Stage H - Fine Arts--Dance
Descriptors
25A - Students who meet the standard understand the sensory
elements, organizational principles, and expressive qualities
of the arts.
- Compare personal and/or peer performances in terms of
sensory elements (time, space, force, flow).
- Give examples of how to apply aesthetic principles (contrast,
repetition, transition, variety, balance) and musical/choreographic
form in dance compositions.
- Analyze dance compositions for expressive qualities related
to ideas, feelings, and moods.
25B - Students who meet the standard understand the similarities,
distinctions, and connections in and among the arts.
- Compare and contrast works of art in two or more art forms
that share similar artistic components, themes or subject
matter (e.g., self-portrait to monologue or solo) using
the appropriate artistic component (i.e., elements, principles,
expressive ideas; tools, processes, technologies; creative
processes) vocabulary.
26A - Students who meet the standard understand processes,
traditional tools, and modern technologies used in the arts.
- Choose appropriate warm-up exercises for specified dance
movements.
- Analyze how expressive qualities are influenced by accompaniment,
sets, lighting, costumes, and/or technology in live or videotaped
dance compositions.
- Alter processes to affect changes in the expressive qualities
of dance compositions.
26B - Students who meet the standard can apply skills
and knowledge necessary to create and perform in one or more
of the arts.
- Demonstrate movement skills and explain the underlying
principles (body alignment, control, coordination, balance,
elevation).
- 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.
- Remember and perform traditional and created dances showing
its style, expression, and form.
- Perform with others and in unison with spatial clarity.
- Demonstrate movement that reflects musical qualities,
form, and style.
- Demonstrate greater awareness of structure of dances (e.g.,
beginning, phrases, pauses, stops, sections, contrasts,
climax).
- Prioritize creative processes applied when choreographing
dance compositions.
27A - 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.
- Analyze how the arts function in ceremonies (e.g., Olympics,
political conventions).
- Analyze how various arts are used to persuade and promote
ideas (e.g., political conventions, campaigns, advertising).
- Analyze how the artist in each of the arts uses technology
creatively.
- Investigate occupations that are related to the arts industry
(e.g., record producers, museum lecturers, gallery owners,
box office administrators, wardrobe designers).
27B - Students who meet the standard understand how the
arts shape and reflect history, society and everyday life.
- Analyze how a particular art work (e.g., social dance,
political cartoons, protest songs, films) influenced society
in a given time period.
- Analyze how the works of a particular artist (e.g., playwright,
composer, computer artist, choreographer) shape or reflect
a given time period or event.
- Describe the influences of at least two artists (dance,
drama, music or visual art) on their times.
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