Illinois Learning Standards

Stage I - Fine Arts—Dance



Descriptors


25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Discuss how elements, principles, and expressive qualities are combined to produce aesthetic qualities in a dance composition.
  2. Identify aesthetic criteria for evaluating personal, peer, and/or professional dance compositions.

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. Analyze the dominant artistic components (i.e., elements, principles, expressive ideas; processes, technologies; creative processes) using appropriate vocabulary in all the arts.
  2. Compare and contrast similar and distinctive artistic components (i.e., elements, principles, expressive ideas; processes, technologies; creative processes) across art forms.
  3. Select works from each art form that share similar theme/subject matter and justify selection.

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Discuss dance techniques associated with specific forms.
  2. Discuss meaning, feelings, and appropriateness of content as related to selected dance compositions.
  3. Use the technical processes (i.e., dancing, improvising, exploring, composing, choreographing) to create dance compositions.
  4. Record processes of composition through journal keeping or other written forms.

26B —

Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
  1. Coordinate isolated, simultaneous, and successive movement.
  2. Demonstrate ability to develop and improve movement patterns in relation to spatial elements and relationships (e.g., groups, pairs, formations, objects, dance space, audiences).
  3. Demonstrate ability to develop and improve sensory elements and expressive qualities in movement (e.g., speed, force, continuity, rhythmic patterns, principles).
  4. Demonstrate stylistic characteristics of different genres (e.g., contemporary, ballet, jazz, African, Indian) and styles within the genres.
  5. Explain the processes used to create a dance composition
  6. Create and perform a dance composition that reflects a clear and focused idea.
  7. Apply the elements of dance in a movement composition; provide evidence of research and processes applied in planning.

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Analyze how the arts function in historical, societal, economic, and personal contexts (e.g. economic trends, creative thinking, intra/inter communication, adornment, environments, entertainment, historical record, jobs).
  2. Analyze how the arts inform and persuade through movement, sound, and image.
  3. Examine the purposes and effects of various media (e.g., film, print, multimedia presentations) in terms of informing, entertaining, and persuading the public.
  4. Justify an opinion about the purposes and effects of various media in terms of informing and persuading the public.

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Classify selected works of art by style, periods, or cultures (e.g., Classical, Renaissance, Romanticism, Pan-Asian, Native American).
  2. Analyze selected historical and contemporary works of art for distinguishing characteristics of style, period, or culture.
  3. Trace how artistic styles have changed in response to cultural, historical, and technological events (e.g., inventions, transportation, economics, wars).
  4. Connect the artists/works with the trends and/or influences of others (e.g. Picasso's "Guernica"; Stravinsky's "Firebird", Rodgers & Hammerstein's Oklahoma).

Return to Fine Arts Classroom Assessments and Performance Descriptors