| A | B | C | D | |
| Movement Elements in Performing Arts |
| 1-3 | | 1,3-5 | | a. Demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility, and coordination in locomotor and nonlocomotor/axial movements and rhythmic activity. |
| 1-6 | 1,2,7,8 | 1 | | b. Identify and demonstrate longer and more complex steps and patterns from two different dance styles/traditions. |
| 1-4,6 | | | | c. Demonstrate the ability to remember movement sequences. |
| 1-6 | | | | d. Employ movement (walk, run, hop, jump, skip, leap, glide, slide, twist, bend, rotate, stretch, swing, and fall) and direction (high, low, mid, sideways, lateral, diagonal, forward and backward, zigzag, circular, and straight) in dance. |
| 1-6 | | 2-4 | | e. Create short combinations and improvisation. |
| Choreographic Principles, Processes, and Structure |
| 1,3,4,6 | | 2-4 | | a. Use improvisation to generate movement for choreography. |
| 1-6 | | 1-3 | | b. Demonstrate understanding of structures or forms (such as palindrome, theme and variation, rondo, round, and contemporary forms selected by the student) through brief dance studies. |
| Create and Communicate Meaning |
| 5 | 1-5 | 1,2,4-6 | a. Formulate and answer questions about how movement choices communicate abstract ideas in dance. |
| 6 | 2,4 | 3,4,6 | b. Demonstrate understanding of how personal experience influences the interpretation of a dance. |
| Critical and Creative Thinking Skills in Dance |
| 2,4 | | 1-5 | 2 | a. Study a dance and suggest revisions or variations, articulating the reasons for artistic decisions and what might be lost or gained by those decisions. |
| | 1-5 | | b. Establish a set of aesthetic criteria and apply it in evaluating the work of others. |
| | 1-3,5 | | c. Formulate and answer own aesthetic questions, such as “What is it that makes a particular dance that dance? How much can one change that dance before it becomes a different dance?” |
