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Topic: Elements of dance 

Dance

 Standard 1.  Identifies and demonstrates movement elements and skills in performing dance
  Level II (Grade K-4)
   Benchmark 3.Creates shapes (e.g., body shapes, lines, angles, curves) at low, middle, and high levels (different heights from the floor)
    Knowledge/skill statements
     1.Creates shapes at low levels (height from the floor)
     2.Creates shapes at middle levels (height from the floor)
     3.Creates shapes at high levels (height from the floor)
     4.Creates body shapes at different heights from the floor
     5.Creates lines at different heights from the floor
     6.Creates angles at different heights from the floor
     7.Creates curves at different heights from the floor
   Benchmark 4.Defines and maintains personal space (e.g., form; distance from others when moving through space as part of a group)
    Knowledge/skill statements
     1.Understands that personal space is the distance one keeps from others when moving through space as part of a group
     2.Maintains personal space when moving a part of a group
   Benchmark 8.Knows basic actions (e.g., skip, gallop) and movement elements (e.g., height of the dancer in relation to the floor, directions), and how they communicate ideas
    Knowledge/skill statements
     1.Knows a variety of basic actions, such as skipping or galloping
     2.Knows a variety of basic movement elements, such as the height of the dancer in from the floor or directions
     3.Knows how ideas are communicated through actions
     4.Knows how ideas are communicated through movement elements
  Level III (Grade 5-8)
   Benchmark 1.Understands various movements and their underlying principles (e.g., alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery)
    Knowledge/skill statements
     1.Understands the underlying principles of various movements
     2.Understands the importance of alignment in movement
     3.Understands the importance of balance in movement
     4.Understands the importance of movement initiation
     5.Understands the importance of articulating isolated body parts
     6.Understands the importance of weight shifts in movement
     7.Understands the importance of elevation and landing in movement
     8.Understands the importance of fall and recovery in movement
 Standard 4.  Applies critical and creative thinking skills in dance
  Level II (Grade K-4)
   Benchmark 2.Knows technical and artistic components of various forms of dance (e.g., body shapes, space, levels, pathways)
    Knowledge/skill statements
     1.Knows the technical components of various forms of dance
     2.Knows the artistic components of various forms of dance
     3.Knows the body shapes in various forms of dance
     4.Knows how space is used in various forms of dance
     5.Knows the levels (high, middle, low) of various forms of dance
     6.Knows the pathways of various forms of dance
  Level III (Grade 5-8)
   Benchmark 2.Knows the critical elements that contribute to a dance in terms of space (e.g., shape, pathways), time (e.g., rhythm, tempo), and force/energy (e.g., movement qualities)
    Knowledge/skill statements
     1.Knows the critical elements that contribute to a dance in terms of space
     2.Knows the critical elements that contribute to a dance in terms of time
     3.Knows the critical elements that contribute to a dance in terms of force/energy
     4.Knows how shape contributes to dance in terms of space
     5.Knows how pathways contribute to dance in terms of space
     6.Knows how rhythm contributes to dance in terms of time
     7.Knows how tempo contributes to dance in terms of time
     8.Knows how movement qualities contribute to dance in terms of force/energy
  Level IV (Grade 9-12)
   Benchmark 1.Establishes a set of aesthetic criteria and applies it in evaluating one’s own work and that of others
    Knowledge/skill statements
     1.Establishes a set of aesthetic criteria
     2.Uses established criteria to evaluate one’s own work
     3.Uses established criteria to evaluate the work of others
   Benchmark 2.Formulates and answers one's own aesthetic questions (e.g., knows what makes a particular dance unique, how much one can change a dance before it becomes a different dance)
    Knowledge/skill statements
     1.Formulates questions concerning aesthetics
     2.Answers one’s own aesthetic questions
     3.Understands aesthetic questions, such as what makes a particular dance unique
     4.Understands aesthetic questions, such as how much one can change a dance before it becomes a different dance