Illinois Learning Standards

Stage B - Fine Arts—Dance



Descriptors



25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Identify body parts and describe locomotor and nonlocomotor movements they perform.
  2. Identify personal and shared space, directions, levels, size of movements, body shapes.
  3. Identify quick/slow, strong/light movements.
  4. Identify two parts in a dance and/or accompaniment (AB form).
  5. Identify starting and ending positions in personal or peer dances.
  6. Suggest meanings that locomotor and nonlocomotor movement can convey (e.g., light, quick skips suggest happiness; dragging feet suggest sadness).

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. Identify sensory elements, organizational principles, and expressive qualities used in more than one art form.
  2. Examine the same sensory elements, organizational principles, and expressive qualities in two different works in the same art form.
  3. Investigate story, feelings, or expressive ideas shared in the work of two different art forms.

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Identify the body as the main tool of dance.
  2. Suggest movements that would be appropriate for response to words, sounds, pictures, props, and/or stories.
  3. Explore movement combining two or more elements (e. g., join body shape and level).

26B —

Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
  1. Perform and differentiate among basic locomotor and nonlocomotor movements.
  2. Imitate and distinguish among stretched, curled, angular, twisted, symmetrical, and asymmetrical body shapes.
  3. Demonstrate use of spatial elements (personal and shared, levels, directions, pathways, relationships, size of movement) in response to verbal cues.
  4. Explore time elements (fast/slow, tempos, beat & rhythms) in response to verbal cues.
  5. Explore force/energy elements (strong/light) in response to verbal cues.
  6. Perform singing games and folk dances representative of a variety of cultures.
  7. Improvise dances in response to words, sounds, pictures, props, and/or stories.

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Identify and demonstrate the qualities of good audience behaviors.
  2. Share comments in a positive manner about a performance and/or an art work.
  3. Name a variety of occupations (e.g., director, actor, composer, conductor, painter, sculptor, dancer, choreographer) associated with different art forms.
  4. Give examples of how the arts are used in celebrations.
  5. Describe how the arts tell us things in different ways (e.g., dance/movement, music, visual image, story).
  6. Give examples of personal experiences in the arts outside of school.

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Identify the images, objects, sounds, and movements from a work of art and describe what they tell about people, time, places, and everyday life.

Return to Fine Arts Classroom Assessments and Performance Descriptors