Illinois Learning Standards
Stage H - Fine Arts—Dance
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.
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
Students who meet the standard understand processes,
traditional tools, and modern technologies used in the arts.
- Choose appropriate warm-up exercises for specified dance
- Analyze how expressive qualities are influenced by accompaniment,
sets, lighting, costumes, and/or technology in live or videotaped
- Alter processes to affect changes in the expressive qualities
of dance compositions.
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,
- 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,
- Prioritize creative processes applied when choreographing
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,
- 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
- Investigate occupations that are related to the arts industry
(e.g., record producers, museum lecturers, gallery owners,
box office administrators, wardrobe designers).
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.
Return to Fine Arts Classroom
Assessments and Performance Descriptors