiquette and performance practices during class, rehearsal, and performance. Implement performance strategies to enhance projection. As dancers: Post-rehearsal, and post-performance, accept notes from the choreographer and apply corrections to future performances. As choreographers: Give notes that guide the dancers to strengthen their performance and the conveyance of the dance's artistic intent to the audience. b. As dancers: Rehearse with production elements to create a performance during which movement/choreography works with non-movement elements to heighten and amplify artistic expression. As choreographers: Work collaboratively to produce a dance concert on a stage or in an alternative performance venue.
HS Advanced : 
a. Demonstrate commitment, dependability, responsibility, and cooperation when preparing for performances. Model performance etiquette and performance practices during class, rehearsal, and performance. Enhance performance by using a broad repertoire of strategies for dynamic projection. Develop a professional portfolio (resume, head shot, etc.) that documents the rehearsal and performance process with fluency in professional dance and production terminology. b. As dancers: Rehearse with production elements to create a performance that is a unified whole during which movement/choreography melds seamlessly with nonmovement elements to heighten and amplify artistic expression. As dancers and choreographers: Work collaboratively to produce dance concerts in a variety of venues. As choreographers: Direct the use of production elements that would be necessary to fulfill the artistic intent of the dance works in each of the venues (act as artistic director).