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Topic: Purpose and meaning in dance 

Dance

 Standard 1.  Identifies and demonstrates movement elements and skills in performing dance
  Level II (Grade K-4)
   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 7.Understands the action and movement elements observed in dance, and knows appropriate movement/dance vocabulary (e.g., level, direction)
    Knowledge/skill statements
     1.Understands the action elements observed in dance
     2.Understands the movement elements observed in dance
     3.Knows appropriate movement/dance vocabulary, such as "level" and "direction"
  Level IV (Grade 9-12)
   Benchmark 5.Uses projection in dance (e.g., confident presentation of one’s body and energy to communicate movement and meaning to an audience; performance quality; positive sense of involvement)
    Knowledge/skill statements
     1.Demonstrates a confident presentation of one’s body and energy to communicate movement and meaning to an audience
     2.Demonstrates a high level of quality in performances
     3.Demonstrates a positive sense of involvement in performances
 Standard 3.  Understands dance as a way to create and communicate meaning
  Level Pre-K (Grade Pre-K)
   Benchmark 1.Uses movement and dance to respond to the mood of the music
    Knowledge/skill statements
     1.Responds to the mood of the music through movement
     2.Responds to the mood of the music through dance
  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
   Benchmark 3.Understands how lighting and costuming can contribute to the meaning of a dance
    Knowledge/skill statements
     1.Understands how lighting can contribute to the meaning of a dance
     2.Understands how costuming can contribute to the meaning of a dance
   Benchmark 4.Creates dance that communicates topics/ideas of personal significance
    Knowledge/skill statements
     1.Creates a dance that communicates personal meaning
  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
 Standard 4.  Applies critical and creative thinking skills in dance
  Level IV (Grade 9-12)
   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