What grade levels do these standards cover?

Grade 1, Grade 2, Kindergarten, and PRE-K

Where can I read the official document?

Maryland Dance Education Framework

K–12 Standards

Dance: Grades Pre-K, K, 1, 2
Other Maryland Fine Arts sets
Media Arts P-2
Music: Grades PK-2
Theatre: P-2
Visual Art P-2
Dance: Grades 3, 4, 5
Media Arts 3-5
Music: Grades 3-5
Theatre: 3-5
Visual Art 3-5
Dance: Grades 6, 7, 8
Media Arts 6-8
Music: Grades 6-8
Theatre: Grades 6-8
Visual Art 6-8
Dance: Grades 9, 10, 11, 12
Media Arts 9-12
Music: Grades 9-12
Theatre: Grades 9-12
Visual Art 9-12

Creating

1.
Generate and conceptualize artistic ideas and work.D.1
1. I:P-2:1.
  Demonstrate the ability to create and perform dance through exploration of a variety of stimuli.D.1.I:P-2:1
2. I:P-2:2.
  Develop the ability to combine the elements of dance to create movement.D.1.I:P-2:2
3. E:P-2:1.
  Solve movement problems by responding to stimuli. (e.g., nature, feelings, personal experience)D.1.E:P-2:1
4. E:P-2:2.
  Act on creative ideas through guided work with shapes in locomotor and non-locomotor forms.D.1.E:P-2:2
5. E:P-2:3.
  Act on creative movement ideas through play, using a variety of shapes, levels, energies, and timing.D.1.E:P-2:3
6. E:P-2:4.
  Demonstrate creative solutions to movement problems by working independently and collaboratively with others.D.1.E:P-2:4
2.
Organize and develop artistic ideas and work.D.2
1. I:P-2:1.
  Create dance by improvising alone or with others.D.2.I:P-2:1
2. I:P-2:2.
  Apply and recognize compositional form in dance.D.2.I:P-2:2
3. E:P-2:1.
  Improvise independently, using shapes and levels, to create dance movement.D.2.E:P-2:1
4. E:P-2:2.
  Improvise collaboratively with a partner to create dance phrases that have a beginning, middle, and end.D.2.E:P-2:2
5. E:P-2:3.
  Demonstrate flexibility in thinking by creating different ways to begin and end a dance.D.2.E:P-2:3
3.
Refine and complete artistic work.D.3
1. I:P-2:1.
  Explore changes of movement based on suggestions from teachers and peers and choices from dance vocabulary.D.3.I:P-2:1
2. I:P-2:2.
  Describe movement using pictures, symbols or available technology.D.3.I:P-2:2
3. E:P-2:1.
  Work independently or collaboratively to create a symbolic representation of a dance movement done in class.D.3.E:P-2:1
4. E:P-2:2.
  Use information from created work to vary it using the BEST principles. Clearly communicate choices.D.3.E:P-2:2

Presenting

4.
Analyze, interpret, and select artistic work for presentation.D.4
1. I:P-2:1.
  Identify and demonstrate movement based on elements of dance: body, energy, space and time (BEST).D.4.I:P-2:1
2. E:P-2:1.
  Explore different body uses (i.e., whole body, isolation, articulation, shapes) both independently and in small groups.D.4.E:P-2:1
3. E:P-2:2.
  Work independently to explore movements using different energiesD.4.E:P-2:2
4. E:P-2:3.
  Work independently to explore changes of directions in movement.D.4.E:P-2:3
5. E:P-2:4.
  Work effectively and efficiently while moving with or within a group by maintaining personal space.D.4.E:P-2:4
6. E:P-2:5.
  Vary rhythm and speed while performing movements to show flexibility in time usageD.4.E:P-2:5
5.
Develop and refine artistic work for presentation.D.5
1. I:P-2:1.
  Demonstrate kinesthetic awareness and technical proficiency in dance movement.D.5.I:P-2:1
2. I:P-2:2.
  Demonstrate a variety of movements safely in personal (kinesphere) and general space.D.5.I:P-2:2
3. I:P-2:3.
  Complete simple dances from beginning to end, following teacher cues or models.D.5.I:P-2:3
4. I:P-2:4.
  Explore knowledge and execution of performance competencies in dance.D.5.I:P-2:4
5. E:P-2:1.
  Demonstrate a range of locomotor and non-locomotor movements that require fundamental dance skills.D.5.E:P-2:1
6. E:P-2:2.
  Work independently to recall, refine, and perform simple dance movement.D.5.E:P-2:2
7. E:P-2:3.
  Explore how and why healthy nutrition is important in order for the body too move efficiently.D.5.E:P-2:3
8. E:P-2:4.
  Demonstrate awareness of, and move safely in, general and personal (kinesphere) space.D.5.E:P-2:4
6.
Convey meaning through the presentation of artistic work.D.6
1. I:P-2:1.
  Dance for an audience following models and cues, demonstrating rehearsal and performance etiquette.D.6.I:P-2:1
2. I:P-2:2.
  Determine the meaning or purpose of a dance and create production elements that help support them.D.6.I:P-2:2
3. E:P-2:1.
  Perform a dance for an audience with attention to clear communication of a story, poem, or song.D.6.E:P-2:1
4. E:P-2:2.
  Think creatively and assemble simple production elements such as props, scenery, posters, costumes, etc.D.6.E:P-2:2
5. E:P-2:3.
  Interact with an audience in a formal or informal reflection activity.D.6.E:P-2:3

Responding

7.
Perceive and analyze artistic work.D.7
1. I:P-2:1.
  Identify and apply guided criteria to evaluate choreography and performance.D.7.I:P-2:1
2. I:P-2:2.
  Identify movement vocabulary of different genres and cultures.D.7.I:P-2:2
3. E:P-2:1.
  Communicate clearly and describe what is seen, heard, felt, and experienced when observing a dance.D.7.E:P-2:1
4. E:P-2:2.
  Using guided information from aesthetic principles, identify repeated movements, unity, variety, and sequences in an observed or experienced dance.D.7.E:P-2:2
5. E:P-2:3.
  Using information from BEST principles, identify and describe shapes and levels in an observed or experienced dance. Apply technology by capturing descriptions in a given organizational tool.D.7.E:P-2:3
6. E:P-2:4.
  Using critical thinking, observe and examine and explain differences in movements of two contrasting dances.D.7.E:P-2:4
8.
Interpret intent and meaning in artistic work.D.8
1. I:P-2:1.
  Identify meaning and intent in an observed dance using simple dance terminology.D.8.I:P-2:1
2. E:P-2:1.
  Communicate clearly and describe how an observed dance makes you feel.D.8.E:P-2:1
3. E:P-2:2.
  Reason effectively and clearly communicate how a particular movement or part of a dance makes you feel as a participant.D.8.E:P-2:2
4. E:P-2:3.
  Make judgments and decisions as to how performance quality communicates meaning in an observed dance.D.8.E:P-2:3
5. E:P-2:4.
  Communicate clearly, using dance terminology, to identify movements observed in a dance.D.8.E:P-2:4
9.
Apply criteria to evaluate artistic work.D.9
1. I:P-2:1.
  Identify and apply criteria for making aesthetic judgments in dance.D.9.I:P-2:1
2. E:P-2:1.
  Make judgments and decisions as to how costume, hair, make-up, sets, lighting, music, etc. contribute to the meaning of a dance. Discuss decisions.D.9.E:P-2:1
3. E:P-2:2.
  Use information from guided criteria to evaluate a dance based on communication of meaning or intent.D.9.E:P-2:2
4. E:P-2:3.
  Recognize and describe guided aesthetic principles, such as repetition, unity, variety, and sequence in dance performances.D.9.E:P-2:3
5. E:P-2:4.
  Think critically and describe how the elements of dance are combined in observed performances to create mood or communicate concepts.D.9.E:P-2:4
6. E:P-2:5.
  Engage appropriately as an audience participant in formal and informal settings.D.9.E:P-2:5

Connecting

10.
Synthesize and relate knowledge and personal experiences to make art.D.10
1. I:P-2:1.
  Create, describe, and perform a dance to express personal meaning.D.10.I:P-2:1
2. I:P-2:2.
  Observe or experience a work of art to identify ideas as a basis for creating dance movement.D.10.I:P-2:2
3. E:P-2:1.
  Demonstrate basic locomotor and non-locomotor movements and assign personal meaning to the way the movement makes you feel.D.10.E:P-2:1
4. E:P-2:2.
  Create, describe, and perform a dance about personal experiences. i.e. going to the park, a ball game, a birthday party, a family event.D.10.E:P-2:2
5. E:P-2:3.
  Use works of art, literature, science, or current events as inspiration to create dance movement.D.10.E:P-2:3
6. E:P-2:4.
  Identify and communicate reasons to create dance outside of school.D.10.E:P-2:4
11.
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.D.11
1. I:P-2:1.
  Demonstrate knowledge of dances from a variety of cultures, societies, and history.D.11.I:P-2:1
2. I:P-2:2.
  Relate dance to history, society, and personal experience.D.11.I:P-2:2
3. I:P-2:3.
  Describe the relationships of dance to other arts subjects in school.D.11.I:P-2:3
4. E:P-2:1.
  Act on creative ideas to describe and create movement that expresses elements of your personal heritage.D.11.E:P-2:1
5. E:P-2:2.
  Act on creative ideas to describe and create movement that expresses elements and characteristics of your community.D.11.E:P-2:2
6. E:P-2:3.
  Reason effectively to recognize dance as a form of expression and explain why people dance.D.11.E:P-2:3
7. E:P-2:4.
  Compare and contrast cultural purposes for creating by examining dance from different times and places.D.11.E:P-2:4

Frequently asked questions

What grade levels do these standards cover?: Grade 1, Grade 2, Kindergarten, and PRE-K
When were these standards adopted?: 2019
Where can I read the official document?: Maryland Dance Education Framework

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