Illinois Learning Standards
Stage G - Fine Arts—Dance
Students who meet the standard understand the sensory
elements, organizational principles, and expressive qualities
of the arts.
- Describe personal and peer performances in terms of sensory
elements (time, space, force, flow).
- Give examples of choreographic principles (contrast, repetition,
transition, variety, balance) and musical/ choreographic
forms (AB, canon, rondo, theme, variation).
- Interpret ways spatial factors, relationships, and body
actions are used to convey meanings in dance compositions.
Students who meet the standard understand the similarities,
distinctions, and connections in and among the arts.
- Compare and contrast two works in one art form that share
similar themes or subject matter examining artistic components
(i.e., elements, principles, expressive ideas; tools, processes,
technologies; creative processes).
Students who meet the standard understand processes,
traditional tools, and modern technologies used in the arts.
- Identify dance movements that produce specific training
results (e.g., strength, flexibility, endurance).
- Produce examples of ways that accompaniment, sets, lighting,
costumes, and/or technology can be used to influence expressive
qualities in live or videotaped dance compositions.
- Analyze how various processes can change the effect of
expressive qualities in dance compositions.
Students who meet the standard can apply skills
and knowledge necessary to create and perform in one or more
of the arts.
- Combine actions (e.g., travel & gesture, traveling
turns, turning jumps).
- Practice and improve precision, clarity, and quality in
use of body parts, actions, and sensory elements when dancing.
- Explore, select, and refine actions, dynamic, spatial,
and relationship content in dance compositions.
- Remember, practice, and perform dances made over a period
- Perform with others in unison and canon and with spatial
- Demonstrate movement that reflects musical qualities,
form, and style.
- Structure phrases and sections of dances based on teacher's
- Apply creative processes related to the development of
Students who meet the standard can analyze how the
arts function in history, society and everyday life.
- Demonstrate good audience behavior and evaluate the behavior
of self and others.
- Describe how audience behavior changes a product or performance.
- Compare and contrast the function of the arts in two similar
types of ceremonies (e.g., parades - Thanksgiving Day Parade
and Mardi Gras; Opening Ceremony - Super Bowl and World
- Explain the way the various arts are used to persuade
and promote ideas in advertising.
- Explain the ways technology is used to communicate in
each of the arts.
- Describe in each art form at least two artists' roles
and how those roles contribute to the world of work.
Students who meet the standard understand how the
arts shape and reflect history, society and everyday life.
- Determine the reasons why certain artists or works of
art reflect culture (e.g. totems, ritual).
- Connect artists or their works with the trends and/or
influences they create(d).
Return to Fine Arts Classroom
Assessments and Performance Descriptors