Illinois Learning Standards

Stage E - Fine Arts—Dance


25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Identify ways to vary actions through contrasts in time, force, and flow of movement.
  2. Observe and describe relationships created through variations in spatial factors.
  3. Distinguish among the qualities of sustained, percussive, swing, vibrate, suspend, and collapse (time, force, flow).
  4. Identify and describe choreographic and musical forms (AB, ABA, round, rondo).
  5. Structure movement phrases using choreographic (aesthetic) principles (e.g., repetition, contrast).
  6. Discuss possible meanings of various dance compositions.

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. Explain how elements, principles, and tools are combined to express an idea in a work of art.
  2. Explain why specific elements, principles, and tools were used in a work of art created by the student or another artist.

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Recognize and implement safe dance practices required for maintenance of a healthy body.
  2. Discuss ways specific movements are applied in response to words, sounds, pictures, props, and/or stories.
  3. Apply processes (e.g., performing, improvising, exploring, composing, choreographing) when dancing.
  4. Identify the production aspects of dance (e.g. music, lighting, costuming, scenery, setting) seen 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. Perform sequences and actions with an awareness of control.
  2. Practice and improve precision, clarity, and quality in use of body parts, actions, and sensory elements when dancing.
  3. Apply spatial factors and a range of action relationships (e.g., unison, succession) when creating dance compositions.
  4. Perform combinations of increasingly difficult rhythmic step patterns (e.g., schottische, polka, grapevine).
  5. Apply changes of energy in a sequence of movements.
  6. Develop a repertoire of folk dance representative of a variety of cultures.
  7. Use a variety of dance elements and resources to convey ideas, feelings, or characters in dance compositions.
  8. Apply choreographic and musical forms (e.g., AB, ABA, round, rondo, theme and variation) when creating dance compositions.
  9. Evaluate dances in terms of the creating processes (e.g., the choreographer's interpretation, communication of the theme).

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Evaluate audience behaviors of self and others.
  2. Explain how works of art relate to the environment where they are performed or displayed and how the space affects the art works (e.g., outdoor sculpture, murals, theatre in the round, dancing in a parade vs. on a stage).
  3. Describe how the site (e.g., outdoor art fair vs. museum, half-time show at a sporting event vs. symphony hall) influences who the audience is and the way the audience responds.
  4. Explain ways dance, drama, music, and visual art play a part in everyday life (e.g. education, architecture, landscape design, political cartoons, fashion design, background music, television).
  5. Analyze how the arts are used in commercial applications (e.g., posters, TV commercials, package design, industrial design).
  6. Categorize types of artists with their art and art related products or performances (e.g., commercial artist, artistic directors).

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Describe how the same idea is expressed in works of art (e.g., portraits, wedding dances, national anthems) from different cultures, times, or places.
  2. Compare the ways different cultures, times, or places use materials to produce works of art (e.g., musical instruments, masks, puppets, pottery, textiles).
  3. List artists who have made significant contributions and describe their ideas.

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