Kindergarten

1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

Development of Motor Skills and Technical Expertise
1.1 Build the range and capacity to move in a variety of ways.
1.2 Perform basic locomotor skills (e.g., walk, run, gallop, jump, hop, and balance).

Comprehension and Analysis of Dance Elements
1.3 Understand and respond to a wide range of opposites (e.g., high/low, forward/backward, wiggle/freeze).

Development of Dance Vocabulary
1.4 Perform simple movements in response to oral instructions (e.g., walk, turn, reach).

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance

Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

Creation/Invention of Dance Movements
2.1 Create movements that reflect a variety of personal experiences (e.g., recall feeling happy, sad, angry, excited).
2.2 Respond to a variety of stimuli (e.g., sounds, words, songs, props, and images) with original movements.
2.3 Respond spontaneously to different types of music, rhythms, and sounds.

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance

Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

Development of Dance
3.1 Name and perform folk/traditional dances from the United States and other countries.

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance

Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

Description, Analysis, and Criticism of Dance
4.1 Explain basic features that distinguish one kind of dance from another (e.g., speed, force/energy use, costume, setting, music).

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers

Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

Connections and Applications Across Disciplines
5.1 Give examples of the relationship between everyday movement in school and dance movement.

First grade

1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

Development of Motor Skills and Technical Expertise
1.1 Demonstrate the ability to vary control and direct force/energy used in basic locomotor and axial movements (e.g., skip lightly, turn strongly, fall heavily).

Comprehension and Analysis of Dance Elements
1.3 Name basic locomotor and axial movements (e.g., skip, slide, stretch, roll).

Development of Dance Vocabulary
1.4 Perform simple movements in response to oral instructions (e.g., walk, turn, reach).

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance

Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

Creation/Invention of Dance Movements
2.1 Use improvisation to discover movements in response to a specific movement problem (e.g., find a variety of ways to walk; create five types of circular movement).
2.2 Respond in movement to a wide range of stimuli (e.g., music, books, pictures, rhymes, fabrics, props).
2.3 Create a short movement sequence with a beginning, a middle, and an end.
2.4 Create shapes and movements at low, middle, and high levels.
2.5 Imitate simple movement patterns.

Communication of Meaning in Dance
2.6 Express basic emotional qualities (e.g., angry, sad, excited, happy) through movement.
2.7 Perform improvised movement ideas for peers.

Development of Partner and Group Skills
2.8 Work with others in a group to solve a specific dance problem (e.g., design three shapes high, medium, and low; create slow and fast movements).

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance

Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

Development of Dance
3.1 Name and perform folk/traditional dances from other countries.
3.2 Describe aspects of the style, costumes, and music of a dance.
3.3 List commonalities among basic locomotor movements in dances from various countries.

History and Function of Dance
3.4 Identify where and when people dance.

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance

Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

Description, Analysis, and Criticism of Dance
4.1 Use basic dance vocabulary to identify and describe a dance observed or performed (e.g., shapes, levels, directions, tempo/fast-slow).

Meaning and Impact of Dance
4.2 Describe the experience of dancing two different dances (e.g., Seven Jumps, La Raspa).
4.3 Describe how they communicate an idea or a mood in a dance (e.g., with exaggerated everyday gesture or emotional energies).

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers

Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

Connections and Applications Across Disciplines
5.1 Demonstrate curricular concepts through dance (e.g., growth cycle, animal movement).
5.2 Give examples of how dance relates to other subjects (e.g., mathematics shape, counting; language arts beginning, middle, and end).

Second grade

1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

Development of Motor Skills and Technical Expertise
1.1 Show a variety of combinations of basic locomotor skills (e.g., walk and run, gallop and jump, hop and skip, slide and roll).
1.2 Show a variety of combinations of axial movements (e.g., swing and balanced shapes, turn and stretch, bend and twist).

Comprehension and Analysis of Dance Elements
1.3 Perform short movement problems, emphasizing the element of time (e.g., varied tempos, rhythmic patterns, counting).
1.4 Expand the ability to incorporate spatial concepts with movement problems.

Development of Dance Vocabulary
1.5 Name a large number of locomotor and axial movements used in dance.

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance

Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

Creation/Invention of Dance Movements
2.1 Create and improvise movement patterns and sequences.
2.2 Demonstrate multiple solutions in response to a given movement problem (e.g., In how many ways can you travel from point A to point B?).

Application of Choreographic Principles and Processes to Creating Dance
2.3 Create a simple sequence of movement with a beginning, a middle, and an end, incorporating level and directional changes.
2.4 Create shapes and movements, using fast and slow tempos.
2.5 Develop a dance phrase that has a sense of unity.

Communication of Meaning in Dance
2.6 Create, memorize, and perform original expressive movements for peers.

Development of Partner and Group Skills
2.7 Work cooperatively in small and large groups.
2.8 Demonstrate partner skills (e.g., imitating and leading/following).

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance

Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

Development of Dance
3.1 Name and perform social and traditional dances from various cultures.
3.2 Explain commonalities among basic locomotor and axial movements in dances from various countries.
3.3 Name and perform rhythms from different cultures (e.g., through clapping, stamping, using whole body movement).

History and Function of Dance
3.4 Describe dances seen in celebrations and community events.

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance

Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

Description, Analysis, and Criticism of Dance
4.1 Use basic dance vocabulary to name and describe a dance observed or performed (e.g., levels, rhythm patterns, type of energy).
4.2 Describe how the movement in dances of peers communicates ideas or moods to the viewer (e.g., ocean environment or a sad or joyous dance).

Meaning and Impact of Dance
4.3 Describe the similarities and differences in performing various dances (e.g., direction changes, steps, type of energy and tempo).

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers

Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

Connections and Applications Across Disciplines
5.1 Use literature to inspire dance ideas (e.g., poem, cartoon, nursery rhyme).
5.2 Demonstrate language arts concepts through dance (e.g., show different punctuation marks through movement).

Development of Life Skills and Career Competencies
5.3 Describe how choreographers create dances.
5.4 Describe how dancing requires good health-related habits (e.g., adequate nutrition, water, and rest; proper preparation for physical activity

Third grade

1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

Development of Motor Skills and Technical Expertise
1.1 Combine and perform basic locomotor skills, moving on a specific pathway (e.g., skip in circles, slide in zigzags, run in a variety of linear paths). Combine and perform locomotor and axial movements (e.g., walk and turn, stretch and slide).
1.2 Demonstrate the ability to start, change, and stop movement.

Comprehension and Analysis of Dance Elements
1.3 Perform short movement problems, emphasizing the element of force/energy (e.g., swing, melt, explode, quiver).
1.4 Expand the ability to incorporate spatial and time concepts in movement problems (e.g., select and combine three locomotor movements traveling in three different path-ways and using three different tempos).

Development of Dance Vocabulary
1.5 Describe dance elements used in personal work and that of others.

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance

Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

Creation/Invention of Dance Movements
2.1 Create and perform complex improvised movement patterns, dance sequences, and studies.
2.2 Improvise and select multiple possibilities to solve a given movement problem (e.g., find four different ways to combine a turn, stretch, and jump).

Application of Choreographic Principles and Processes to Creating Dance
2.3 Create a sequence that has a beginning, a middle, and an end. Name and refine the parts of the sequence.
2.4 Create a wide variety of shapes and movements, using different levels in space.

Communication of Meaning in Dance
2.5 Perform dances to communicate personal meaning, using focus and expression.
2.6 Compare and contrast the role of the performer with that of a member of the audience.

Development of Partner and Group Skills
2.7 Demonstrate a variety of partner skills (e.g., imitation, leading/following, mirroring).
2.8 Create, memorize, and perform original movement sequences with a partner or a small.

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance

Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

Development of Dance
3.1 Describe commonalities among and differences between dances from various countries.
3.2 Describe and demonstrate ceremonial and folk/traditional dances that show work activities (e.g., harvesting, fishing, weaving).

History and Function of Dance
3.3 Explain the function of dance in ceremonial and social community events in Native American cultures.
3.4 Describe how costumes and shoes influence dance movement.

Diversity of Dance
3.5 Name and demonstrate dances of Native Americans.

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance

Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

Description, Analysis, and Criticism of Dance
4.1 Name specific criteria to assess the quality of a dance performance of peers (e.g., focus, level of personal involvement, physical control).
4.2 Explain and demonstrate what it means to be a good audience member.

Meaning and Impact of Dance
4.3 Explain how a performers dance skills contribute to communication of ideas and moods when performing a dance (e.g., focus, strength, coordination).

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers

Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

Connections and Applications Across Disciplines
5.1 Explain relationships between dance elements and other subjects (e.g., spatial path-ways maps and grids; geometric shapes body shapes).
5.2 Describe how dancing develops physical and mental well-being (e.g., control, flexibility, posture, strength, risk taking).

Development of Life Skills and Career Competencies
5.3 Explain how the time management, problem solving, and self-discipline skills required for composing a dance apply to other school activities.
5.4 Give examples of ways in which the activities of professionals in the performing arts are similar to each other (e.g., observing discipline, practicing skills, rehearsing performances).

Fourth grade

1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

Development of Motor Skills and Technical Expertise
1.1 Demonstrate mental concentration and physical control in performing dance skills.
1.2 Demonstrate the ability to use smooth transitions when connecting one movement phrase to another.

Comprehension and Analysis of Dance Elements
1.3 Demonstrate increased range and use of space, time, and force/energy concepts (e.g., pulse/accents, melt/collapse, weak/strong).
1.4 Explain the principles of variety, contrast, and unity and apply to a dance sequence.

Development of Dance Vocabulary
1.5 Describe a specific movement, using appropriate dance vocabulary.
1.6 Identify, define, and use phrasing in dances learned or observed.

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance

Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

Creation/Invention of Dance Movements
2.1 Create, develop, and memorize set movement patterns and sequences.
2.2 Improvise extended movement phrases.

Application of Choreographic Principles and Processes to Creating Dance
2.3 Describe, discuss, and analyze the process used by choreographers to create a dance.
2.4 Create a dance study that has a beginning, a middle, and an end. Review, revise, and refine.

Communication of Meaning in Dance
2.5 Convey a range of feelings through shape/postures and movements when performing for peers.
2.6 Perform improvised movement and dance studies with focus and expression.

Development of Partner and Group Skills
2.7 Demonstrate additional partner and group skills (e.g., imitating, leading/following, mirroring, calling/responding, echoing).

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance

Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

Development of Dance
3.1 Perform and identify dances from various countries with different arrangements of dancers (e.g., lines, circles, couples).
3.2 Name the musical accompaniment and explain how it relates to the dances they have studied.

History and Function of Dance
3.3 Perform and describe dances that reflect the geographical place in which the dances are performed (e.g., deserts, rain forests, islands).

Diversity of Dance
3.4 Perform and identify folk/traditional and social dances from California history.

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance

Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

Description, Analysis, and Criticism of Dance
4.1 Use dance vocabulary to describe unique characteristics of dances they have watched or performed from countries studied in the history social science curriculum (e.g., rhythms, spatial patterns, gestures, intent).
4.2 Name and use specific criteria in assessing personal and professional dance choreography (e.g., contrast, phrasing, unity).

Meaning and Impact of Dance
4.3 Describe ways in which a dancer effectively communicates ideas and moods (strong technique, projection, and expression).
4.4 List the expectations the audience has for a performer and vice versa.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers

Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

Connections and Applications Across Disciplines
5.1 Explain how dance practice relates to and uses the vocabulary of other art subjects (e.g., positive and negative space, shape, line, rhythm, character).
5.2 Describe how dancing develops strength, flexibility, and endurance in accordance with physical education standards.
5.3 Demonstrate a recognition of personal space and respect for the personal space of others

Development of Life Skills and Career Competencies
5.4 Analyze the choreographic process and its relation to the writing process (e.g., brain-storming, exploring and developing ideas, putting ideas into a form, sequencing).

Fith grade

1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

Development of Motor Skills and Technical Expertise
1.1 Demonstrate focus, physical control (e.g., proper alignment, balance), and coordination in performing locomotor and axial movement.
1.2 Name and use a wide variety of movements (e.g., isolations/whole body).

Comprehension and Analysis of Dance Elements
1.3 Demonstrate a greater dynamic range in movement utilizing space, time, and force/energy concepts.
1.4 Incorporate the principles of variety, contrast, and unity with dance studies.

Development of Dance Vocabulary
1.5 Use appropriate dance vocabulary to describe dances.

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance

Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

Creation/Invention of Dance Movements
2.1 Create, memorize, and perform complex sequences of movement with greater focus, force/energy, and intent.
2.2 Invent multiple possibilities to solve a given movement problem and analyze problem-solving strategies and solutions.

Application of Choreographic Principles and Processes to Creating Dance
2.3 Describe and incorporate simple dance forms in dance studies (e.g., AB form, canon).
2.4 Demonstrate principles of opposing weight and force/energy, balance and counterbalance, or cantilever.

Communication of Meaning in Dance
2.5 Convey a wide range of feeling and expression through gestures, posture, and movement.

Development of Partner and Group Skills
2.6 Demonstrate cooperation, collaboration, and empathy in working with partners and in groups (e.g., leading/following, mirroring, calling/responding, echoing, opposing).

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance

Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

Development of Dance
3.1 Describe how and why a traditional dance may be changed when performed on stage for an audience.

History and Function of Dance
3.2 Identify and perform folk/traditional, social, and theatrical dances done by Americans in the eighteenth and nineteenth centuries.

Diversity of Dance
3.3 Select traditional dances that men, women, or children perform and explain the purpose(s) of the dances.

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance

Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

Description, Analysis, and Criticism of Dance
4.1 Use dance vocabulary to identify and support personal preferences for dances observed or performed.
4.2 Apply specific criteria to analyze and assess the quality of a dance performance by well-known dancers or dance companies (e.g., technical skill, musicality, dynamics, mood).

Meaning and Impact of Dance
4.3 Identify the special and challenging characteristics of the experience of dancing for an audience.
4.4 Explain how outstanding dancers affect audience members emotionally or intellectually.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers

Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

Connections and Applications Across Disciplines
5.1 Describe how historical events relate to dance forms (e.g., the rebellion of the 1960s was represented in popular social dances with a move from partners to individual expression).
5.2 Describe how dancing requires good health-related habits (e.g., individual and group goals for flexibility, strength, endurance, stress management, nutrition).
5.3 Cite examples of the use of technology in the performing arts.

Development of Life Skills and Career Competencies
5.4 Demonstrate social skills that enable students to become leaders/teachers and followers/learners.

Sixth grade

1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

Development of Motor Skills and Technical Expertise
1.1 Demonstrate focus, physical control, coordination, and accurate reproduction in performing locomotor and axial movement.
1.2 Incorporate a variety of force/energy qualities into executing a full range of movements.

Comprehension and Analysis of Dance Elements
1.3 Identify and use force/energy variations when executing gesture and locomotor and axial movements.
1.4 Use the principles of contrast, unity, and variety in phrasing in dance studies and dances.

Development of Dance Vocabulary
1.5 Describe and analyze movements observed and performed, using appropriate dance vocabulary.

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance

Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

Creation/Invention of Dance Movements
2.1 Invent multiple possibilities to solve a given movement problem and develop the material into a short study.
2.2 Compare and demonstrate the difference between imitating movement and creating original material.

Application of Choreographic Principles and Processes to Creating Dance
2.3 Describe and incorporate dance forms in dance studies.
2.4 Demonstrate the ability to coordinate movement with different musical rhythms and styles (e.g., ABA form, canon).
2.5 Use the elements of dance to create short studies that demonstrate the development of ideas and thematic material.

Communication of Meaning in Dance
2.6 Demonstrate an awareness of the body as an instrument of expression when rehearsing and performing.
2.7 Revise, memorize, and rehearse dance studies for the purpose of performing for others.

Development of Partner and Group Skills
2.8 Demonstrate an ability to cooperate and collaborate with a wide range of partners and groups (e.g., imitating, leading/following, mirroring, calling/responding, echoing, sequence building).

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance

Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

Development of Dance
3.1 Compare and contrast features of dances already performed from different countries.

History and Function of Dance
3.2 Explain the importance and function of dance in students lives.

Diversity of Dance
3.3 Explain the various ways people have experienced dance in their daily lives (e.g., Roman entertainments, Asian religious ceremonies, baby naming in Ghana, Latin American celebrations).

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance

Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

Description, Analysis, and Criticism of Dance
4.1 Apply knowledge of the elements of dance and the craft of choreography to critiquing (spatial design, variety, contrast, clear structure).
4.2 Propose ways to revise choreography according to established assessment criteria.

Meaning and Impact of Dance
4.3 Discuss the experience of performing personal work for others.
4.4 Distinguish the differences between viewing live and recorded dance performances.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers

Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

Connections and Applications Across Disciplines
5.1 Describe how other arts disciplines are integrated into dance performances (e.g., music, lighting, set design).
5.2 Describe the responsibilities a dancer has in maintaining health-related habits (e.g., balanced nutrition, regular exercise, adequate sleep).

Development of Life Skills and Career Competencies
5.3 Identify careers in dance and dance-related fields (e.g., teacher, therapist, videographer, dance critic, choreographer, notator).