Common Planner
K–12 Standards

Dance: Music for Dancers

Other Georgia Fine Arts sets

Levels I-II

  •  

    Creating

    1. 1

      Read and notate music.DHSMUD.CR.1

      1. a

        Identify the elements of music (e.g. rhythm, melody, harmony, timbre, form, texture, dynamics).DHSMUD.CR.1.a

      2. b

        Identify standard notation symbols (e.g. pitch, rhythm, dynamics, tempo, articulation, expression, key signatures).DHSMUD.CR.1.b

      3. c

        Notate music on a staff using staff paper or notation software.DHSMUD.CR.1.c

      4. d

        Identify the importance of music notation and dance notation. DHSMUD.CR.1.d

    2. 2

      Demonstrate an understanding of dance and/or music as a form of communication.DHSMUD.CR.2

      1. a

        Recognize and identify how music is used to communicate or enhance a theme in dance.DHSMUD.CR.2.a

      2. b

        Create music individually and collaboratively with a group using basic techniques (e.g. percussion, voice, body percussion) in pre-planned or improvisational settings.DHSMUD.CR.2.b

      3. c

        Create a dance phrase paired with a different musical phrase and assess the experience.DHSMUD.CR.2.c

    3. 3

      Organize and develop artistic ideas and work.DHSMUD.CR.3

      1. a

        Develop an artistic statement for an original dance study or dance.DHSMUD.CR.3.a

      2. b

        Discuss how the use of music and movement elements serve to communicate the artistic statement. DHSMUD.CR.3.b

  •  

    Performing

    1. 1

      Understand and model dance etiquette as a classroom participant, performer, and observer. DHSMUD.PR.1

      1. a

        Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.DHSMUD.PR.1.a

      2. b

        Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.DHSMUD.PR.1.b

    2. 2

      Understand and apply music concepts to dance.DHSMUD.PR.2

      1. a

        Investigate syncopation, polyrhythms counterpoint, and call-response within instructed and created dance phrases.DHSMUD.PR.2.a

      2. b

        Phrase movements artistically, aesthetically, and musically.DHSMUD.PR.2.b

      3. c

        Identify and demonstrate musical forms and dance forms (e.g. AB, ABA, AABA).DHSMUD.PR.2.c

    3. 3

      Select, analyze, and interpret artistic work using musical forms.DHSMUD.PR.3

      1. a

        Use syncopation and accent movements related to different tempi. DHSMUD.PR.3.a

      2. b

        Take rhythmic cues from different aspects of accompaniment.  DHSMUD.PR.3.b

      3. c

        Identify and demonstrate understanding of the structure and elements of music (e.g. rhythm, pitch, form). DHSMUD.PR.3.c

  •  

    Responding

    1. 1

      Demonstrate critical and creative thinking in all aspects of dance.DHSMUD.RE.1

      1. a

        Engage in self-reflection and self-assessment as creator and performer. DHSMUD.RE.1.a

      2. b

        Identify gestures of music (e.g. phrasing, attack, sustain) and how they express a composer’s intentions in a piece of music.DHSMUD.RE.1.b

    2. 2

      Perceive and analyze artistic work.DHSMUD.RE.2

      1. a

        Analyze dance works and their accompaniment from a variety of dance genres and styles, and explain how their relationships create well-structured and meaningful partnerships. DHSMUD.RE.2.a

      2. b

        Describe in music terms (e.g. tempo, dynamics, texture) a musical composition, and relate it to the style, mood, and content of a dance work.DHSMUD.RE.2.b

  •  

    Connecting

    1. 1

      Demonstrate an understanding of the relationship between dance and music throughout history and in various cultures.DHSMUD.CN.1

      1. a

        Describe how other art disciplines are integrated into dance performances.DHSMUD.CN.1.a

      2. b

        Identify and explain the historical and cultural significance of specific music as related to dance.DHSMUD.CN.1.b

      3. c

        Discuss and justify the function of music in the dance cultures of various ethnic, social, and religious groups.DHSMUD.CN.1.c

    2. 2

      Identify the connections between music and dance, and between musician and dancer. DHSMUD.CN.2

      1. a

        Compare and contrast the benefits of using musicians for a live performance versus a prerecorded performance.  DHSMUD.CN.2.a

      2. b

        Identify the parallels between preparing for a dance performance and a musical performance.DHSMUD.CN.2.b

      3. c

        Compare and contrast the importance of using music with dance.DHSMUD.CN.2.c

      4. d

        Explore the use of media and technology using a musical accompaniment to enhance a dance performance (e.g. digital instruments to accompany dance class).DHSMUD.CN.2.d

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12

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