Colorado Academic Standards Online
Use the options below to create customized views of the Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.
Current selections are shown below (maximum of five)
clear Content Area: Dance - 2022 // Grade Level: Intermediate // Standard Category: All Standards Categories
Dance - 2022
Intermediate, Standard 1. Movement, Technique, and Performance
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Prepared Graduates:
- 1. Demonstrate dance technique, vocabulary, and skill appropriate to stylistic expectations.
Grade Level Expectation:
1. Demonstrate developing dance technique, vocabulary and skills in various styles while displaying a wide range of movement dynamics and exploring artistic expression.
Evidence Outcomes:
Students Can:
- Use focus of eyes while demonstrating a range of movement and vocabulary.
- Perform dance phrases of different lengths that use various tempos and rhythms.
- Embody technical dance skills to explore artistic expression.
- Perform movements in relation to other dancers, objects, and environment.
Academic Contexts and Connections:
Colorado Essential Skills:
- Applying multiple approaches in dance class through the personalization of movement demonstrates a dancer’s ability to think critically and problem-solve. (Critical Thinking and Awareness, Self-Awareness)
- Identifying and using culturally specific language, skill and music connects students to a broad range of dance styles. (Global and Cultural Awareness)
- In collaborative groups students can have focused interactions, set goals, and fulfill assigned roles (Collaboration and Teamwork, Social Awareness, Self-Management)
- Students can synthesize information from multiple sources to demonstrate understanding of dance. (Data Literacy, Critical Thinking and Analysis)
Inquiry Questions:
- What are the benefits of knowing more than one style of dance?
- How would you describe your own personal style of dance?
- How are artistic expression and technique related?
- How does improving skills in dance class relate to improving skills outside of dance class?
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Prepared Graduates:
- 2. Apply kinesthetic awareness to develop lifelong and safe movement practices, fitness, and mind/body wellness.
Grade Level Expectation:
2. Embody alignment and control while moving.
Evidence Outcomes:
Students Can:
- Examine how healthful strategies (e.g., nutrition, injury prevention, emotional health, overall functioning) and safe body-use practices are essential for the dancer.
- Examine how kinesthetic principles and various body systems (e.g., cardiovascular, respiratory, musculoskeletal) relate to the dancing body.
- Maintain organization and self-awareness of the body while moving (e.g., balance, coordination, flexibility, alignment, core strength).
- Explore movement that develops a wide range of motion, muscular flexibility, strength, and endurance. Explore different body conditioning techniques.
Academic Contexts and Connections:
Colorado Essential Skills:
- Anatomical awareness and movement principles learned in dance can be applied to grasp concepts in physics and body sciences. (Critical Thinking and Analysis)
- Dancers can use scientific principles and concepts to understand muscular development and proper conditioning to improve movement. (Critical Thinking and Analysis)
- Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression. (Self-Management)
Inquiry Questions:
- How do body systems work together to accomplish movement?
- How does participating in dance class change your relationship to your body?
- How does maintaining alignment support safe movement?
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Prepared Graduates:
- 3. Participate in the dance performance process in a variety of roles.
Grade Level Expectation:
3. Identify and explore production strategies that correlate with performance intention.
Evidence Outcomes:
Students Can:
- Articulate personal performance goals and practice to reach goals.
- Collaborate with peers to enhance dance choreography and performance.
- Apply production terminology and collaborate to design and execute production elements that contribute to the artistic intent of a dance performance.
Academic Contexts and Connections:
Colorado Essential Skills:
- Students will use various forms of technology to plan and organize productions based on goals established. (Digital Literacy, Career Awareness)
- In collaborative groups students can have focused conversations, set goals, and fulfill assigned roles relevant to the dance production process (Interpersonal Communication, Self-Advocacy and Initiative).
Inquiry Questions:
- How do we describe the role of a performer in a work?
- What strategies do people in a variety of production roles use to prepare a dance performance?
Dance - 2022
Intermediate, Standard 2. Create, Compose, and Choreograph
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Prepared Graduates:
- 4. Explore and demonstrate various concepts through improvisational movement to communicate purposeful intent.
Grade Level Expectation:
1. Use contrasting stimuli to develop artistic expression through improvisational movement.
Evidence Outcomes:
Students Can:
- Arrange movement to convey artistic intent.
- Apply intermediate improvisational skills and techniques.
- Select and justify personal preferences for movement and structural choices.
- Adapt ideas to fit the needs of their group and community.
Academic Contexts and Connections:
Colorado Essential Skills:
- Dancers are aware of their kinesthetic and aesthetic likes and dislikes and can communicate them. (Interpersonal Communication, Self-Awareness, Self-Advocacy and Initiative)
- Through improvisation dancers can engage in novel approaches to movement, direction, ideas and/or perspectives. (Critical Thinking and Analysis, Creativity and Innovation, Adaptability and Flexibility)
- Through the improvisational process, dancers assess personal strengths and limitations with self-awareness. (Critical Thinking and Analysis, Creativity and Innovation, Adaptability and Flexibility, Self-Awareness, Self-Advocacy and Initiative)
- Students can pose and respond to questions about and with improvisational movement. (Interpersonal Communication, Creativity and Innovation, Collaboration and Teamwork, Adaptability and Flexibility, Social Awareness)
Inquiry Questions:
- How do you solve a movement problem with a partner?
- What do you notice about this artwork that can inform how you will move?
- What can you change about your movement experience to make your intent clearer?
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Prepared Graduates:
- 5. Use a creative process to construct a dance composition.
Grade Level Expectation:
2. Exploring different creative processes both independently and with a group that shows intent.
Evidence Outcomes:
Students Can:
- Implement movement from a variety of stimuli to develop an original piece of choreography.
- Articulate the creative process used for making choreography.
- Revise choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others.
Academic Contexts and Connections:
Colorado Essential Skills:
- Creative process in dance aligns with many of the processes used in other art forms. (Critical Thinking and Analysis, Career Readiness)
- Dancers can use technology to highlight and refine a dance. (Digital Literacy)
- The use of dance technique, vocabulary, and creative processes gives a choreographer many options when creating dances. (Creativity and Innovation, Self-Awareness)
- In collaborative groups students can have focused conversations, set goals, and fulfill assigned roles. (Interpersonal Communication, Adaptability and Flexibility)
- When refining dances students can receive and discuss feedback to broaden perspectives and clarify intent. (Interpersonal Communication, Critical Thinking and Analysis, Social Awareness)
Inquiry Questions:
- How does one compare and contrast a dance without a plot with a narrative?
- How can any one of these (music, observed dance, literary forms, notation, natural phenomena, personal experience, current news, or social events) influence dance composition?
Dance - 2022
Intermediate, Standard 3. Historical and Cultural Context
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Prepared Graduates:
- 6. Research, articulate, and embody dance from various eras and cultures.
Grade Level Expectation:
1. Arrange, demonstrate, and critique era and culturally specific movement sequences.
Evidence Outcomes:
Students Can:
- Discuss, embody, and describe dance technique and movement vocabulary specific to a culture.
- Communicate how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of people.
- Use era and culturally specific themes and movements in creating sequences.
- Recognize one's own cultural, personal, and historical biases when analyzing dance from a culture different from one's own.
Academic Contexts and Connections:
Colorado Essential Skills:
- Historical and culturally specific dances can reflect current societal issues. (Civic Engagement, Social Awareness).
- Students research dance by gathering information from print and digital sources, determining biases and credibility of sources, citing sources accurately and using evidence to draw conclusions. (Media Literacy)
- Embodying dance from other cultures allows individuals to apply skills that affect change, increase global awareness, and build empathy. (Civic Engagement).
Inquiry Questions:
- How do historical and culturally specific dances deepen our understanding of the world?
- How are observed themes from historical and culturally specific dances relevant to our lived experiences?
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Prepared Graduates:
- 7. Investigate and synthesize how dance developed through the lens of the era or culture in which it originated.
Grade Level Expectation:
2. Identify, with supporting evidence, historical and cultural aspects of two or more dance forms.
Evidence Outcomes:
Students Can:
- Analyze and discuss how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people.
- Formulate possible reasons why similarities and differences in movement are developed in relation to the ideas and perspectives of the people.
Academic Contexts and Connections:
Colorado Essential Skills:
- Exploring different dance forms and techniques gives insights into cultural traditions and purposes of dance. (Social Awareness, Global and Cultural Awareness)
- Students research connections between dance and society by gathering information from print and digital sources, determining biases and credibility of sources, citing sources accurately and using evidence to draw conclusions. (Media Literacy, Digital Literacy, Data Literacy, Critical Thinking and Analysis, Social Awareness, Civic Engagement, Global and Cultural Awareness)
Inquiry Questions:
- How do current popular dances compare with social dances of the 19th century?
- How can the research you have collected be used within in your own community?
Dance - 2022
Intermediate, Standard 4. Reflect, Connect, and Respond
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Prepared Graduates:
- 8. Critique, analyze, and reflect upon dance.
Grade Level Expectation:
1. Reflect upon the meaning of dance created by others and explain the intent of dance created by oneself.
Evidence Outcomes:
Students Can:
- Respond to dances using appropriate dance language.
- Explain how artistic expression is achieved through relationships between movement, dance technique and context.
- Cite evidence in the dance to support their interpretations using dance terminology.
- Identify the choreographic structure, cultural origin, and technique of the dance viewed.
Academic Contexts and Connections:
Colorado Essential Skills:
- The ability to articulate the value of diversity as it relates to music and dance movements, and technique can demonstrate community and cultural awareness. (Interpersonal Communication, Critical Thinking and Analysis, Cultural Awareness, Social Awareness)
- The practice of reflecting on the work of others and being able to reflect on one’s own work helps us to develop our own value set. (Self-Awareness, Self-Management)
- The connection of interdisciplinary concepts to dance can enhance understanding of movement or choreographic intent. (Data Literacy, Critical Thinking and Analysis)
Inquiry Questions:
- Why could dance be considered a “universal” language?
- How do other art forms document or preserve their work?
- How should one use personal opinion when critiquing a dance work?
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Prepared Graduates:
- 9. Analyze and demonstrate the various roles and contributions of dance within a community.
Grade Level Expectation:
2. Identify how other art forms, school subjects, professions, and community roles are used in dance.
Evidence Outcomes:
Students Can:
- Demonstrate the use of school subjects such as music, visual art, language arts, math, science, and others and in dance.
- Investigate career opportunities in dance.
- Predict how dance impacts communities.
Academic Contexts and Connections:
Colorado Essential Skills:
- Reactions to other disciplines can provide innovative ways to use dance. (Civic Engagement)
- Analysis of different subjects can be used to compare and contrast ideas. (Critical Thinking and Analysis)
- Dance can influence diverse college and career paths. (Career Awareness)
- Students can use technology to learn, study, and share dance. (Digital and Media Literacy)
Inquiry Questions:
- How can ideas from other academic content areas be used to inspire dance or create dance?
- How can dance inspire other academic content areas?
- How can social media enhance or detract from dance?
- How can I use dance to positively contribute to my community?
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us