Common Planner
K–12 Standards

Dance: by the End of grade 2

Other New Jersey Visual and Performing Arts sets

Creating1.1.2.Cr

  • Anchor Standard 1

    Generating and conceptualizing ideas.1.1.2.Cr.1

    1. a

      Demonstrate movement in response to a variety of sensory stimuli (e.g., music, imagery, objects) and suggest additional sources for movement ideas.1.1.2.Cr1a

    2. b

      Combine movements using the elements of dance to solve a movement problem1.1.2.Cr1b

  • Anchor Standard 2 

    Organizing and developing ideas.1.1.2.Cr.2

    1. a

      Create a movement sequence with a beginning, middle and end. Incorporate the use of a choreographic device.1.1.2.Cr2a

    2. b

      Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates nonverbally.1.1.2.Cr2b

  • Anchor Standard 3

    Refining and completing products.

    1. a

      Explore suggestions and make choices to change movement from guided improvisation and/or short remembered sequences. 1.1.2.Cr3a

    2. b

      Document a dance-making experience through drawing, painting, writing, symbols, mapping, collaging, photo sequencing, photo captioning, video captioning, etc. 1.1.2.Cr3b

  • Anchor Standard 4

    Selecting, analyzing, and interpreting work. 

    1. a

       Perform planned and improvised movement sequences, with variations in direction ( e.g., forward/backward, up/down, big/small, sideways, right/left, diagonal), spatial level (e.g., low, middle, high), and spatial pathways (e.g., straight, curved, circular, zigzag), alone and in small groups 1.1.2.Pr4a

    2. b

      Perform planned and improvised movement sequences, with variations in tempo, meter, and rhythm, alone and in small groups.1.1.2.Pr4b

    3. c

      Demonstrate contrasting dynamics and energy with accuracy (e.g., loose/tight, light/heavy, sharp/smooth).1.1.2.Pr4c

  • Anchor Standard 5

    Developing and refining techniques and models or steps needed to create products

    1. a

      Identify personal and general space to share space safely with other dancers. Categorize healthful strategies (e.g., nutrition, injury prevention, emotional health, overall functioning) essential for the dancer.1.1.2.Pr5a

    2. b

      Identify basic body parts and joints (e.g., limb, bone) and joint actions (e.g., bend, rotate). Examine how basic body organs (e.g., brain, lungs, heart) relate and respond to dance movements.1.1.2.Pr5b

    3. c

      Explore the use of spine and pursue use of elongated spine. Demonstrate body organization (e.g., core/distal, head/tail, upper/lower half lateral) and explore cross-lateral body organization. Demonstrate holding a shape in the body while traveling through space.1.1.2.Pr5c

    4. d

      Explore a variety of body positions requiring a range of strength, flexibility and core support1.1.2.Pr5d

    5. e

      Explore locomotor action vocabulary (e.g., gallop, hop, slide, skip) and non-locomotor action vocabulary (e.g., bending, stretching, twisting) and execute codified movements from various styles/genres with genre specific alignment. Demonstrate, through focused practice and repetition (e.g., breath control, body part initiations, body sequencing).1.1.2.Pr5e

  • Anchor Standard 6

    Conveying meaning through art.

    1. a

      Explore how visualization, motor imagery and breath can enhance body mechanics and the quality of a movement skill.1.1.2.Pr6a

    2. b

      Rehearse a simple dance using full body movement. Demonstrate the ability to recall the sequence and spatial elements.1.1.2.Pr6b

    3. c

      Dance for and with others in a designated space identifying a distinct area for audience and performers. 1.1.2.Pr6c

    4. d

      Use simple production elements (e.g., hand props, scenery, media projections) in a dance work.  1.1.2.Pr6d

Responding

  • Anchor Standard 7

    Perceiving and analyzing products

    1. a

      Demonstrate movements in a dance that develop patterns1.1.2.Re7a

    2. b

      Observe and describe performed dance movements from a specific genre or culture.1.1.2.Re7b

  • Anchor Standard 8

    Interpreting intent and meaning

    1. a

      Observe a movement from a dance or phrase and explain how the movement captures a meaning or intent using simple dance terminology.1.1.2.Re8a

  • Anchor Standard 9

    Applying criteria to evaluate products

    1. a

      Describe the characteristics that make several movements in a dance interesting. Use basic dance terminology.1.1.2.Re9a

Connecting

  • Anchor Standard 10

    Synthesizing and relating knowledge and personal experiences to create products.

    1. a

      Examine how certain movements are used to express an emotion or experience in a dance that is observed or performed. 1.1.2.Cn10a

    2. b

      Using an inquiry-based set of questions examine global issues, including climate change as a topic for dance.1.1.2.Cn10b

  • Anchor Standard 11

    Relating artistic ideas and works within societal, cultural, and historical contexts to deepen understanding.

    1. a

      Observe a dance and relate the movement to the people or environment in which the dance was created and performed.1.1.2.Cn11a

Frequently asked questions

What grade levels do these standards cover?
Kindergarten, Grade 1, Grade 2, and PRE-K
Where can I read the official document?
New Jersey Student Learning Standards (2020)

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