Illinois Learning Standards

Stage D - Fine Arts—Dance



Descriptors


25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Identify ways to vary actions through contrasts in time, force, and flow of movement.
  2. Observe and describe the use of spatial factors in dance compositions.
  3. Distinguish between sustained/ percussive movement qualities.
  4. Identify various choreographic and musical forms (AB, ABA, and round).
  5. Identify the choreographic (aesthetic) principles (e.g., contrast, repetition) in a dance composition.
  6. Interpret the kinds of meanings/feelings conveyed by different space, time, and energy (force and flow) factors (e.g., fast/light, ongoing, large actions on a zigzag pathway for excitement).

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. Use the vocabulary of elements, principles, and tools when describing a work of art.
  2. Plan and create a work of art that expresses a specific idea, mood, or emotion using defined elements, principles, and tools.

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Discuss ways to maintain the body as a healthy tool for dance.
  2. Identify specific movements that can be applied in response to words, sounds, pictures, props, and/or stories.
  3. Apply processes (e.g., performing, improvising, exploring, composing, choreographing) when dancing.
  4. Identify the production aspects of dance (e.g. music, lighting, costuming, scenery, setting) seen in 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.
  1. Perform movements showing an awareness of body control.
  2. Show clarity in body shape.
  3. Show clarity in size, level, direction, and pathways when dancing.
  4. Perform step patterns in response to varied rhythms.
  5. Apply changes of energy in a sequence of movements.
  6. Develop a repertoire of folk dance representative of a variety of cultures.
  7. Use a variety of dance elements and resources to convey ideas, feelings, or characters in dance compositions.
  8. Use choreographic and simple musical forms (e.g., AB, ABA, round, rondo) to create movement phrases.
  9. Apply the creative processes (e.g., problem solving, interpreting, imagining/ visualizing, communicating) when creating dances.

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Evaluate audience behaviors of self and others.
  2. React to performances/ art works in a respectful, constructive, and supportive manner.
  3. Describe the roles of artists in society (e.g. historian, critic, entertainer, inventor).
  4. Describe a variety of places where the arts are produced, performed, or displayed.
  5. Explain ways dance, drama, music, and visual art play a part in everyday life (e.g., architecture, landscape design, political cartoons, fashion design, background music, television).
  6. Explain how the arts are used in commercial applications (e.g., posters, TV commercials, package design, industrial design).
  7. Describe occupations that are related to the arts (e.g., landscape architect, political cartoonist, fashion designer, sound engineer).

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Investigate the ways various people (present and past) use the arts to celebrate similar events (e.g., celebrations, festivals, seasons).
  2. List significant contributions made by artists in several art forms.

Return to Fine Arts Classroom Assessments and Performance Descriptors