National Dance Education Standards Framework

National Dance Education

Standards Framework

National Dance Society

ISBN: 978-0-9900888-2-0 (print)

www.nationaldancesociety.org

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Contents

iii

Contents

Acknowledgments and Special Thanks v

Introduction vii

National Dance Education Standards Visual Design x

National Dance Education Standards Framework 1

Strand One: Movement foundations of dance genres and forms . . . . . . . . . . 1

Strand Two: Dance safety, health, and wellness . . . . . . . . . . . . . . . . . . . . . . . 3

Strand Three: Creative and artistic communication in dance . . . . . . . . . . . . . 6

Strand Four: Choreography, performance, and production. . . . . . . . . . . . . . . 9

Strand Five: Historical, cultural, and social dance . . . . . . . . . . . . . . . . . . . . .12

Strand Six: Dance, arts, and media literacy for integrated learning . . . . . . . .15

Glossary 17

References 21

Acknowledgments and Special Thanks

Acknowledgments

and Special Thanks

Acknowledgments

The National Dance Society acknowledges and

thanks numerous people who have invested many

hours in the development of the NDS National

Dance Education Standards Framework.

Gratitude is expressed to the groups of dance

education experts who provided content and

reviewed the National Dance Society’s National

Dance Education Standards Framework at vari-

ous stages of its development. These individuals

included professionals from prekindergarten to

grade 12, higher education, fine arts administra-

tors, studios, cultural organizations, and parks

and recreation programs. The NDS Standards

Task Force acknowledges, respects, and appreci-

ates the expertise of each contributor.

Special Thanks

National Dance Society: Thank you to John Frac-

chia, president of NDS; Fran Meyer, executive

director and past NDS president; Chris Bergeron,

past NDS president; and all the National Dance

Society leadership for their vision and support

from the initiation to the completion of this

project.

Human Kinetics: As an NDS partner and sup-

porter of dance educators internationally, Human

Kinetics has published an outstanding number

of dance books, ebooks, and web resources, and

continues to support the National Dance Soci-

ety Journal. Since the 1980s, Human Kinetics

publications have sustained dance students and

dance educators in schools, higher education, and

communities around the world.

National Dance Society Standards Task

Force Committee

Gladys Keeton, Chair

Gayle Kassing, PhD

Mary Ann Laverty, PhD

Introduction

vii

The mission of the National Dance Society (NDS)

is to provide leadership in promoting research

in, advocating for, and using best practices in

the delivery of dance and dance education in

order to further dance as an art form, support

academic success, and improve individuals’

health and wellness in a multicultural society.

The National Dance Society promotes “Dance for

All” as a healthy and lifelong activity. The NDS

National Dance Education Standards Framework

combines dance knowledge, content, principles,

processes, and values to form a structure that

supports every child learning dance.

Dance is a performing art, a recreational or

fitness activity, and a social and personal pursuit.

As a discipline, dance has languages that commu-

nicate vocabularies associated with dance genres,

forms, and styles. Dance content knowledge draws

from many disciplines.

• Dance shares movement terms and motor

learning steps used in physical education.

• Dance processes utilize the art processes

of creating, performing, responding, and

connecting.

• Dance choreography utilizes concepts and

forms from music, visual arts, theater, and

literature.

• Historical, cultural, and social dance forms

connect with the disciplines of social studies,

history, and anthropology.

• Media and technology create new platforms

for learning dance, viewing and producing

choreography, and conducting critical analy-

sis of dance—allowing art, dance, and media

literacy to integrate in interdisciplinary

learning through technology.

Students of the 21st century must become

literate in many disciplines to prepare for the

workplace. Dance literacy encompasses kines-

thetic literacy, choreographic literacy, and criti-

cal analysis (Hong 2000), which correlate to the

learning processes of dancing, dance making, and

dance appreciation. Literacy in dance, art, and

media are essential 21st century learning skills

for college and career readiness.

For all disciplines taught in educational set-

tings, students, teachers, and administrators

have an obligation to know and understand the

fundamentals of all subject areas in the cur-

riculum and to acquire a basic knowledge of the

content, processes, and language used in each

discipline.

Background and Supporting

Foundations for National

Dance Society’s National

Dance Education Standards

Dance and dance education in schools and com-

munity settings provide learning to students of all

ages. The following selected educational models

correlate to the development of the National

Dance Society’s Dance Education Standards.

The Whole School, Whole Community, Whole

Child (WSCC) model was developed by the Asso-

ciation for Supervision and Curriculum Develop-

ment (ASCD) and is supported by the Center for

Disease Control (CDC). The WSCC model encour-

ages improvement of students’ overall health and

learning in schools and communities through five

tenets. Students should be Challenged (mentally),

Supported (physically, mentally, emotionally, and

socially), Engaged (wholeheartedly in learning),

Safe (everywhere—in the physical environment

and the social and emotional environment of the

school), and Healthy (physically, mentally, emo-

tionally, and socially).

Visit the ASCD and CDC websites to learn

ASCD: www.ascd.org/programs/learning-and-

health/wscc-model.aspx

CDC: www.cdc.gov/healthyyouth/wscc

The Partnership for 21st Century Skills identi-

fied essential skills for students in the 21st cen-

Introduction

viii

Introduction

tury. These learning and innovation skills include

the four Cs—critical thinking, communication,

collaboration, and creativity—along with life and

career skills and information, media, and tech-

nological skills. Incorporation of these skills and

other 21st century skills expands subjects such

as arts and dance into preparation for careers

and the future.

National Dance Society’s

National Dance Education

Standards Framework: What

Students Should Know and Be

Able to Do in Dance

The NDS National Dance Education Standards

Framework correlates to an outcome-based or

standards-based education with an organized

set of strands, standards, and performance

indicators. The NDS framework defines the

dance knowledge content to be learned, and

communicates dance processes, performances,

products, and values. The sections that follow

dene strands, standards, performance indicators,

S.M.A.R.T. design tools, learner outcomes, learner

objectives, and assessment.

Strands

Strands present areas of knowledge in a disci-

pline. Dance as a discipline contains a number

of content knowledge areas. Each strand includes

dance processes, structures, and products for

learning dance; these relate to acquiring dance,

art, and media literacies as well as other skills

crucial to college or career preparation. The

strands of the NDS National Dance Education

Standards cover the following broad content

areas:

Strand One: Movement foundations of dance

genres and forms

Strand Two: Dance safety, health, and wellness

Strand Three: Creative and artistic communi-

cation in dance

Strand Four: Choreography, performance, and

production

Strand Five: Historical, cultural, and social

dance

Strand Six: Dance, arts, and media literacy for

integrated learning

Standards

Dance content standards are broad statements

about knowledge, skills, and values students

should know and be able to do at the conclusion

of a specic time period. Standards cover dance

content and processes related to the strand

throughout all of the grade groupings, from kin-

dergarten through grade 12. A standard may

combine with additional standards or infuse other

dance content areas as students progress and

mature through the dance learning processes.

Performance Indicators

Performance indicators are written as learner

outcomes or what the student will do. Dance

learning should use a developmental, holistic

approach. Each performance indicator for a

standard relates to psychomotor, cognitive, and

affective domains of learning. The performance

indicators (skills, content, and values) can be

used by teachers to develop learner outcomes

or objectives and evaluation tools. Performance

indicators identify age-appropriate and develop-

mentally appropriate learning and performance

abilities students should meet upon completion of

the grade grouping:

Grades K-2 or ages 5-7

Grades 3-5 or ages 8-11

Grades 6-8 or ages 11-14

Grades 9-12 or ages 15-18

These age-divided performance indicators are

only guidelines; you may have students who either

excel beyond the performance indicators, such as

gifted and talented students, or cannot be evalu-

ated in relation to the performance indicators,

such as individuals with disabilities.

High school dance education can vary from a

one-semester elective (such as dance as a physi-

Introduction

cal education or fine arts credit) to a four-year

magnet or fine arts program offering an advanced

diploma. A student entering a high school dance

program may enter as a highly technically trained

dancer or as a beginner dancer. The performance

indicators in the NDS National Dance Educa-

tion Standards are guidelines to assess student

growth and learning. It is at the discretion of the

instructor to utilize and adapt the standards to

adhere to their particular curriculum in any high

school dance program.

S.M.A.R.T. Design

S.M. A .R .T means specic, measurable, achiev-

able, realistic, and time-bound. S.M.A.R.T. design

is a technique to develop learner outcomes or

objectives that have actionable and tangible

results. The teacher develops S.M.A.R.T. learner

outcomes or learner objectives, as well as evalua-

tion tools, to ensure academic success.

Learner Outcomes and Learner

Objectives

Learner outcomes and learner objectives are

developed by the teacher for learning experiences

or lesson plans, units, and courses.

• Learner outcomes: A learner outcome is

a learning target or exit behavior that is

actionable and measurable to demonstrate

authentic tasks or real-world application

of knowledge, skills, and values in dance.

• Learner objectives: A learning objective

describes the learning goal for a lesson or

learning experience. The objective is some-

thing a student will be able to do in order

to demonstrate physical, intellectual, or

affective knowledge or skills as the result of

completing a specic lesson plan or learning

experience.

Assessment

Assessment determines the effectiveness of

learner outcomes or objectives. It makes it possi-

ble to provide students feedback on their achieve-

ments, and it measures growth and mastery of

skills and concepts. The learner and the teacher

structure future learning of knowledge, skills,

and values based on each assessment.

Glossary

In the National Dance Society National Dance

Education Standards Framework, selected dance

terms appear in boldface. These bold terms are

dened in the glossary at the end of the book. The

glossary terms—which are dened based upon

research, dance textbooks, and other resources—

provide the reader with denitions or descrip-

tions of dance language terminology used in the

strands, standards, and performance indicators.

References

References for the National Dance Society

National Dance Education Standards Framework

appear at the end of the book.

The National Dance Society

Standards Task Force Committee

National Dance Education Standards Visual Design

National Dance Education

Standards Visual Design

E7873/NDS/F01.01/626797/mh-R2

Strand One: Movement

foundations of dance

genres and forms

National Dance Society

Dance Education

Standards Framework

Standard 1.1: Elements of dance for

a dance genre or form

Standard 1.2: Techniques and principles of

movement for a dance genre or form

Strand Two: Dance

safety, health, and

wellness

Standard 2.1: Dance movement

science applications

Standard 2.3: Dance wellness values

Standard 2.2: Dance health and safety practices

Strand Three: Creative

and artistic

communication in dance

Standard 3.1: Creativity and critical

thinking in dance

Standard 3.3: Artistic evaluation of dance

Standard 3.2: Artistic development of

expression in dance

Strand Four:

Choreography,

performance, and

production

Standard 6.1: Dance literacy and interrelated

arts learning

Standard 6.2: Dance, arts, and media literacy

in interdisciplinary learning

Strand Five:

Historical,

cultural, and

social dance

Standard 5.1: Historical dance knowledge and performance

Standard 5.3: Social dance knowledge and performance

Standard 5.2: Cultural dance knowledge and performance

Strand Six: Dance,

arts, and media

literacy for

integrated learning

Standard 4.1: Choreographic design,

principles, and structures

Standard 4.3: Dance performance and production

Standard 4.2: Technical proficiency for

dance performance artistry

Strands, Standards, and Performance Indicators

National Dance Education

Standards Framework

Strand One: Movement foundations of dance genres and forms

Standard 1.1 Elements of dance for a dance genre or form

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

recall and demonstrate body

awareness through applica-

tion of selected

elements of

dance

individually and/or in

small groups

apply knowledge of the

elements of dance

body,

space

time

energy

, and

relationships

, and basic dance

vocabulary

analyze, exhibit, and compare

complex spacial relation-

ships,

music elements

, and

movement

qualities

in the

performance of three different

dance

genres

forms

construct, perform, and

evaluate layered spacial

relationships, including

time

elements and

move-

ment

qualities,

to multi-

directional

levels

in three

dance

genres

forms

determine awareness of

personal space

and

general

space

while moving in differ-

ent

directions

and

levels

construct basic step patterns

by combining

locomotor

movements

develop smooth

transitions

linking

locomotor move-

ments

and elevated move-

ments with body control

explore

levels

shapes

, and

varied

pathways

using basic

locomotor

and

nonlocomo-

tor

movement

perform simple and repetitive

dances to music utilizing

locomotor

and

nonlocomotor

movements

demonstrate movement

changes in

tempo

rhythm

and

meter

with musical

accuracy

identify, demonstrate, and

execute independently

advanced dance move-

ments and

elements of

dance

with clarity in a

variety of positions, steps,

and patterns in at least two

different dance

genres

execute simple

locomotor

and

nonlocomotor

move-

ments

in a

dance sequence

with a beginning, middle,

and end

develop and perform

move-

ment

phrases

in music

compositional forms

(A, B

and A, B, A)

interpret

polyrhythms

and

syncopated rhythmic

patterns

through movement

performance

perform and dissect short,

simple, and repetitive dances

utilizing

locomotor

and

non-

locomotor movements

create and imitate movement in

response to selected

rhythmic

patterns

beats

, and

tempo

create and perform precise

movement response to a

variety of music compositions

perform and compare

poly-

rhythms

and

syncopated

rhythmic phrases

exhibit ability to move pre-

cisely to a

beat

and changes

tempo

identify and execute movement

in 4/4, 3/4, and 6/8

meter

apply a variety of

efforts

to movement for elaborate

expression

perform and assess

expressive

movement

phrases

in relationship to

melody

meter

accents

and

dynamics

National Dance Education Standards Framework

Strand One: Movement foundations of dance genres and forms

Standard 1.2 Techniques and principles of movement for a dance genre or form

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

increase awareness of

brain–body movement using

sensory information during

dancing and dance making

execute and replicate simple

dance steps employing

phys-

ical

movement principles

for accurate performance

acquire and apply basic dance

technique and

physical

move-

ment principles

to develop

body control during elevated

movements when performing

and creating at least two dance

genres

forms

apply appropriate

physical

movement principles

and

dance terminology to two dif-

ferent dance

genres

forms

articulate mastery of

advanced dance technique

and application of

physi-

cal movement principles

in at least three dance

genres

demonstrate developmental

movement patterns that

support integration of the

mind and body

identify and model the basic

positions of the arms, feet, and

torso of two dance

genres

create and absorb force while

executing push off and landing

for height and distance of ele-

vated movements to demon-

strate body control

develop dance technique

through execution of extended

movement patterns

improve

grounded

movement

(swings, over

and under curves) and

body isolations with breath

support

apply breath support to initiate

intention

in a movement

deconstruct

physical

movement principles

torque

and rotation to

explore a variety of turns

Strands, Standards, and Performance Indicators

Strand Two: Dance safety, health, and wellness

Standard 2.1 Dance movement science applications

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

execute a safe, age-appropri-

ate brain and body

warm-up

and cool-down

compare safe and unsafe

ways of moving to promote

kinesthetic awareness

identify proper

joint actions

(ﬂexion, extension, rotation)

that contribute to movement

execution

identify and demonstrate three

or four

warm-up

and cool-

down

practices that relate to

personal needs

develop a personal

warm

up and cool-down

based upon safe movement

practices for a speciﬁc

dance

genre

form

exhibit

kinesthetic aware-

ness

individually and in

groups

relate the processes of

cardio-

vascular endurance

muscu-

lar strength

, and

exibility

dancing

explain how muscles and

bones work together to

produce movement

apply

physical

movement

principles

for safe execution

of dance movements (land-

ings,

static alignment

and

dynamic alignment

weight

shifts

, balance, stretching, and

turns)

explain and demonstrate

the appropriate anatomical

terminology when applying

physical movement prin-

ciples

to complex move-

ments for the mastery

of efﬁcient and effective

performance

make use of

physical move-

ment principles

to increase

articulation, coordination, and

exibility

analyze and apply dance

ﬁtness, conditioning, and

cross-training activities

to promote strength,

exi-

bility

, and

cardiovascular

endurance

and

to support

technical accuracy

construct dance

tness

and

conditioning

activities to

promote strength, ﬂexibility,

and endurance for effective

technique

apply

physical movement

principles

to improve articu-

lation, coordination, and range

of movement

National Dance Education Standards Framework

Strand Two: Dance safety, health, and wellness

Standard 2.2 Dance health and safety practices

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

identify aspects of a healthy

lifestyle that support a dancer

(sleep, nutrition, and rest)

interpret personal

choices for a healthy

lifestyle that relates to

dance

develop healthy lifestyle goals

to support a lifetime ability to

dance

compile research on a personal

health concern or a dance-

related injury to support a healthy

lifestyle and a lifetime ability to

dance

recall safe practices (dance

attire and dance etiquette) as

a dancer

demonstrate safe

practices (dance attire,

dance etiquette, and

dance surfaces

)

dance surroundings

adapt safe dance practices

(dance attire, dance etiquette,

and dance surfaces) in a

variety of indoor or outdoor

environments

implement safe dance practices

consistently in any dance envi-

ronment

apply respectful listening

skills, classroom rules and

movement directions, and

behaviors as a performer and

an audience member

relate how

muscular

strength

exibility

and

cardiovascular

endurance

training

prevent dance injury

examine the effects of

substance abuse on personal

health, decision-making, and

physical performance

interpret the effects of dance and

regular physical activity on the

efﬁciency of the heart, lungs, and

muscular systems

explain how nutritional food

choices contribute to develop-

ing movement efﬁciency

identify the relationship

between optimal body

function and a healthy

eating plan

explain how to prevent dance

injuries while performing

complex dance movements

design a comprehensive dance

ﬁtness program to achieve injury

prevention and overall condition-

ing goals

Strands, Standards, and Performance Indicators

Strand Two: Dance safety, health, and wellness

Standard 2.3 Dance wellness values

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

explain the aspects of

well-

ness

to achieve a person’s

best movement performance

identify aspects of

well-

ness

related to personal

needs in dance

identify and implement dance

wellness

aspects by setting

personal short-term goals to

satisfy dance requirements

construct and implement a dance

wellness

program by setting

short- and long-term goals

apply (body–mind)

somatic

practices

in dance

experiment and describe the

immediate effect of dance

movement on the heart and

breathing rate

achieve positive phys-

ical, emotional, social,

intellectual, and spiritual

wellness

through dance

develop an appreciation for

the talent and ability of self

and others

collaborate and respect

individual differences

in dance decision-mak-

ing while listening and

sharing in small groups

assess the relationship

between food, exercise,

self-image, and physical per-

formance

demonstrate the ability to con-

tribute constructively and work

cooperatively while creating a

group composition

exhibit and inﬂuence peers by

demonstrating positive commit-

ment, respect, and leadership

when working toward group

goals, and on projects and

ensemble collaboration

know the difference between

positive and negative body

image

National Dance Education Standards Framework

Strand Three: Creative and artistic communication in dance

Standard 3.1 Creativity and critical thinking in dance

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

relate nonmoving and

moving

shapes

to speciﬁc

ideas

experiment with

nonlo-

comotor movements

locomotor movements

applying changes in

space

time

shape

, and

movement

quality

to construct meaning

construct an original dance

applying changes in

space

time

shape

, and

movement

quality

to interpret ideas and

emotions

, then revise

experiment and justify move-

ment choices as a group to

design, extend, and revise

a complex, fully developed

dance

illustrate meanings or

emo-

tions

through movement

exploration

rephrase a familiar idea or

emotion

to create a new or

novel way of moving

exhibit movement ideas

based on observation,

memory, and imagination of

a story

discover original movement

to solve a selected dance

problem with multiple

solutions

create group or solo dance

study that will

communicate

a theme based on current

events, social issues, or

personal experiences

examine motives and emo-

tions in relationships to self

and others to develop a solo

work that is self-reﬂective

experiment with movement

sequences to communicate

a theme

experiment and develop

selected movement images

found in the environment of

everyday life (sports, nature,

architecture) into a dance

create movement inspired

by music selections

select, combine, and develop

improvisational

structure

to communicate the intention

of an idea

develop a

motif

based on

an idea, emotion, or other

academic curriculum (science,

English, math) into a dance

study

compose a

dance study

of movement sequences

derived from participation

contact improvisation

structures

Strands, Standards, and Performance Indicators

Strand Three: Creative and artistic communication in dance

Standard 3.2 Artistic development of expression in dance

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

develop

movement con-

dence

and expression in

dancing

make use of kinesthetic,

cognitive, musical, and artistic

expression to interpret dance

experiment with two

elements of dance

with

emphasis on focus, expres-

sion, and conﬁdence

perform with emphasis

on focus, expression, and

conﬁdence

modify literal movement to an

abstract version expressing

the essence of an idea or

theme

relate to the audience

through intricate body posi-

tioning, gesture, and facial

expression

perform with a group in

informal settings

translate an idea, concept,

or theme into meaning

expressed through move-

ment

discover and generate move-

ment through improvisation

for artistic expression

demonstrate an under-

standing of the idea, theme,

concept, or unique experi-

ence that the dance work

intends to convey

experiment with an idea or

emotion

that can be devel-

oped into a short dance

compare how expression

in dance transforms in an

informal

setting

to a

formal

setting

demonstrate collaboration and

cooperation when working

respectfully with others to

develop ensemble awareness

perform increasingly

complex, risk-taking, and

challenging artistic dance

works with stylistic differ-

ences in a variety of dance

genres

examine and apply a variety

of energy

efforts

move-

ment qualities

to movement

sequences for interpretation

of speciﬁc ideas

analyze a variety of accom-

paniments (sound, music,

spoken text, silence) to

change the artistic intent of

the movement and dance

National Dance Education Standards Framework

Strand Three: Creative and artistic communication in dance

Standard 3.3 Artistic evaluation of dance

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

apply feedback to improve

dance performance

artistry

make use of constructive

feedback to produce dances

that achieve artistic expres-

sion

apply a set of artistic criteria

in the evaluation of self and

peer work

express (verbally or written)

the ideas culminating in the

intention of the dance

share ideas and preferences

about dances observed and

tell how dance

communi-

cates

a story or conveys

meaning

discuss how the

elements

of dance

contribute to the

meaning of a dance

interpret a dance work to

decode the meaning of the

work and the intent of the

choreographer

explain a dance work and

judge its artistic value based

upon personal opinion and

critical reviews

share preferences for a

dance observed and con-

sider choices made by their

peers

identify and discuss simi-

larities and differences of

viewed dances

formulate and answer artistic

questions about dance in

physical, perceptual, concep-

tual, and qualitative ways

interpret and summarize an

artistic statement of a master

choreographer

identify and develop criteria

for evaluating different forms

of dance

compare and evaluate artistic

criteria of self and peer

choreography (e.g., skill

of performers, originality,

visual and emotional impact,

variety, and contrast)

evaluate dance works by

master choreographers,

looking at the artistic values

of each work

Strands, Standards, and Performance Indicators

Strand Four: Choreography, performance, and production

Standard 4.1 Choreographic design, principles, and structures

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

replicate a series of move-

ment sentences and then

change

elements of dance

apply

movement qualities

to a series of movement

sequences

construct and perform

dance

studies

to complex rhythms

and musical forms (theme and

variation, rondo, and canon) to

express connections between the

movement and the music

design a complex group

dance with a solo to com-

municate

abstract

ideas

as a response to a current

topic

create movement sequences,

manipulating different cho-

reographic processes (

body

shapes

levels

pathways

)

and music choices

improvise with a partner

and create a dance that

solves a problem

improvise in a group to create

a dance structure to solve a

problem

compile a group

choreo-

graphic design

to create a

dance employing advanced

techniques from two

dance

genres

in multiple

structures

translate a story into a series

of movement sequences and

write out the dance using

movement vocabulary

execute

choreographic

structures

based on

simple musical forms (A,

B and A, B, A) and identify

each part

analyze and report the choreo-

graphic design, principles, and

structures of an

improvisation

and choreographed dance

improvise and justify

choices selected to commu-

nicate an idea through a

dance work

create a site-speciﬁc or

environmental movement

study at a speciﬁc location

National Dance Education Standards Framework

Strand Four: Choreography, performance, and production

Standard 4.2 Technical prociency for dance performance artistry

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

consistently recall positions,

movements, or steps of a

dance

form

exhibit

technical pro-

ciency

of foundational

dance vocabulary in at

least two dance

genres

examine personal technical skills

and apply self-correction in both

technical and artistic aspects of

performance

execute movement to

different basic music

beats

rhythms

tempos

, and

qualities

demonstrate

movement

qualities

and

transitions

within choreography

demonstrate rhythmic acuity and

sensitivity to

movement quali-

ties

and

transitions

in dance

translate knowledge of

technical skills and artistic

interpretation to charac-

teristics of various dance

genres

compare performing in class

to performing for an audience

model concentration,

self-conﬁdence, and com-

mitment during rehearsal

and performance

develop appropriate performance

with internal motivation and con-

sistent awareness of movement

and relationships within groups

demonstrate music

meter

and

phrasing,

rhythmic

pattern

, and

tempo

as part of accurately

reﬂecting the

intention

a dance

commit to performing to project

and

communicate

the idea to the

audience

distinguish and demon-

strate artistic and stylistic

characteristics in per-

forming dances of several

dance

genres

in different

performance settings

Strands, Standards, and Performance Indicators

Strand Four: Choreography, performance, and production

Standard 4.3 Dance performance and production

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

identify appropriate audience

etiquette in various informal

and formal showings

demonstrate appropri-

ate etiquette in class,

rehearsal, and perfor-

mance

develop a

performance attitude

toward achieving expectations of

roles in rehearsal, performance,

and production

practice

performance

attitude

in executing

dance roles by applying

projection, artistry, expres-

sion, and musicality

recognize dance performance

requirements of knowing

and executing the

dance

sequences

and exhibiting

movement conﬁdence, con-

centration, and awareness of

other dancers and the dance

space

discuss the roles and

responsibilities of front-

and backstage positions in

a production

value the decisions determined by

an adjudication or audition

evaluate individual

perspectives (performer,

choreographer, audience

member, or critic) that

may affect responses to a

dance

distinguish what is appro-

priate

dance etiquette

for dance, attire, and

grooming (hair, makeup,

and costuming) for perfor-

mance, and develop good

habits in these areas

evaluate and respond to self or

peer participation in choreogra-

phy, performance, and production

demonstrate knowledge

and application of dance

technical production skills

necessary to planning

and producing a dance

performance

participate in dance production by

working assigned technical crew

or production positions

analyze, compare, and

report how theatrical

components contribute

to various dance perfor-

mances

National Dance Education Standards Framework

Strand Five: Historical, cultural, and social dance

Standard 5.1 Historical dance knowledge and performance

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

name and execute simple

dances of different countries

from the past to the present

recall and execute dances

(past to present) from

different countries

interpret, analyze, and reﬁne

dances from at least two

historical

periods

research, learn, and

perform at least two

multipart historical social

dances or two choreo-

graphed dance works

using appropriate style

and context of the

histor-

ical period

identify and describe the

dancers, the dance, and

where, when, and why it was

performed

perform or view several

historical dances

; list and

discuss reactions to the

dances

discover the background

and purpose of selected,

viewed, or performed

historical dances

perform American theatrical dance

forms from the 20th and 21st

centuries

identify excerpts from

classical ballet and 20th

century works (modern

dance, ballet, and jazz

dance)

research and identify major chore-

ographers, dancers, and person-

alities who contributed to dance in

the 19th, 20th, and 21st centuries

research, critique, and

report ﬁndings about a

historical dance

in the

context of the period’s

arts and society

view, compare, contrast, and

discuss two dances or chore-

ographers’ works from different

historical periods

view, analyze, and defend

your judgments of least

two choreographers’

works from different

his-

torical periods

within the

perspective of historical

events and society

analyze signiﬁcant events

or historical ﬁgures

in the development of

dance forms in contexts

of social, cultural, and

political inﬂuence through

research, creating a

written project with media

Strands, Standards, and Performance Indicators

Strand Five: Historical, cultural, and social dance

Standard 5.2 Cultural dance knowledge and performance

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

name and execute simple

cultural dances

performed

at special events locally and

globally

recall and execute dances

from two different

cultures

or various local

cultural communities

perform American heritage dances

such as folk, square, contra, and

line dances

restage or reconstruct

and perform with accu-

racy several multipart

cultural dances (to

authentic accompani-

ment) from different

geographic regions

identify and explain facts

about a

cultural dance

create a dance and select

appropriate music that

represents a speciﬁc

cultural heritage

interpret, reﬁne, and describe

several

cultural dance

character-

istics (movements, styles, and for-

mations) in the context of cultural

traditions and society

compare

cultural dance

similarities and differences

by describing the dances and

music

identify a

cultural

dance

and explain its

background information

(geography and climate of

the country of the dance)

research and summarize traditions

cultural dances

from local and

global community events

research, critique, and

report ﬁndings about

two multipart diverse

cultural dances

from

different regions;

examine their origins;

describe the dancer’s

posture, movements,

gestures, qualities, and

rhythms; connect them to

cultural traditions, social,

cultural, and political

inﬂuences of the times

explain the meaning of a

cul-

tural dance

that tells a story

compare and contrast

two

cultural dances

;

describe the dancers,

their attire, the dance,

the setting, the event,

the music or accompani-

ment, and other details

of the dancer, dance, and

performance

National Dance Education Standards Framework

Strand Five: Historical, cultural, and social dance

Standard 5.3 Social dance knowledge and performance

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

name and execute simple

social, folk, and popular

dances of different countries

from the past to the present

execute several social, folk, or

popular dances from different

countries with a partner or in a

group; determine similar and differ-

ent characteristics of each dance,

its steps, and styles of performance

master performance and

styling for presentation

of several historical to

contemporary

social

dances

from dance

cul-

tures

and countries

identify and explain the

background of the dance,

who danced, and the purpose

of the dance

identify and execute

several social, folk, or

popular dances from

different countries and

historical periods

perform, analyze, and make an

appraisal of popular or

social

dances

that celebrate an event or

reﬂect social issues or society in a

speciﬁc

historical period

determine characteristics

and qualities of selected

social, folk, or current

popular dances to arts

and society of the times

examine and compare

several

social dances

their music, and their

relationship to society

and arts at the time of

their origin and today

explain how

social dances

are

different from theatrical dances

research and use

media

and

technology

critically analyze

at least

three selected histori-

cal and contemporary

popular

social dances

in the context of society

and the times, and

present a report

Strands, Standards, and Performance Indicators

Strand Six: Dance, arts, and media literacy for integrated learning

Standard 6.1 Dance literacy for interrelated arts learning

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

recall and execute to music

rhythmic songs and simple

dances; describe spacial

designs and

pathways

, then

share and respond to others’

dance descriptions

select and translate a

visual image or dramatic

theme to create a dance

with accompaniment

execute two or more multipart

dances or create a series of

movement studies from different

dance

genres

and

choreographic

structures

; select different styles

of music for expressing the idea,

theme, or emotions of the dance

create, revise, and

perform dances based

upon extensive use

of dance vocabulary

and

choreographic

structures

, expanded

interrelated arts

ideas,

or themes

view a live or video dance

performance, explain the

dance story or theme, and

relate the music and cos-

tumes to the dance

view at least two different

dance works, live or

recorded; describe and

present an oral or written

summary of the

elements

of dance

movement

qualities

, music, story,

theme, or visual art

images

record and report with

technol-

ogy

and

media

the learning and

rehearsing of a dance; critically

analyze and support the

inter-

related arts

choices made for

interpretation of the dance

research, synthesize, and

develop a critical analysis

report and

media

pres-

entation of the problem,

artistic intent, design,

and processes used to

create the work

describe dance movements

in words and relate to visual

art images, situations, and

emotions from literature

explore and report on

dance and arts presented

in different

media

categorize and explain similarities

and differences among the dance

and art examples from different

media

record and report with

technology

media

the

processes for developing

a choreographic work

(choreographic intent,

dance content, design,

music, and production

elements selected)

analyze and report how

various forms of dance

media

(print, electronic

media, ﬁlm, video, and

interactive technology)

compare to live perfor-

mance

select art-speciﬁc

terminology to describe

the artistic or production

features (music, sets,

lighting, costumes) of

two or three dances by

drawing, explaining, or

writing a commentary in

different media

National Dance Education Standards Framework

Strand Six: Dance, arts, and media literacy for integrated learning

Standard 6.2 Dance, arts, and media literacy in interdisciplinary learning

Performance indicators:

Student will

Grade groupings

K-2 3-5 6-8 9-12

execute creative movement

or short dances to solve

basic math or science

problems

create a dance to

communicate

an idea

or process from another

discipline

design a

dance study

and explain

how parts of the study illustrate the

steps in a math, science, or another

discipline process

select an

interdisciplinary

subject or theme; design,

choreograph, and produce

a dance as a live and video

performance

create and draw dance paths

in classroom or school;

identify major locations

translate stories by employ-

ing

elements of

dance

translate stories from lit-

erature though

elements

of dance

and basic dance

forms

distinguish commonali-

ties between dance and

other subject areas

view, analyze, and report dance

examples supported by other arts

to explain a concept or process

learned from another discipline

critically analyze, create,

and revise an

interdis-

ciplinary

choreographic

work; identify the roles

dance and other arts play

in the dance work; report

feedback from dancers

and audiences, and include

personal views of the

project, its performance,

and video

identify and apply dance

and dance-related skills

such as creative prob-

lem-solving, collabora-

tion, and

critical thinking

to multiple

media

and

technology

experiences

Glossary

abstract—To change a depiction away from reality to

achieve an effect. In movement, distortion and stylized

movements change what is familiar into something

new and unique.

accent—To place more emphasis on specic sounds with

loudness or on movements with more energy applied.

alignment—A physical movement principle that is either

static or dynamic.

artistic expression—The personal choices one makes

when creating art; these choices are based on one’s

history, cultural background, likes and dislikes, and

afnity with a specic genre. It is the individual’s

creative process and how they develop their art.

artistic vision—A written statement by the choreogra-

pher that focuses on the choreographic concepts of a

work to be developed.

authentic tasks—Tasks that require students to apply

their knowledge, skills, and values of a discipline

to meet real-world requirements by constructing

responses, creating new knowledge, or developing

skills at the appropriate performance level.

beat—The underlying constant pulse of music or move-

ment.

body—Development of an awareness of body and body

parts. See also body movement, shapes, and body

designs.

body designs—Asymmetrical or symmetrical.

body movement—Locomotor, nonlocomotor, or axial

types of movement.

cardiovascular endurance—The ability to work con-

tinuously or for extended periods of time.

centered movement—The balancing of the body.

choreographic design principles—The two elements

of visual design: body shapes and movement through

space and time.

choreographic processes (choreographic devices)—

Ways in which movements, movement sequences, and

themes are manipulated in a variety of ways through

space, time, formations, and other devices that connect

the parts of the dance work.

choreographic structures—See compositional

forms.

communicate—In the arts, communication is special-

ized in that it needs no words or text but expresses a

concept, theme, or value in shape, color, sound, and

physical movement. Communication through art has

been in existence since the beginning of humankind,

as evidenced in cave art. Communication in art does

not exist until it can make an impact on a viewer or

an audience.

compositional forms—The forms in which dance move-

ment is organized, such as A, B (two part), A, B, A

(three part), theme and variations, rondo, and canon.

Narrative compositions use drama or storytelling.

Open, semistructured, or structured compositions use

the dance idea to create the form.

conditioning—An individual’s engagement in physical

activity or exercise to improve physical tness.

contact improvisation—The communication between

two or more moving partners through physical contact.

creative process—Process models that can be applied

to dancing, dance making, and other aspects of dance

learning. The classic creative process stages are

preparation, incubation, insight, evaluation, and

elaboration.

1. preparation—Immersing oneself in the topic or

subject; this stage in the creative process is done

to absorb as much information as possible into the

subconscious as preparation for the second step.

2. incubation—This stage in the creative process is

interconnected with the rst stage, preparation.

The information gathered churns in one’s subcon-

scious as the person sorts through research, and

then leaves the research and returns to it.

3. insight—This is the aha moment when the

research and information from earlier stages of

the creative process gel into a cohesive vision of the

dance work or the performance style or conceptual

direction. Insight often takes place while doing

everyday tasks or low-level physical activity.

4. evaluation—This stage of the creative process

requires time to reect and analyze the idea; it

is an ongoing critique of the performance or the

choreography. Evaluation requires continued

appraisal of the components of the work, such as

the movements, design, style, or music selected. In

addition to self-analysis, peer or group feedback

helps to determine which are the best components

to utilize and which components do not enhance or

support the idea.

5. elaboration—This is the nal stage of the creative

process, in which the person renes the work by

making judgements that will enhance the perfor-

mance, the design or structure, or the aesthetic

values of the dance work and its performance.

creativity—The combination of uency (the number

of ways something is performed), frequency (the

number of times something is executed), originality

(how inventive or unique the movements are as well

as how adequate, relevant, and appropriate they are),

and imagination (how movement is expanded, revised,

or altered).

critical thinking—Dened by Francis Bacon in 1605,

critical thinking is a desire to seek, doubt, and medi-

tate. It is based on universal intellectual values that

transcend subject matter. When critically thinking,

Glossary

one weighs all aspects of an argument and considers

and tests the soundness of the argument. Critical

thinking explores questions about existing knowledge.

cross-training activities—Activities that vary daily to

prevent detraining, especially after an injury.

cultural dance—One of the most important expressions

of historical and current cultural values. Dance forms

reect a person or a group’s cultural societal values.

culture—The dening imprint of a people, exemplifying

their history, environment, religion, ritual, and lan-

guage. Culture continually adapts and changes over

time based on outside inuences. Dance is an outward

manifestation of culture.

dance etiquette—Rules that may be based on tradition

and demonstrate what is considered good manners, as

well as rules related to dance safety and an efcient

and effective learning experience. The teacher may

present specic etiquette for arriving or leaving class,

asking questions, and other topics.

dance literacy—The dance literacy model, developed by

Hong (2000), includes dancing or kinesthetic literacy,

dance making or choreographic literacy, and dance

appreciation or critical analysis. Hong’s dance literacy

model relates to the artistic processes of creating,

performing, responding, and connecting.

dance performance artistry—The blending of tech-

nical prociency and artistic expression to create a

performance that the audience responds to on a deeply

felt level. More than merely executing the technical

movements, it demonstrates an interpretation of the

work with a uniqueness and knowledge of self.

dance processes—Creating, performing, responding,

and connecting are artistic processes applied in visual

arts, music, drama, and dance.

dance production—A process of staging a dance or

dances to create a performance. Dancers need to be

physically and mentally prepared to perform dance

works, accept responsibilities in the performance

setting, practice theater etiquette and safety, and

employ a professional attitude and conduct throughout

rehearsals and performances.

dance production elements—Staging, music or sound,

lighting, costuming, scenic elements (sets and set

pieces), and props.

dance science—The scientic study of dance and danc-

ers, as well as the practical application of scientic

principles to dance. The aims of dance science are the

enhancement of performance, the reduction of injury,

and the improvement of well-being and health. Dance

science incorporates kinesiology, motor learning, and

other related disciplines, which support the general

components of physiological and mental dance train-

ing, tness, and conditioning.

dance sequence—Selected movements presented in a

series with a beginning, middle, and end.

dance study—A selection of movement ideas based on

the investigation of a specic idea and presented in a

short work.

dimensions (range)—The amount of space being used:

small, medium, or large.

directions—Front, back, forward, backward, right or

left side, up, down, or diagonal.

duration—The length of the movement (short, medium,

or long).

dynamic alignment—The alignment of the body while

performing different movements.

dynamics—A combination of energy, weight, time, and

ow.

effort—Combination of the factors of time (fast to slow),

weight (light to heavy), space (small to large), and

ow (bound to free) in various proportions to express

energy through movement (either direct or indirect).

effort actions—Dab, ick, oat, glide, punch, press,

slash, or wring.

elements of dance—The fundamental components of

dance: body, energy (or force), space, time, and

relationships.

emotions—The six most basic emotions are happiness,

sadness, disgust, fear, surprise, and anger. Other

more complex emotions evolve with age and maturity.

energy (or force)—The amount of intensity applied to

a movement. See also movement qualities, effort,

and effort actions.

tness—The body’s ability to function in work and leisure

activities, to be healthy, to resist disease, and to react

to emergency situations.

exibility—The range of motion that joints have when

in action.

form—A subcategory of a genre. Examples include folk

forms and media forms.

formal setting—A formal performance typically takes

place in a specically designated area with a prosce-

nium stage and audience, with technical provisions

of sound, lighting, and costuming. However, based on

the culture, formal performances can occur outside in

site-specic locations, such as the center of a village.

Formal showings are generally well rehearsed and as

close to perfection as possible.

formations—Lines, circles, squares, parts of a circle, or

V or inverted-V shapes.

general space—The dance space a person (or persons)

moves through during a dance.

genre—A class or category of art of dance based on some

set of stylistic criteria. Examples of genres include

ballet, modern dance, jazz, tap dance, musical theatre,

and ballroom dance.

grounded movement—Movements strongly connected

to the earth with a lower center of gravity.

health—The condition of the body and mind, encompass-

ing proper nutrition and hydration, stress manage-

ment, safety practices, rest and recovery time, and

freedom from disease.

historical dance—Dances from before the present

time performed as part of life span milestones, ritual

or religious celebrations, or social, entertainment, or

theatrical events.

historical periods—Chronological periods historians

divide the time line of history into, beginning in prehis-

tory or another point in time and ending in the present.

Glossary

The span of these chronological periods sometimes

depends upon the type of history.

improvisation—Creating unplanned spontaneous move-

ments to explore ideas.

informal setting—A classroom, gym, or dance studio

setting where movement is shared in front of one’s

peers for peer feedback. An informal showing can

be a check for knowledge and understanding, or a

pre-assessment by the instructor. Students can show

individually, in small groups, or one large group. In

general, informal settings do not require any technical

provisions such as costuming and lighting.

integrated learning—The arts and other disciplines

synergized into a new work to enrich and expand

knowledge and understanding of other subjects or

disciplines.

intention—A choreographer’s use of the mind–body

connection to draw upon previous experiences and

inner feelings in order to create an artistic work that

communicates to an audience.

interdisciplinary learning—An educational approach

that relates two or more academic subjects. Students

can learn basic academic concepts through dance.

interrelated arts—Music, visual arts, drama, and

media used in various capacities or in collaboration

to support and enhance dancing and dance works.

joint action—The movement that is allowed when

specic bones align; examples of joint actions include

exion, extension, and rotation.

kinesthetic awareness—The ability to detect weight,

body position, and body relationship between move-

ments or other people; sometimes called muscle sense.

levels—The body in relationship to the ground: high,

middle, and low.

locomotor movements—Movements that travel using

the feet: walk, run, leap, jump, hop, gallop, skip, or

slide, and using other body parts: rolling, handstands,

crabwalk, cartwheels.

media—Print, electronic media, lm, video, and interac-

tive technology.

media literacy—The ability to access, analyze, and

evaluate media content uently. Students must become

media literate in order to use technology in dance and

arts processes.

melody—The overarching tune created by a series of

notes, inuenced by pitch and rhythm.

meter—The recurring pattern of stresses or accents that

provide the pulse or beat of the music; they are notated

at the beginning of a composition.

motifs—The distinctive movements or dominant idea of

a composition that will be produced throughout the

dance.

movement condence—Students’ perception of their

performance abilities.

movement pattern—An arrangement or grouping of

locomotor and nonlocomotor movements that may be

repeated as a unied design.

movement phrase—The development of a motif or idea

into a longer temporary or permanent statement; eight

measures is a common length that may be combined

with other phrases to form a composition.

movement qualities—The amount of energy that is

applied from the execution of a movement: swing, sus-

tained, suspended, collapsed, vibratory, or percussive.

muscular strength—The maximum force that an indi-

vidual can exert when muscles are contracted.

music elements—Rhythm, dynamics, melody, meter,

harmony, tone, texture, and form.

nonlocomotor movements—Movements around a sta-

tionary axis: swinging, punching, rotating, twisting.

pathways—Straight, curved, circular, zigzag, or ser-

pentine.

performance attitude—Accepting and practicing the

responsibilities and behaviors of a dancer; this attitude

is required in class, rehearsal, or performance.

performance processes—The course of action extends

from audition, learning and rening choreography,

preparing for different types of rehearsals, to perfor-

mance. During the process, the dancer employs and

cultivates a performance attitude and performance

presence.

personal space—The positive space a person’s body

occupies when stationary or moving.

physical movement principles—Based on Newton’s

laws of motion, these principles include momentum,

force, balance, acceleration, torque, and rotation.

polyrhythm—Conicting rhythms or movements hap-

pening simultaneously in a musical or dance compo-

sition.

relationships—How the dancer’s body parts or move-

ment is spatially connected with a partner or group,

with props, scenic, or architectural elements.

rhythm—The beat of music marked by the regulated

succession of strong and weak elements.

rhythmic pattern—A grouping or placement of the

duration of strong and weak sounds or movements in

time that can be repeated.

safety—Freedom from danger, risk, injury, and harm;

safety requires proper clothing and shoes, warm-up

and cool-down, etiquette, and facilities.

shapes—Curved, straight, bent, rotated, or twisted.

S.M.A.R.T.—Goals that are specic, measurable, achiev-

able, relevant, and time-bound. S.M.A.R.T. design

can be used for the development of program goals,

performance indicators, learner outcomes, or learner

objectives.

social dance—Traditional, historical, or popular dances

people participate in that have deep ties to society, its

trends, and happenings in the world.

somatic practices—Movement experiences that use an

individual’s internal sensations to promote improved

movement functioning.

space—Personal and general space, using all directions.

See also personal space, general space, dimen-

sions (or range), directions, levels, locomotor

and nonlocomotor movements, pathways, and

formations.

Glossary

static alignment—The typical posture of the body when

sitting or standing.

step pattern—An arrangement or grouping of locomotor

movements that may be repeated as a unied design.

Examples include two-step (gallop); schottische (three

runs, hop), polka (hop, gallop), and waltz (three walks

with level change).

syncopation—The temporary displacement of beats in

a measure.

syncopated rhythmic patterns—An arrangement or

grouping of beats in a measure that are temporarily

displaced.

syncopated rhythmic phrases—The displacement of

beats in a temporary or permanent statement usually

eight measures in length.

technical prociency—In dance, technical prociency

is the ability to move with efciency using the technical

and conceptual requirements of a specic dance form.

technology—Electronic systems and media formats.

tempo—The speed of the movement, from fast to slow.

time—The duration and tempo of movement, inuenced

by the weight of the movement. See also duration

and tempo.

time signatures—A notation with two numbers—one

on top of the other—with the top number designating

the number of beats in each measure and the bottom

number designating the note value that receives the

beat.

torque—A rotation caused by a twisting force.

transition—A movement or movement sequence that

connects two sections or parts of a composition.

warm-up and cool-down—A variety of low-intensity

activities designed to prepare the body for moderate to

vigorous workouts or for a dance class, or to be executed

at the completion of a moderate or vigorous activity to

help the body recover.

weight shifts—Weight changes from one supporting foot

or body part to another.

wellness—Realizing one’s full potential and balance in

physical, emotional, social, intellectual, spiritual, and

environmental development.

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