Illinois Learning Standards

Stage J - Fine Arts—Dance


25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Analyze how elements, principles, and expressive qualities are combined to produce aesthetic qualities in a dance composition.
  2. Critique the quality and effectiveness of dance performances and compositions.

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. Critique the dominant artistic components (i.e., elements, principles, expressive ideas; processes, technologies; creative processes) using appropriate vocabulary in all the arts.
  2. Evaluate the use of similar and distinctive artistic components across art forms.
  3. Analyze how different art forms combine to create an interdisciplinary work (e.g., ballet, musical theatre, opera, cinematography, music videos).

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Identify and analyze dance techniques associated with specific dance forms.
  2. Evaluate/critique how the choices of media, tools, and technologies influence and support the communication of ideas in dance compositions.
  3. Use the technical processes (i.e., dancing, improvising, exploring, composing, choreographing) to create a complex dance composition.
  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 extended performance skills (e.g., dynamic variations, focus, extension, line, projection, rhythmic accuracy, musicality).
  3. Perform alone or as part of a group through practicing more complex set dances, technological studies, dances from different sources (e.g., teacher's choreography, peer dance, parts of professional dance compositions).
  4. Demonstrate ability to dance in a range of styles.
  5. Using a variety of techniques, technologies, and resources, create and perform a complex work of art that demonstrates a conceptual rationale; exploration, research, planning, practice, evaluation using criteria, revision, justification; and proficiency in advanced techniques, tools, and technologies.

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Evaluate the function of the arts in historical, societal, economic, and personal contexts (e.g. careers, aesthetics, commentary or criticism, predictor of or catalyst for change, tools for learning, economic contribution, therapy, propaganda/ advertising, making the invisible visible, cross disciplinary synthesis).
  2. Evaluate the ways the arts are used to inform and persuade through traditional and contemporary art forms.
  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. Hypothesize how the arts will function in the future as a result of changes in traditional and contemporary media.

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Analyze the impact of political actions, current events, and natural phenomena (e.g., wars, civil unrest, disasters, economic prosperity, discovery, technology, legislation) on the development and production of art.
  2. Cite examples of where the arts shaped aspects of a culture (e.g., Dionysian theatre festival, Renaissance church art and music, cinema and the Depression).
  3. Analyze how historical and cultural contexts influence arts processes and products (e.g., Reformation, patronage system, invention of microphone, camera, and printing press, WPA).

Return to Fine Arts Classroom Assessments and Performance Descriptors