Common Planner
K–12 Standards

Dance: Grade 3

Other Delaware Visual and Performing Arts sets

Identifying and demonstrating movement elements and skills in performing arts

  • 1.1

    Perform axial movements (e.g., bend, stretch, twist, turn, swing, collapse)

  • 1.2

    Demonstrate accuracy in moving to a musical beat and responding to changes in tempo

  • 1.3

    Demonstrate eight basic locomotor movements (e.g., walk, run, hop, jump, leap, gallop, slide, skip) traveling forward, backward, sideward, diagonally, turning

  • 1.4

    Transfer rhythmic patterns from the aural to the kinesthetic

  • 1.5

    Explain and execute the underlying principles of movement skill (e.g., alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery)

  • 1.6

    Execute basic movement phrases individually and in a group

  • 1.7

    Transfer spatial patterns from the visual to the kinesthetic

  • 1.8

    Memorize and reproduce extended movement sequences

  • 1.9

    Execute techniques from different genres/styles (e.g. ballet, modern dance, jazz, tap, multi-cultural)

Understanding choreographic principles, processes and structures

  • 2.1

    Demonstrate basic partner skills (e.g., copying, leading and following, mirroring)

  • 2.2

    Improvise, create and perform dances based on original ideas and concepts from other sources

  • 2.3

    Use improvisation to generate movement for choreography

  • 2.4

    Create and identify the sequential parts of a dance phrase (e.g., beginning, middle, and end)

  • 2.5

    Demonstrate structures or forms (e.g., AB, ABA, canon, call and response, narrative, palindrome, theme and variation, rondo, round, contemporary forms) through brief dance studies

  • 2.6

    Create and perform a phrase utilizing compositional elements (e.g., space, time, force/energy)

  • 2.7

    Work alone, with a partner and in a small group during the choreographic process

  • 2.8

    Initiate dance composition using improvisational skills

  • 2.9

    Communicate emotional themes through dance

Understanding dance as a way to create and communicate meaning

  • 3.1

    Take an active role in a class discussion about interpretations of and reactions to a dance

  • 3.2

    Observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance

  • 3.3

    Demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance

  • 3.4

    Demonstrate the difference between pantomiming and abstracting a gesture

Applying and demonstrating critical and creative thinking skills in dance

  • 4.1

    Demonstrate appropriate audience behavior in watching dance performances; discuss their opinions about the dances with their peers in a supportive and constructive way

  • 4.2

    Discuss how skills developed in dance are applicable to a variety of careers

  • 4.3

    Observe and discuss how dance is different from other forms of human movement (e.g., sports, everyday gestures)

  • 4.4

    Observe two dances and discuss (compare and contrast) how they are similar and different in terms of one of the compositional elements (e.g., space, time, force/energy)

  • 4.5

    Explore, discover and realize multiple solutions to a given movement problem; choose their favorite solution and discuss the reasons for that choice

  • 4.6

    Create a movement problem and demonstrate multiple solutions; choose the most interesting solutions and discuss the reasons for their choice

Demonstrating and understanding dance in various cultures and historical periods

  • 5.1

    Perform folk dances from various cultures

  • 5.2

    Perform a broad spectrum of American historical folk, social and/or theatrical dances

  • 5.7

    Analyze and evaluate how dance and dancers are portrayed in contemporary media

Making connections between dance and healthful living

  • 6.1

    Explain how healthy practices (such as nutrition, safety) enhance ability to dance, citing multiple examples

  • 6.2

    Set goals to improve student performance capabilities as dancers and specify steps taken to reach those goals

Making connections between dance and other disciplines

  • 7.1

    Respond to a dance using another art form; explain the connections between the dance and their response to it (such as stating how their paintings reflect the dance they saw)

  • 7.2

    Create a dance project that reveals understanding of a concept or idea from another discipline (e.g., poetry, physics, geometry)

  • 7.3

    Create a project that reveals similarities and differences between the arts

  • 7.4

    Observe dance, both live and recorded on video; compare and contrast the aesthetic impact of the two observations through writing

  • 7.5

    Compare and contrast examples of concepts used in dance and another discipline outside the arts (such as balance, shape, pattern)

Frequently asked questions

What grade levels do these standards cover?
Grade 3
When were these standards adopted?
2007

Keep exploring

Keep exploring Visual and Performing Arts standards

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Visual and Performing Arts