Illinois Learning Standards
Stage C - Fine Arts—Dance
Students who meet the standard understand the sensory
elements, organizational principles, and expressive qualities
of the arts.
- Identify and describe basic locomotor and nonlocomotor
movements in personal and peer performances.
- Distinguish among spatial factors (direction, level, size,
- Describe quick/slow, strong/ light movements in personal
and peer performances.
- Create and demonstrate dances showing an understanding
of AB form and logical sequencing of movement (beginning,
middle, and ending).
- Structure movements into dance phrases and sections.
- Identify specific actions, gestures, and changes in movements
that communicate feelings and ideas.
Students who meet the standard understand the similarities,
distinctions, and connections in and among the arts.
- Compare sensory elements, organizational principles, and
expressive qualities shared among several art forms that
express a similar idea (e.g. beginning, middle, and end
in music, dance, and drama).
- Compare the use of sound, movement, action, or visual
images to express similar ideas (e.g., subject matter such
as night, ocean; emotions/moods such as sad, scary).
Students who meet the standard understand processes,
traditional tools, and modern technologies used in the arts.
- Explain why the body is the main tool of dance.
- Discuss ways words, sounds, pictures, props, and stories
are used to create or perform dances.
- Create and perform sequences/phrases that demonstrate
Students who meet the standard can apply skills
and knowledge necessary to create and perform in one or more
of the arts.
- Perform a nd differentiate among basic locomotor and nonlocomotor
- Perform using a series of shapes on different levels and
create moving transitions between them.
- Vary actions with regard to spatial elements (i.e., personal,
shared, levels, directions, pathways, relationships, size).
- Demonstrate a variety of beats, tempos, and rhythms in
response to verbal cues.
- Demonstrate changes in force/energy of movement (e.g.,
strong/light) in response to verbal cues when dancing.
- Perform folk dance representative of a variety of cultures.
- Improvise, create, and perform dances using a variety
of resources: voice sounds, body sounds (e.g., clapping,
patting, finger snapping), stories, poetry, images, props,
- Describe processes used when creating dances (e.g., imagining,
visualizing, problem solving, how ideas are communicated
Students who meet the standard can analyze how the
arts function in history, society and everyday life.
- Distinguish between appropriate and inappropriate audience
- React to performances/ art works in a respectful, constructive,
and supportive manner.
- Match the types of occupations with their art form (e.g.,
actor, director, playwright, designer with drama).
- Compare ways the arts are used in a celebration (e.g.,
masks, costumes, banners, songs, dances).
- List the things that artists make or do when they communicate
through the arts (e.g., pictures, songs, advertisements,
stories, movements, buildings).
- Point out ways the arts are used for personal time and
enrichment (e.g., concerts, plays, exhibits, broadcasts,
social dances, choirs, lessons).
- Describe occupations that are related to the arts (e.g.,
photographer, illustrator, composer, playwright, choreographer,
Students who meet the standard understand how the
arts shape and reflect history, society and everyday life.
- Identify cultural characteristics of a work of art.
- Describe how the arts inform viewers about people and
events from history.
- Name significant artists in dance, drama, music, or visual
Return to Fine Arts Classroom
Assessments and Performance Descriptors