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Topic: Evaluation and interpretation of dance 

Dance

 Standard 3.  Understands dance as a way to create and communicate meaning
  Level II (Grade K-4)
   Benchmark 2.Knows how a dance may elicit various interpretations and reactions that differ from the meaning intended by the dancer
    Knowledge/skill statements
     1.Knows how a dance may elicit interpretations that differ from the meaning intended by the dancer
     2.Knows how a dance may elicit reactions that differ from the meaning intended by the dancer
  Level III (Grade 5-8)
   Benchmark 2.Understands how different accompaniment (e.g., sound, music, spoken text) can affect the meaning of a dance
    Knowledge/skill statements
     1.Understands how accompanying sound can affect the meaning of a dance
     2.Understands how accompanying music can affect the meaning of a dance
     3.Understands how accompanying spoken text can affect the meaning of a dance
  Level IV (Grade 9-12)
   Benchmark 1.Understands how movement choices are used to communicate abstract ideas and themes in dance (e.g., isolation, relationships, poverty, the environment)
    Knowledge/skill statements
     1.Understands how movement choices are used to communicate abstract ideas in dance
     2.Understands how movement choices are used to communicate themes in dance
     3.Understands how movement choices could be used to communicate isolation, relationships, poverty, or the environment
   Benchmark 2.Understands how interpretation of dance can be influenced by personal experience
    Knowledge/skill statements
     1.Understands that one’s interpretation of dance can be influenced by personal experience
 Standard 4.  Applies critical and creative thinking skills in 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
   Benchmark 3.Knows possible aesthetic criteria that could be used to evaluate dance (e.g., skill of performers, originality, visual and/or emotional impact, variety and contrast)
    Knowledge/skill statements
     1.Knows that dance can be aesthetically evaluated based on the skill of the performers
     2.Knows that dance can be aesthetically evaluated based on the originality
     3.Knows that dance can be aesthetically evaluated based on the visual and/or emotional impact
     4.Knows that dance can be aesthetically evaluated based on variety and contrast
  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