Common Planner
K–12 Standards

Dance: Grade 3

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Creating

  • 1

    Demonstrate an understanding of the choreographic process.ESD3.CR.1

    1. a

      Collaborate with others to create and perform movement phrases.ESD3.CR.1.a

    2. b

      Create a sequence of three or more movements utilizing body, space, time, and energy.ESD3.CR.1.b

    3. c

      Explore how personal feelings and experiences influence choreography and performance. ESD3.CR.1.c

    4. d

      Respond to a variety of stimuli through movement (e.g. literature, visual art, props).ESD3.CR.1.d

    5. e

      Implement various approaches to creating choreography (e.g. improvisation, guided imagery).ESD3.CR.1.e

  • 2

    Demonstrate an understanding of dance as a form of communication.ESD3.CR.2

    1. a

      Use personal experiences and choreographic tools (e.g. improvisation, guided imagery) to create a movement narrative.ESD3.CR.2.a

    2. b

      Recognize and describe how movement quality impacts meaning.ESD3.CR.2.b

    3. c

      Move expressively to music or other stimuli (e.g. sound, text).ESD3.CR.2.c

Performing

  • 1

    Identify and demonstrate movement elements, skills, technique, and terminology in dance.ESD3.PR.1

    1. a

      Apply and expand dance terminology to describe and create movement (e.g. levels, pathways, directions, speed, rhythm, energy, qualities, shapes).ESD3.PR.1.a

    2. b

      Combine and execute a wide range of locomotor movements with appropriate energy and coordination (e.g. walk, run, hop, jump, gallop, skip).ESD3.PR.1.b

    3. c

      Execute a range of axial movements comprised of space, force, body shapes, and qualities (e.g. levels, sharp/smooth, curved/straight, heavy/light, swing/float planes).ESD3.PR.1.c

    4. d

      Demonstrate weight transfer and directional changes in axial and locomotor movements.ESD3.PR.1.d

    5. e

      Perform or improvise a sequence of movements in response to oral instruction and prompts.ESD3.PR.1.e

  • 2

    Understand and model dance etiquette as a classroom participant, performer, and observer.ESD3.PR.2

    1. a

      Demonstrate attentiveness, full participation, and cooperation with others in the dance learning environment.ESD3.PR.2.a

    2. b

      Demonstrate focus and concentration in the performance of skills.ESD3.PR.2.b

    3. c

      Apply knowledge of appropriate behaviors and skills as an observer and performer.ESD3.PR.2.c

  • 3

    Recognize the relationship between human anatomy and movement. ESD3.PR.3

    1. a

      Apply knowledge of healthy practices for dance (e.g. proper warm up/cool down, proper clothing, stretching).ESD3.PR.3.a

    2. b

      Describe the concept of alignment.ESD3.PR.3.b

    3. c

      Recognize and identify major muscles, bones, and joints on one’s own body using limited anatomical terminology.ESD3.PR.3.c

  • 4

    Understand and apply music concepts in dance.ESD3.PR.4

    1. a

      Create and perform simple movement sequences using rhythmic patterns and various tempos in guided and improvised dance.ESD3.PR.4.a

    2. b

      Demonstrate how music or sounds influence movement quality.ESD3.PR.4.b

Responding

  • 1

    Demonstrate critical and creative thinking in dance.ESD3.RE.1

    1. a

      Explain basic features that distinguish one dance from another (e.g. speed, force/energy, costume, setting, music).ESD3.RE.1.a

    2. b

      Compare and contrast movement elements of dance.ESD3.RE.1.b

    3. c

      Evaluate simple composition using specified criteria.ESD3.RE.1.c

    4. d

      Demonstrate an understanding of dance as a means of communication, expression, and interaction. ESD3.RE.1.d

Connecting

  • 1

    Understand and demonstrate dance throughout history and in various cultures. ESD3.CN.1

    1. a

      Recognize the reason for dance in other cultures. ESD3.CN.1.a

    2. b

      Compare and contrast various dance styles (e.g. ballet, jazz, tap, folk).ESD3.CN.1.b

  • 2

    Recognize connections between dance and wellness.ESD3.CN.2

    1. a

      Explain how health, hygiene, and nutrition enhance dance ability. ESD3.CN.2.a

    2. b

      Develop and practice criteria for personal safety and the safety of others in dance.ESD3.CN.2.b

  • 3

    Identify connections between dance and other areas of knowledge.ESD3.CN.3

    1. a

      Compare and contrast dance to other art forms and subject areas.ESD3.CN.3.a

    2. b

      Explore, create, and communicate the art of dance through the use of media and technology.ESD3.CN.3.b

Frequently asked questions

What grade levels do these standards cover?
Grade 3

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