DANCE

TABLE OF CONTENTS
ELEMENTARY DANCE COURSE DESCRIPTION

The competencies for Grades K-4 emphasize five major strands: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development. The early development years focus on a general broad knowledge of dance. Creative explanation will be emphasized.

DANCE
KINDERGARTEN

STRANDS: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis,Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Suggested Teaching Strategies:

Portfolio - Students listen to a story. Choose a section(s) of the story to interpret through movement and have students express the movement using finger paints.

Explore - Students explore (personal) space by pushing, pulling, carving, and stretching through all the space around them using levels and directions without physical contact or touching another person.

Perform - Students show their exploration of space in small groups to a classroom audience.

Respond - Students discuss what they saw and did.

Sample Questions:

Strand: CREATIVE PROCESS.

COMPETENCIES:

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

Strand: CRITICAL ANALYSIS.

COMPETENCIES:

Strand: Aesthetic Development.

COMPETENCIES:

Suggested Teaching Strategies:

Axial Movement:

How the elements of dance relate to other art forms: Choreographic study of movement experimentation (problem-solving): Add on:

DANCE 
FIRST GRADE

STRANDS: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Strand: CREATIVE PROCESS.

COMPETENCIES:

Suggested Teaching Strategies:

Portfolio - Students create shapes in three levels and illustrate their designs in a drawing or painting.

Explore - Students explore shaping the body in low, middle, and high levels. Students remember three specific shapes which they have created.

Perform - Students recall their shapes and present before the classroom audience.

Respond - Students discuss what they saw and did. Students practice writing about the explored levels - low, middle, high - as vocabulary and spelling development.

Sample Questions:

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

Strand: CRITICAL ANALYSIS.

COMPETENCIES:

Strand: AESTHETIC DEVELOPMENT.

COMPETENCIES:

Suggested Teaching Strategies:

DANCE
SECOND GRADE

STRANDS: Basic Movement Elements,Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Strand: CREATIVE PROCESS.

COMPETENCIES:

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

Suggested Teaching Strategies:

Portfolio - Create a collage explaining dance as celebration using magazine clippings, photographs, beads, pins, buttons, feathers, etc.

Explore - Students explore and remember movements indicating celebration. They create a dance study using a subject of their choice (seasons, holidays, birthdays, other occasions).

Perform - Students recall their dance studies and present before the classroom audience. Be prepared to state the subject used for celebration.

Respond - Students react to what they observed and performed.

Sample Questions:

Strand: CRITICAL ANALYSIS.COMPETENCIES: Strand: AESTHETIC DEVELOPMENT.

COMPETENCIES:

Suggested Teaching Strategies:

DANCE
THIRD GRADE

STRANDS: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance,Critical Analysis, Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Strand: CREATIVE PROCESS.

COMPETENCIES:

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

Strand: CRITICAL ANALYSIS.

COMPETENCIES:

Suggested Assessment Methods:

Portfolio - Have students draw the human body anatomically correct and label the large muscle groups (head, neck, abdominals, shoulders, etc.).

Explore - Assign students two specific muscle groups and have them create a dance style using the muscle groups.

Perform - Students recall their dance studies and present before the classroom audience.

Respond - Audience members determine the muscle groups being presented by the student dancers. Students combine dances with another group.

Sample Questions:

Strand: AESTHETIC DEVELOPMENT.

COMPETENCIES:

Suggested Teaching Strategies:

Choreographic study (partners-rhythmic study).

DANCE 
FOURTH GRADE

STRANDS: Basic Movement Elements,Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Strand: CREATIVE PROCESS.

COMPETENCIES:

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

Strand: CRITICAL ANALYSIS.

COMPETENCIES:

Strand: AESTHETIC DEVELOPMENT.

COMPETENCIES:

Suggested Teaching Strategies: Suggested Assessment Methods: Sample Questions:

MIDDLE SCHOOL DANCE COURSE DESCRIPTION

The competencies for Grades 5-8 emphasize five major strands: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development. The middle school years focus on a more specific knowledge of dance. At this time, technical skills will become more important.

DANCE 
FIFTH GRADE

STRANDS: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Strand: CREATIVE PROCESS.

COMPETENCIES:

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

Strand: CRITICAL ANALYSIS.

COMPETENCIES:

Strand: AESTHETIC DEVELOPMENT.

COMPETENCIES:

Suggested Teaching Strategies: Suggested Assessment Methods:

Portfolio - Students draw on paper a spatial floor pattern indicating direction and dynamics to be danced. "Map" should be clearly drawn in color so it can be read, and followed by another student.

Explore - Students create movement (i.e., direction and dynamics) and recall the content so it may be drawn on the "map."

Perform - Students present "map" studies before the classroom-audience. Students may exchange "maps" and perform the movement as indicated.

Respond - Students compare aspects of developing the "map" (i.e., drawing movement versus creating movement) and drawing directions traveling in a direction.

Sample Questions:

DANCE 
SIXTH GRADE

STRANDS: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Strand: CREATIVE PROCESS.

COMPETENCIES:

Suggested Assessment Methods:

Portfolio - The teacher compiles student improvisations, dance studies, and dance presentations and records them on video. Students may obtain a copy of the video.

Explore - Students create a dance study in response to two contrasting tactile (textural) stimuli (i.e., rough, smooth; prickly, slick). Build a transition which moves directly and efficiently from one to the other. Build a transition which moves indirectly or wanders in between the two phases.

Perform - Students perform the dance contrast-studies twice: once demonstrating the direct transition, and the second time showing the indirect transition.

Respond - Student audience reacts to the performance and discusses contrast and transition. Determine which transition is most effective.

Sample Questions:

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

Strand: CRITICAL ANALYSIS.

COMPETENCIES:

Strand: AESTHETIC DEVELOPMENT.

COMPETENCIES:

Suggested Teaching Strategies:

Watch a video of dances created by the class or of a professional company. Through discussion, evaluate the dancing and the theme of the piece. What structures were used? What was the choreographer’s intent? Write an essay based on this discussion.

After the performance of a student choreographer, have a peer exchange and critiquing session. Have the choreographer and dancers sit down and discuss the experience from conception to production.

DANCE
SEVENTH GRADE

STRANDS: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Strand: CREATIVE PROCESS.

COMPETENCIES:

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

Suggested Assessment Methods:

Portfolio - videotape of a traditional or classical dance researched by the student - picture of people wearing the clothes associated with that traditional or classical dance or time period - a cassette tape of different music choices for the traditional or classical dance - a transcription of an interview about the dance with someone from the community who knows that traditional or classical dance

Create - create a modern version or your own interpretation of the traditional or classical dance

Perform - teach the folk dance to the class - perform the traditional or classical dance for the class or at a school function or festival

Respond - a written essay on the origins and nature of the traditional or classical dance - discuss the experience of researching the traditional or classical dance and discoveries that were made

Strand: CRITICAL ANALYSIS.

COMPETENCIES:

Strand: AESTHETIC DEVELOPMENT.

COMPETENCIES:

Suggested Teaching Strategies:

Creative Process.

DANCE 
EIGHTH GRADE

STRANDS: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Strand: CREATIVE PROCESS.

COMPETENCIES:

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

Strand: CRITICAL ANALYSIS. COMPETENCIES: Suggested Assessment Methods:

Portfolio - a labeled diagram of the muscles and bones - drawings of objects which demonstrate the sagittal, vertical, and horizontal planes Create a dance sequence which demonstrates the sagittal, vertical, and horizontal planes. Perform the above - respond to verbal commands asking to move specific muscles and bones

Respond - complete a written test on the muscles and bones

Strand: AESTHETIC DEVELOPMENT.

COMPETENCIES:

Suggested Teaching Strategies:

Students design a spatial pattern on paper notating movement qualities, timing, and level changes to be performed. Students test the design through a physical demonstration,constantly adapting the design to insure organic moment phrasing.

Teacher demonstrates 4 to 6 master skills and/or actions. Number the actions 1-4 or 1-6, etc. Students rearrange, repeat, reduce, reshape, etc., the actions in order to create a new and unfamiliar movement sequence for presentation.

HIGH SCHOOL DANCE COURSE DESCRIPTION

The competencies for Dance I - IV emphasize five major strands: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development. The secondary school years focus on dance as its own discipline, separate from the core curriculum. An in-depth knowledge of the art of dance as a whole will be attained.

DANCE I 
COURSE DESCRIPTION

STRANDS: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Suggested Assessment Methods:

Portfolio - a list of dance vocabulary and definitions (i.e., parallel, plie, tendu, C curve, drop swing, jete) - videotape of class performance based upon assigned phrases from the teacher and student-created extended movement phrases

Create - create several extended phrases with various dynamics

Perform - perform long movement phrases taught by the teacher with proper technique

Respond - complete a written test examining knowledge of dance terminology

Strand: CREATIVE PROCESS.

COMPETENCIES:

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

Strand: CRITICAL ANALYSIS.

COMPETENCIES:

Strand: AESTHETIC DEVELOPMENT.

COMPETENCIES:

Suggested Teaching Strategies:

Keep a journal. Have students block off a section to record what they most value about watching diversified dance works.

DANCE II 
COURSE DESCRIPTION

STRANDS: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Strand: CREATIVE PROCESS.

COMPETENCIES:

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

Strand: CRITICAL ANALYSIS.

COMPETENCIES:

Suggested Assessment Methods:

Portfolio - sample healthy eating habits - a chart of their diet for a week and an analysis of calories, fat grams, protein, and vitamins in the diet - a written self-evaluation of strengths and assets as a dancer (physical and behavioral)

Create a dance utilizing specific techniques (i.e., traditional, modern, classical, improvisational)

Perform a dance utilizing specific techniques (i.e., traditional, modern, classical, improvisational)

Respond - take a written test which examines the effects of diet/nutrition, smoking, drug abuse, alcohol abuse, etc., on the body. Relate questions to dance and life.

Strand: AESTHETIC DEVELOPMENT.

COMPETENCIES:

Suggested Teaching Strategies:

Guide students in creating a dance which incorporates aspects of two other disciplines (i.e., use mathematics to determine groupings, formations, entrances, exits, etc.; use text from literature as spoken accompaniment; use a special effect in the dance which requires a scientific experiment).

Write poetry that includes movement images.

Compare two different cultures and their ordinary human gesture through a musical composition using percussion instruments.

DANCE III 
COURSE DESCRIPTION

STRANDS: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Strand: CREATIVE PROCESS.

COMPETENCIES:

1. Demonstrate a movement problem-solving experience. Suggested Objectives: a. Understand form, theme and variation, motif and development. b. Understand basic choreographic devices. (1) Repetition, staging, tempo, transposition, augmentation, diminution. (2) Inversion, retrograde, accumulation. c. Choreograph a duet and/or small group dance for the stage (2-5 dancers). d. Originate movement from improvisation and the use of that movement in choreography. 2. Distinguish the similarities and differences in choreographic and movement choices. Suggested Objectives: a. Understand the difference between literal and abstract and how to create non-literal dance. b. Create a short dance piece with costumes and at least two different types of sound (i.e., voice [spoken words or noises], recorded music, percussion instruments, handmade instruments, etc.). 3. Appraise the novelty and validity. Suggested Objectives: a. Watch a dance piece and discuss immediate peer reaction and compare that discussion with the choreographer’s intent. b. Identify other dances that have a similar look and effect. c. Discuss and write how one's personal experience influences interpretation of a dance and the making of a dance. 4. Create dances. Suggested Objectives: a. Create a dance based on social or political theme. b. Revise a previously choreographed dance.

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

1. Demonstrate knowledge of dance history. Suggested Objectives: a. Present a written report explaining how dance functions as a part of everyday life and also as a specialized field (career/discipline). b. Align dance with general history, historical figures, and social and political events (i.e., Louis XIV or the women’s suffrage movement). c. Understand dance today and the function of dance in America and world culture. d. Investigate in depth and critique one of the major figures of American Dance and their choreographic styles (i.e., Ruth St. Denis, Ted Shawn, Doris Hemphrey, Agnes DeMills, Paul Taylor, Jerome Robins, Alwin Ailey). e. Complete a research paper on the major dance figure selected for investigation. Suggested Assessment Methods: · Portfolio - a personal statement about how society and historical events affect dance - pictures of a historical figure in dance and pictures of the country or time period during which that figure worked and lived - video of historical figure dance Sample Questions: · What country is this figure from (looking at silhouette)? · How is it different from American dance? · Create - create a short dance, based on the ideas and principles developed by a historical dance figure - create silhouette of a dancer; discuss contour of figure, costume, gender, shape, design · Perform a dance project. · Respond to dance using another art form. - written exam evaluating knowledge of specific historical events in dance 2. Understand and demonstrate two different theatrical forms of dance (modern, jazz, ballet, tap) and understand how the forms developed.

Strand: CRITICAL ANALYSIS.

COMPETENCIES:

1. Demonstrate anatomical and kinesthetic knowledge. Suggested Objectives: a. Demonstrate a general understanding of anatomy (muscles and bones only). b. Demonstrate knowledge of basic kinesiology and how muscles and bones work together. c. Maintain consciousness of the body as an instrument in time, space, and energy. d. Demonstrate knowledge of life choices on wellness and a healthy body (i.e., smoking, diet/nutrition, exercise, sleep, drug abuse). e. Instill self-evaluation skills of technical progress. f. Understand the healthy body in relation to one’s body image. 2. Show ability to write critical and constructive evaluations of one’s own work and work of others. Suggested Objectives: a. Keep a journal during choreographic process. b. Respond to journal entries with self-critiques. 3. Demonstrate dance literacy. Suggested Objectives: a. Develop fluency in communicating concepts using dance terminology. b. Compare and contrast the techniques/styles of French and Russian classical ballet.

Strand: AESTHETIC DEVELOPMENT.

COMPETENCIES:

Suggested Teaching Strategies:

Have students seek out an artist in the local community. Research the artist through interviews and reading. As a long-term project, give students time to develop a relationship with the artist.

DANCE IV 
COURSE DESCRIPTION

STRANDS: Basic Movement Elements, Creative Process, Cultural/Historical Principles of Dance, Critical Analysis, Aesthetic Development

Strand: BASIC MOVEMENT ELEMENTS.

COMPETENCIES:

Strand: CREATIVE PROCESS.

COMPETENCIES:

Strand: CULTURAL/HISTORICAL PRINCIPLES OF DANCE.

COMPETENCIES:

Strand: CRITICAL ANALYSIS.

COMPETENCIES:

Strand: AESTHETIC DEVELOPMENT.

COMPETENCIES:

Suggested Assessment Methods:

Portfolio - transcript of an interview with a local artist - diary of encounter with the artist - photographs of the artist and student - samples of the artist's work - documentation of collaborative work; video recording

Create - a collaborative work with the artist

Perform - perform collaborative work for parents at special performance

Respond - written summation of the experience - peer exchange

Suggested Teaching Strategies:

Require students to attend at least four arts events throughout the school year (i.e., dance concert, museum, gallery, music concert, play, poetry or literature reading, etc.); bring in guest artists as often as possible.

In journal, reserve a section for "Living and Learning Through Dance." Encourage students to record those occasions when they relate other disciplines to dance or recall moments in life that remind them of something they experienced in the dance studio.

CLASSICAL BALLET
GRADES 4-12 COURSE DESCRIPTION

In the beginning of classical ballet training, the exercises at the barre are executed facing the barre. They are first executed à la seconde and then devant. When these are relatively secure and understood, exercises will be introduced derrière.

Only when placement and posture are secure for the level of training, students begin to execute barre exercises with one hand on the barre. Periodic returns to facing the barre are necessary to re-emphasize proper placement and to introduce new pas.

First and second positions of the legs are used in the beginning weeks. Third is introduced next and fifth on an individual basis. Fourth position is the last one to be introduced.

Classroom protocol is strictly observed from the very beginning of training, as is the discipline of preparing the hair and being prepared with all of the proper attire. This includes proper entrance and exit of class and proper stance at the barre and in the centre. In addition, each student is expected to show respect to the teacher, accompanist, and fellow students. No deviation will be tolerated.

This curriculum is designed by correlating the objectives to the acquisition of proper classical technique and a knowledge of the vocabulary of classical dance. Four levels of instruction are delineated. However, these do not necessarily denote grade level. Several years may be required to complete one level.

Level I
The main emphasis of the beginning year of training is on the correct alignment and body mechanics, placement of the torso, legs, arms, and head. This is to be accomplished by using simple classical training exercises and developing coordination skills. In addition, the student's musical ear needs to be developed. Basic skills and concepts are mastered. Training proceeds slowly and carefully to ensure a strong foundation for future work.

Level II
Level II continues to focus on placement as new vocabulary is introduced. The aims of the second year focus on development of strength in feet and legs, and the emphasis is on acquiring the qualities of aplomb and ballon. There is an increased use of demi-pointe to develop this needed strength, and proper alignment and distribution of weight is carefully monitored. In addition, there is an increase in tempo of the music and change in rhythmical structures to aid in the development of musicality.

Level III
This level focuses on mastering the already known vocabulary of classical dance and adding more advanced movements and enchainements. This further develops the dancer's strength and stability, as well as fostering artistry. Pointe-work may be introduced at this time.

Level IV
Level IV and beyond builds on previous work by continuing perfection of placement in turn-out with proper alignment still being carefully guided. Artistry is developed through increased strength and technical proficiency.

(Strands, competencies, and objectives are ongoing and interrelated and may be taught concurrently in many cases.)

STRANDS: Basic Concepts: Level I, Basic Concepts: Level II, Basic Concepts: Level III, Basic Concepts: Level IV, Choreography, Performance

Strand: BASIC CONCEPTS: LEVEL I.

COMPETENCIES:

Suggested Teaching Strategies: Strand: BASIC CONCEPTS: LEVEL II.

COMPETENCIES:

Suggested Teaching Strategies: Strand: BASIC CONCEPTS: LEVEL III.

COMPETENCIES:

Suggested Teaching Strategies: Strand: BASIC CONCEPTS: LEVEL IV.

COMPETENCIES:

Suggested Teaching Strategies: Strand: CHOREOGRAPHY.

COMPETENCIES:

Suggested Assessment Strategies:

Evaluation may be based on choice of music and preparation of choreography in time for scheduled rehearsal.

Evaluation may be based on the manner in which the student deals with the dancers as a choreographer and on the manner in which time is used (how much is accomplished during set rehearsal time).

Evaluation may be based on choice of costume in relation to music and choreography and initiative and dependability in seeing that costumes are in good repair and returned clean with any mending done.

Evaluation may be based on the quality of the performance, both choreographically and with regards to attention to detail (lines, focus, etc.).

Strand: PERFORMANCE. COMPETENCIES:

Suggested Assessment Strategies:

Evaluation may be based on attendance, promptness, required dress, concentration and focus, learning choreography, and professional demeanor.

Evaluation may be based on technique, musicality, artistry, atttitude, and preparedness.

Written critique of the performance of which the student was a part, both as a whole and on an individual basis may be utilized.

DANCE GLOSSARY

Abstract - to remove movement from a particular or representative context and (by manipulating it with elements of space, time, weight, and force) create a new sequence or dance that retains the essence of the original.

Aesthetic - a guiding principle in matters of beauty and artistic taste; a heightened sensitivity of beauty. Of or relating to the philosophy of art and artistic principals.

Articulation - clear and precise movement clarity (of the arms, legs, torso, head, fingers).

Axial movement - movement in one spot moving around the axis of the body.

Body alignment - correct alignment of the head, spine, and pelvis. The alignment reference points on the body are the top of the ear, middle of the shoulder girdle, the center of the hip, back of the kneecap, and the front of the anklebone.

Choreography - the art of creating and making dances.

Collapse - movement characterized by passive, release of weight into gravity.

Dance literacy - an appreciation and fluency of dance knowledge as it pertains to terminology, world history, culture, and the history of dance.

Dance study - a compositional assignment based on certain choreographic principles. It is to satisfy the parameters of the assignment and lengthy enough to demonstrate understanding and show a beginning, middle, and end.

Direction - a dancer can travel forwards, backwards, sideways, and on a diagonal. A dancer can face towards the audience, or away, and still travel in all of the aforementioned directions.

Dynamics - the expressive content of human movement, sometimes called qualities or efforts. Dynamics also manifests the interrelationships among the elements of time, space, and force/energy.

Echoing - repeating exactly a movement done before or previously. Also known as canon.

Elements - the use of the body moving in space and time with force/energy.

Energy - exertion or power. Ranges from very light to very strong; very free to very bound. One of the elements of dance.

Focus - focus may be the direction the dancer is looking in or where the energy of the movement is directed.

Folding - allowing the limbs and body to envelope each other.

Imitative - to copy or mimic. Impetus - where the movement originates (i.e., the pelvis or arm or even head).

Improvisation - movement that is created spontaneously, ranging from free-form to highly structured environments, but with an element of dance. Provides the dancer with the opportunity to bring together elements quickly, and requires focus and concentration. Improvisation is instant and simultaneous choreography and performance.

Kinesphere - the movement space, or the space surrounding the body in stillness and in motion, which includes all directions and levels both close to the body and as far as the person can reach with limbs or torso.

Kinesthetic - refers to the ability of the body’s sensory organs in the muscles, tendons, and joints to respond to stimuli while dancing or viewing a dance.

Levels - the height of the dancer in relation to the floor. There are 3 main levels: high, middle, and low.

Literal - non-abstracted; verbatim.

Locomotion - to travel in space, to walk, run, hop, jump, leap, skip, gallop, slide, or crawl.

Motivation - may be emotional and movement based. It is the why of the dancer’s movement.

Pedestrian - movement as it is performed or executed by the average person.

Percussive - movement which is characterized by sharp stars and stops, staccato jabs of energy.

Personal Space - the "space bubble" or the kinesphere that one occupies; includes all levels, planes, and directions both near and far from the body’s center.

Phrase - a brief sequence of related movements that has a sense of rhythmic completion; can be thought of as a movement sentence with a beginning, middle, and end, and a subject, noun, and verb.

Quality - the identifying attributes created by the release, follow-through, and termination of energy which are key to making movement become dance; typical terms denoting qualities include sustained swing, percussive, collapse, and vibratory, and effort combinations such as float, dab, punch, and glide.

Repetition - to perform a single movement at least twice in a row.

Shape - may be circular or square, symmetrical or asymmetrical, high, middle, or low; it is the shape the body makes.

Suspension - movement that occurs in a movement of resistance to gravity, such as the instant in which the dancer hangs in space at the type of a leap or jump.

Sustained - movement that is smooth and unaccented; there is not an apparent start or stop, only continuity or equalized energy flow.

Time - time may be natural time, as in the breath or heartbeat; clock time, as in second, minutes, or hours; or metered time as in 2/4, 3/4, 6/8, or even mixed meter. One of the elements of dance. Time includes beat, tempo, duration, repetition, rhythm, and unmetered time.

Traditional Dance - the term "traditional" is used to denote those dances and dance forms that have arisen out of a tradition of a people, such as the dances of bharata natyam, noh, or the folk dances of indigenous people of Europe or other areas.

Vibratory - movement characterized by rapidly repeated bursts of percussive movements.

DANCE 
SUGGESTED RESOURCE LIST
(approximately 20 students per class; 30-36 hours per year)

GRADES K-5:

GRADES 6-12:

INTRODUCTION TO FINE ARTS
DANCE        MUSIC    THEATRE ARTS         VISUAL ARTS