Illinois Learning Standards

Stage G - Fine Arts—Dance



Descriptors


25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Describe personal and peer performances in terms of sensory elements (time, space, force, flow).
  2. Give examples of choreographic principles (contrast, repetition, transition, variety, balance) and musical/ choreographic forms (AB, canon, rondo, theme, variation).
  3. Interpret ways spatial factors, relationships, and body actions are used to convey meanings in dance compositions.

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
    1. Compare and contrast two works in one art form that share similar themes or subject matter examining artistic components (i.e., elements, principles, expressive ideas; tools, processes, technologies; creative processes).

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Identify dance movements that produce specific training results (e.g., strength, flexibility, endurance).
  2. Produce examples of ways that accompaniment, sets, lighting, costumes, and/or technology can be used to influence expressive qualities in live or videotaped dance compositions.
  3. Analyze how various processes can change the effect of expressive qualities 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. Combine actions (e.g., travel & gesture, traveling turns, turning jumps).
  2. Practice and improve precision, clarity, and quality in use of body parts, actions, and sensory elements when dancing.
  3. Explore, select, and refine actions, dynamic, spatial, and relationship content in dance compositions.
  4. Remember, practice, and perform dances made over a period of time.
  5. Perform with others in unison and canon and with spatial clarity.
  6. Demonstrate movement that reflects musical qualities, form, and style.
  7. Structure phrases and sections of dances based on teacher's framework.
  8. Apply creative processes related to the development of dance compositions.

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Demonstrate good audience behavior and evaluate the behavior of self and others.
  2. Describe how audience behavior changes a product or performance.
  3. Compare and contrast the function of the arts in two similar types of ceremonies (e.g., parades - Thanksgiving Day Parade and Mardi Gras; Opening Ceremony - Super Bowl and World Series).
  4. Explain the way the various arts are used to persuade and promote ideas in advertising.
  5. Explain the ways technology is used to communicate in each of the arts.
  6. Describe in each art form at least two artists' roles and how those roles contribute to the world of work.

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Determine the reasons why certain artists or works of art reflect culture (e.g. totems, ritual).
  2. Connect artists or their works with the trends and/or influences they create(d).

Return to Fine Arts Classroom Assessments and Performance Descriptors