Illinois Learning Standards

Stage H - Fine Arts—Dance



Descriptors



25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Compare personal and/or peer performances in terms of sensory elements (time, space, force, flow).
  2. Give examples of how to apply aesthetic principles (contrast, repetition, transition, variety, balance) and musical/choreographic form in dance compositions.
  3. Analyze dance compositions for expressive qualities related to ideas, feelings, and moods.

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. Compare and contrast works of art in two or more art forms that share similar artistic components, themes or subject matter (e.g., self-portrait to monologue or solo) using the appropriate artistic component (i.e., elements, principles, expressive ideas; tools, processes, technologies; creative processes) vocabulary.

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Choose appropriate warm-up exercises for specified dance movements.
  2. Analyze how expressive qualities are influenced by accompaniment, sets, lighting, costumes, and/or technology in live or videotaped dance compositions.
  3. Alter processes to affect changes in the expressive qualities of 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. Demonstrate movement skills and explain the underlying principles (body alignment, control, coordination, balance, elevation).
  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.
  4. Remember and perform traditional and created dances showing its style, expression, and form.
  5. Perform with others and in unison with spatial clarity.
  6. Demonstrate movement that reflects musical qualities, form, and style.
  7. Demonstrate greater awareness of structure of dances (e.g., beginning, phrases, pauses, stops, sections, contrasts, climax).
  8. Prioritize creative processes applied when choreographing 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. Analyze how the arts function in ceremonies (e.g., Olympics, political conventions).
  4. Analyze how various arts are used to persuade and promote ideas (e.g., political conventions, campaigns, advertising).
  5. Analyze how the artist in each of the arts uses technology creatively.
  6. Investigate occupations that are related to the arts industry (e.g., record producers, museum lecturers, gallery owners, box office administrators, wardrobe designers).

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Analyze how a particular art work (e.g., social dance, political cartoons, protest songs, films) influenced society in a given time period.
  2. Analyze how the works of a particular artist (e.g., playwright, composer, computer artist, choreographer) shape or reflect a given time period or event.
  3. Describe the influences of at least two artists (dance, drama, music or visual art) on their times.

Return to Fine Arts Classroom Assessments and Performance Descriptors