Common Planner
K–12 Standards

Dance: Grade 5

Other Indiana Fine Arts sets

Creating

  • 1

    Generate and conceptualize artistic ideas and work.

    1.  

      EXPLORE

      1. a

        Build content for choreography, including a storyline, using a variety of stimuli. DA:Cr1.1.5 (a)

      2. b

        Construct and solve multiple movement problems with multiple solutions and explore different transitions from one to the other to develop choreographic content. DA:Cr1.1.5 (b)

  • 2

    Organize and develop artistic ideas and work. 

    1.  

      PLAN

      1. a

        Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explore how to recreate human emotion, movement, and storyline using different choreographic devices. DA:Cr2.1.5 (a)

      2. b

        Develop a dance study by exploring theatrical elements and everyday movements and gestures to communicate a main idea. Discuss how the dance communicates non-verbally.DA:Cr2.1.5 (b)

  • 3

    Refine and complete artistic work.

    1.  

      REVISE

      1. a

        Explore through movement the feedback from others to expand choreographic possibilities for a short dance study. Explain the movement choices and refinements.DA:Cr3.1.5 (a)

      2. b

        Record changes in a dance sequence through writing, symbols, or a form of media technology. DA:Cr3.1.5 (b)

Performing

  • 4

    Select, analyze, and interpret artistic work for presentation. 

    1.  

      EXPRESS

      1. a

        Integrate static and dynamic shapes and floor and air pathways into dance sequences. Establish relationships with other dancers through focus of eyes and other body parts. Convert inward focus to outward focus for projecting out to far space. DA:Pr4.1.5 (a)

      2. b

        Dance to a variety of rhythms generated from internal and external sources. Perform movement phrases that show the ability to respond to changes in time. DA:Pr4.1.5 (b)

      3. c

        Contrast bound and free-flowing movements. Motivate movement from both central initiation (torso) and peripheral initiation (distal), and analyze the relationship between initiation and energy.DA:Pr4.1.5 (c)

  • 5

    Develop and refine artistic techniques and work for presentation.

    1.  

      EMBODY

      1. a

        Continue developing technical dance skills by recall and execution of a series of dance phrases using fundamental dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement).DA:Pr5.1.5 (a)

      2. b

        Develop and demonstrate safe body-use practices during technical exercises and movement combinations. Discuss how these practices, along with healthful eating habits, promote strength, flexibility, endurance and injury prevention.DA:Pr5.1.5 (b)

      3. c

        Collaborate with peer ensemble members to repeat sequences, synchronize actions, and refine spatial relationships to improve performance quality. Apply feedback from others to establish personal performance goals.DA:Pr5.1.5 (c)

  • 6

    Convey meaning through the presentation of artistic work. 

    1.  

      PRESENT

      1. a

        Adapt dance to alternative performance venues by modifying spacing and movements to the performance space.DA:Pr6.1.5 (a)

      2. b

        Identify, explore, and select production elements that heighten and intensify the artistic intent of a dance and are adaptable for various performance spaces.DA:Pr6.1.5 (b)

Responding

  • 7

    Perceive and analyze artistic work.

    1.  

      ANALYZE

      1. a

        Find meaning or artistic intent based on the patterns of movement in a dance work. DA:Re7.1.5 (a)

      2. b

        Describe, using basic dance terminology, the qualities and characteristics of style used in a dance from one’s own cultural movement practice. Compare them to the qualities and characteristics of style found in a different dance genre, style, or cultural movement practice, also using basic dance terminology.DA:Re7.1.5 (b)

  • 8

    Interpret intent and meaning in artistic work. 

    1.  

      INTERPRET

      1. a

        Relate movements, ideas, and context to decipher meaning in a dance using basic dance terminology.DA:Re8.1.4 (a)

  • 9

    Apply criteria to evaluate artistic work.

    1.  

      CRITIQUE

      1. a

        Define the characteristics of dance that make a dance artistic and meaningful. Relate them to the elements of dance in genres, styles, or cultural movement practices. Use basic dance terminology to describe characteristics that make a dance artistic and meaningful.DA:Re9.1.5 (a)

Connecting

  • 10

    Synthesize and relate knowledge and personal experiences to make art.

    1.  

      SYNTHESIZE

      1. a

        Compare two dances with contrasting themes. Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view and experiences.DA:Cn10.1.5 (a)

      2. b

        Choose a topic, concept, or content from another discipline of study and research how other art forms have expressed the topic. Create a dance study that expresses the idea. Explain how the dance study expressed the idea and discuss how this learning process is similar to, or different from, other learning situations. DA:Cn10.1.5 (b)

  • 11

    Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. 

    1.  

      RELATE

      1. a

        Describe how the movement characteristics and qualities of a dance in a specific genre or style communicate the ideas and perspectives of the culture, historical period, or community from which the genre or style originated.DA:Cn11.1.5 (a)

Frequently asked questions

What grade levels do these standards cover?
Grade 5
Where can I read the official document?
2023 Indiana Academic Standards: Grades K-5 Dance

Keep exploring

Keep exploring Fine Arts standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.