Common Planner
K–12 Standards

Dance: Grades 9, 10, 11, 12

Other Maryland Fine Arts sets

Creating

  • 1.

    Generate and conceptualize artistic ideas and work.D.1

    1. I:9-12:1.

      Demonstrate the ability to create dance by improvising, using a variety of stimuli, and organizing dance ideas.D.1.I:9-12:1

    2. I:9-12:2.

      Work individually and collaboratively to use the movement vocabulary and terminology of various styles and genres to create original work.D.1.I:9-12:2

    3. E:9-12:1.

      Use information from choreographed dance phrases to improvise variations or expand on the movement.D.1.E:9-12:1

    4. E:9-12:2.

      Think creatively to produce a set of directions for structured improvisation that includes contrasting elements.D.1.E:9-12:2

    5. E:9-12:3.

      Investigate movement elements that define a particular style, technique, or genre of dance. Choreograph phrases that are complementary with the accessed information.D.1.E:9-12:3

    6. E:9-12:4.

      Demonstrate multiple solutions of varying complexity to movement problems both independently and in collaboration with others.D.1.E:9-12:4

  • 2.

    Organize and develop artistic ideas and work.D.2

    1. I:9-12:1.

      Demonstrate and justify personal movement choice by combining the elements of dance, aesthetic principles, and choreographic forms of dance to communicate artistic intent.D.2.I:9-12:1

    2. I:9-12:2.

      Develop an artistic statement for original work and explain how movement choices support the artistic statement.D.2.I:9-12:2

    3. E:9-12:1.

      Translate an idea into a movement theme, using skills and knowledge from the Language of Dance information (LOD).D.2.E:9-12:1

    4. E:9-12:2.

      Design an original work, using one of the forms, genres, or styles of dance study, acting on creative ideas and producing results through performance of the work.D.2.E:9-12:2

    5. E:9-12:3.

      Develop a short, independent (personal) manifesto for creating dance, act on the idea by choreographing and organizing movement that illustrates it, and communicate clearly to justify choices.D.2.E:9-12:3

    6. E:9-12:4.

      Create and collaborate effectively with others to develop a project that incorporates the diverse personal histories of the group. Manage the project, set goals, and develop a timeline.D.2.E:9-12:4

  • 3.

    Refine and complete artistic work.D.3

    1. I:9-12:1.

      Analyze and evaluate the impact of choices made in revision of created work. Justify how revisions clarify artistic intent.D.3.I:9-12:1

    2. I:9-12:2.

      Create a system to document and organize works of dance.D.3.I:9-12:2

    3. I:9-12:3.

      Use self-reflection and feedback from peers, teachers, and adjudicators to refine work.D.3.I:9-12:3

    4. E:9-12:1.

      Analyze created work, decide what to revise, and communicate revision decisions with clear justification.D.3.E:9-12:1

    5. E:9-12:2.

      Design a process for creating and organizing independent dance work.D.3.E:9-12:2

    6. E:9-12:3.

      Create a media product for documenting, revising, and evaluating personal dance work.D.3.E:9-12:3

    7. E:9-12:4.

      Use and analyze information from feedback on independent or collaborative work in relation to artistic intent and whether it was clearly communicated.D.3.E:9-12:4

Presenting

  • 4.

    Analyze, interpret, and select artistic work for presentation.D.4

    1. I:9-12:1.

      Using BEST, expand solo, partner, and ensemble performance skills to greater ranges, technical levels, and attention to audience consideration.D.4.I:9-12:1

    2. E:9-12:1.

      Be a self-directed learner and increase and improve technical skills in solo and partnering work.D.4.E:9-12:1

    3. E:9-12:2.

      Increase clarity of technique and complexity of performance sequences in different styles and genresD.4.E:9-12:2

    4. E:9-12:3.

      Communicate with an audience clearly through the use of refined performance skills.D.4.E:9-12:3

    5. E:9-12:4.

      Work collaboratively with diverse teams to perform choreography in unison and interact effectively and cohesively as a member of an ensemble.D.4.E:9-12:4

    6. E:9-12:5.

      Articulate clearly and effectively in performance with attention to details and nuances that communicate artistic expression.D.4.E:9-12:5

  • 5.

    Develop and refine artistic work for presentation.D.5

    1. I:9-12:1.

      Apply body-mind principles and technical dance skills to the performance of complex choreography.D.5.I:9-12:1

    2. I:9-12:2.

      Apply anatomical principles and healthful practices to a range of technical dance skills, and follow a personal plan that supports health for everyday life.D.5.I:9-12:2

    3. I:9-12:3.

      Plan and execute collaborative and independent rehearsal processes with attention to technical details and artistry.D.5.I:9-12:3

    4. I:9-12:4.

      Demonstrate proficiency in dance form and technique, discuss ways in which proficiency affects dance performance.D.5.I:9-12:4

    5. E:9-12:1.

      Memorize and perform technically and artistically accurate choreography.D.5.E:9-12:1

    6. E:9-12:2.

      Create and follow a personal plan that supports healthy dancing and living (nutrition, warm-up, fitness, discipline, life-choices, stress, education, and goals).D.5.E:9-12:2

    7. E:9-12:3.

      Analyze personal alignment strengths and weaknesses and create a remedial plan.D.5.E:9-12:3

    8. E:9-12:4.

      Create an effective and efficient rehearsal process.D.5.E:9-12:4

  • 6.

    Convey meaning through the presentation of artistic work.D.6

    1. I:9-12:1.

      Dance for an audience demonstrating professional standards of performance etiquette and practices. Use a broad repertoire of strategies for audience connection.D.6.I:9-12:1

    2. I:9-12:2.

      Work collaboratively to produce dance works and concerts in a variety of venues, and design and organize the production elements that would be necessary to fulfill the artistic intent of the dance works.D.6.I:9-12:2

    3. I:9-12:3.

      Develop a professional portfolio that documents the rehearsal and performance process.D.6.I:9-12:3

    4. E:9-12:1.

      Make decisions regarding the production elements that will support choreography. Focus on aspects of stage production such as lighting, sound, costuming, etc.D.6.E:9-12:1

    5. E:9-12:2.

      Work effectively with diverse teams as a contributor to a production in roles such as rehearsal assistant, wardrobe mistress, stage manager, lighting designer, hair and makeup design, program design, marketing, etc.D.6.E:9-12:2

    6. E:9-12:3.

      Manage a production and collaborate effectively with a team to produce a work of art, concert, or lecture-demonstration.D.6.E:9-12:3

    7. E:9-12:4.

      Perform a dance focusing on performance competencies, such as projection, ensemble awareness, expression in movement, and/or communication of choreographic intent.D.6.E:9-12:4

    8. E:9-12:5.

      Interact with an audience in a formal and informal reflection activity.D.6.E:9-12:5

Responding

  • 7.

    Perceive and analyze artistic work.D.7

    1. I:9-12:1.

      Analyze choreography for structure, meaning, and artistic intent.D.7.I:9-12:1

    2. I:9-12:2.

      Analyze how dance communicates aesthetic and cultural values using specific dance terminology.D.7.I:9-12:2

    3. E:9-12:1.

      Think critically in order to analyze the structure of complex choreographic works.D.7.E:9-12:1

    4. E:9-12:2.

      Use information from dance terminology to analyze patterns and relationships in a dance and how they create meaningful choreography.D.7.E:9-12:2

    5. E:9-12:3.

      Apply technology effectively by creating an instrument for capturing analysis of how meaning is communicated in different dance styles.D.7.E:9-12:3

    6. E:9-12:4.

      Work independently to describe orally and in writing, how aesthetics relate to your personal interpretation of a dance.D.7.E:9-12:4

    7. E:9-12:5.

      Work independently to analyze the choreographic structure of a dance and create a new dance using that structure.D.7.E:9-12:5

  • 8.

    Interpret intent and meaning in artistic work.D.8

    1. I:9-12:1.

      Analyze and interpret artistic expression, using dance terminology, across genres, styles, or cultural movement practices with attention to intent and meaning.D.8.I:9-12:1

    2. E:9-12:1.

      Communicate clearly and explain how social and historical context contribute to the meaning of a dance.D.8.E:9-12:1

    3. E:9-12:2.

      Think critically and compare and contrast artistic expression in a variety of different dances.D.8.E:9-12:2

    4. E:9-12:3.

      Work collaboratively to make judgments and decisions in order to justify various interpretations of the same dance, interacting effectively with others.D.8.E:9-12:3

    5. E:9-12:4.

      Reason effectively and explain how refinements beyond technique contribute to artistic expression, communication of intent, and meaning in a dance.D.8.E:9-12:4

  • 9.

    Apply criteria to evaluate artistic work.D.9

    1. I:9-12:1.

      Critically examine and document personal efforts in choreography and performance.D.9.I:9-12:1

    2. E:9-12:1.

      Think creatively and critically to develop and justify personal criteria for evaluating a dance.D.9.E:9-12:1

    3. E:9-12:2.

      Make judgments and decisions in order to write an aesthetic analysis of a choreographic work.D.9.E:9-12:2

    4. E:9-12:3.

      Apply technology effectively to write an aesthetic analysis of a personal choreographic work.D.9.E:9-12:3

    5. E:9-12:4.

      Make judgments and decisions regarding personal choreography and create and justify a plan to strengthen the work, managing goals and time efficiently and effectively.D.9.E:9-12:4

    6. E:9-12:5.

      Engage appropriately as an audience participant in formal and informal settings.D.9.E:9-12:5

Connecting

  • 10.

    Synthesize and relate knowledge and personal experiences to make art.D.10

    1. I:9-12:1.

      Reflect upon and analyze how content and context guided personal aesthetic development over time.D.10.I:9-12:1

    2. I:9-12:2.

      Develop a culminating project demonstrating research of multiple topics and document the process.D.10.I:9-12:2

    3. E:9-12:1.

      Work independently to reflect and document on how personal experiences, knowledge, and growth both inside and outside of dance impact personal choices in dance making.D.10.E:9-12:1

    4. E:9-12:2.

      Devise a statement that connects personal values and artistic values, then communicate those values clearly through a created dance.D.10.E:9-12:2

    5. E:9-12:3.

      Use information from the examination of literature, scientific texts, artistic works, current events, etc.; reflect on personal experiences in relationship to that information, and create an independent dance that connects that information.D.10.E:9-12:3

    6. E:9-12:4.

      Identify and communicate reasons to create dance outside of school.D.10.E:9-12:4

  • 11.

    Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.D.11

    1. I:9-12:1.

      Analyze and discuss how specific movement characteristics, techniques, and artistry relate to the people from which the dances originate and to personal dance literacy.D.11.I:9-12:1

    2. I:9-12:2.

      Analyze the ways people use dance as a means of communication and expression from a cultural, societal, and historical perspective.D.11.I:9-12:2

    3. I:9-12:3.

      Describe influences and interactions among music, dance, theatre, visual arts, media arts, and other disciplines, citing research.D.11.I:9-12:3

    4. E:9-12:1.

      Work independently or collaboratively to analyze and document how societal, cultural, and historical events have impacted the development of dance and vice versa.D.11.E:9-12:1

    5. E:9-12:2.

      Create a media product and analyze and document how societal, cultural, and historical events have impacted the development of personal dance literacy.D.11.E:9-12:2

    6. E:9-12:3.

      Apply technology effectively and research distinctive aspects of a community and use the research to create a dance tailored for that community. (e.g. special needs, local group, elementary school).D.11.E:9-12:3

    7. E:9-12:4.

      Think creatively and collaborate with others to develop a project that enriches a community; document the creative process (e.g., senior center).D.11.E:9-12:4

    8. E:9-12:5.

      Analyze and evaluate the impact of a choreographer/artist or a group of artists on the beliefs, values, and behaviors of a society.D.11.E:9-12:5

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12
When were these standards adopted?
2019
Where can I read the official document?
Maryland Dance Education Framework

Keep exploring

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