Common Planner
K–12 Standards

Dance: Grades 9, 10, 11, 12

Other Oregon Arts sets

Generate and conceptualize artistic ideas and work.

  • 1.

    Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study.DA.1.CR1.HS1.1

  • 2.

    Analyze the process and the relationship between the stimuli and the movement.DA.1.CR1.HS1.2

  • 1.

    Collaborate with others to share creative sources and ideas for choreography designed to communicate artistic intent.DA.1.CR1.HS2.1

  • 1.

    Experiment and take risks to discover a personal voice to communicate artistic intent.DA.1.CR1.HS3.1

Organize and develop artistic ideas and work.

  • 1.

    Work collaboratively using a variety of choreographic structures to develop a dance that communicates personal, social, or cultural intent.DA.2.CR2.HS1.1

  • 2.

    Document the dance.DA.2.CR2.HS1.2

  • 1.

    Work independently using a variety of choreographic structures to create a dance that communicates personal, social, or cultural artistic intent.DA.2.CR2.HS2.1

  • 2.

    Document the dance and analyze how the structure and final composition informs the meaning of the dance.DA.2.CR2.HS2.2

  • 1.

    Demonstrate fluency and personal voice in designing and choreographing an original dance.DA.2.CR2.HS3.1

  • 2.

    Document the dance, justify choreographic choices, and explain how they are used to intensify artistic intent.DA.2.CR2.HS3.2

Refine and complete artistic work.

  • 1.

    Working collaboratively, revise a dance according to self-reflection and feedback from others.DA.3.CR3.HS1.1

  • 2.

    Justify choices made in the revision process verbally and in writing.DA.3.CR3.HS1.2

  • 1.

    Working independently, revise a dance according to self-reflection and feedback from others.DA.3.CR3.HS2.1

  • 2.

    Analyze and evaluate impact of choices made in the revision process verbally and in writing.DA.3.CR3.HS2.2

  • 1.

    Clarify the artistic intent of one's own choreography by manipulating and refining choreographic devices and dance structures using self-reflection and feedback from others.DA.3.CR3.HS3.1

  • 2.

    Document choices made in the revision process and justify how the refinements support artistic intent.DA.3.CR3.HS3.2

Select, analyze and interpret artistic work for presentation.

  • 1.

    Use expressive elements (e.g. musicality, effort, dynamic, stylistic nuance) to communicate artistic intent through the performance of dance in one or more dance style.DA.4.CR4.HS1.1

  • 1.

    Synthesize all expressive movement elements and "dance in the moment" to convey emotional meaning with and without musical accompaniment.DA.4.CR4.HS2.1

  • 1.

    Modulate expressive movement elements to varying levels of complexity. Work with and against rhythm of accompaniment or sound environments.DA.4.CR4.HS3.1

  • 2.

    Perform expressively using a broad dynamic range for projecting meaning to an audience.DA.4.CR4.HS3.2

Develop and refine artistic techniques and work for presentation.

  • 1.

    Accurately perform and integrate a variety of dance movements, steps, skills, concepts, and patterns in complete dance sequences in one or more dance styles.DA.5.PR1.HS1.1

  • 2.

    Use kinesthetic awareness in order to enhance dance performance and prevent bodily harm.DA.5.PR1.HS1.2

  • 3.

    Apply knowledge of health (physical, emotional), conditioning, and principles of safe dance technique to personal practice.DA.5.PR1.HS1.3

  • 1.

    Integrate and embody knowledge of dance movements, concepts, and technique in choreography in varied dance styles.DA.5.PR1.HS2.1

  • 2.

    Analyze and self evaluate performance ability.DA.5.PR1.HS2.2

  • 3.

    Modify personal practices accordingly to enhance dance performance skills and prevent bodily harm.DA.5.PR1.HS2.3

  • 1.

    Efficiently synthesize advanced knowledge and embodiment of dance movement, concepts, and technique in dance choreography with advanced specialization in one or more dance styles.DA.5.PR1.HS3.1

  • 2.

    Synthesize and apply knowledge of health practices to independently develop a personal health and conditioning program that enhances dance performance.DA.5.PR1.HS3.2

Convey meaning through the presentation of artistic work.

  • 1.

    Explore possible designs for the elements of production (e.g., venues, set, lighting, costumes, props, music, multi-media, publicity).DA.6.PR2.HS1.1

  • 2.

    Select and implement ideas that heighten the artistic intent of a dance performance.DA.6.PR2.HS1.2

  • 1.

    Work collaboratively to produce a dance concert on a stage.DA.6.PR2.HS2.1

  • 2.

    Plan the production elements that would be necessary to fulfill the artistic intent of the dance choreographies.DA.6.PR2.HS2.2

  • 1.

    Work individually or collaboratively to produce a dance performance in an alternative performance venue.DA.6.PR2.HS3.1

  • 2.

    Plan production elements that would be necessary to fulfill the artistic intent of the dance choreographies.DA.6.PR2.HS3.2

Perceive and analyze artistic work. Interpret intent and meaning in artistic work.

  • 1.

    Select a dance and explain how aesthetic or cultural meaning is observed through relationships among dance elements, structure, and context.DA.7-8.RE1-2.HS1.1

  • 2.

    Cite specific examples in the dance to support personal perceptions and interpretations using genre specific dance terminology.DA.7-8.RE1-2.HS1.2

  • 1.

    Analyze and explain, using genre specific dance terminology, how the dance elements, structure, and context contribute to artistic intent across a variety of genres, styles, or cultural movement practices.DA.7-8.RE1-2.HS2.1

  • 1.

    Analyze and explain, using genre specific dance terminology, how your personal socio-cultural background contributes to your perceptions and interpretations of meaning in dance.DA.7-8.RE1-2.HS3.1

Apply criteria to evaluate artistic work.

  • 1.

    Use artistic criteria to determine what makes an effective performance.DA.9.RE3.HS1.1

  • 2.

    Evaluate a dance based on artistic criteria, using genre specific dance terminology.DA.9.RE3.HS1.2

  • 1.

    Compare and contrast two or more dances using evaluative criteria to critique artistic expression. Consider societal values and range of perspectives. Use genre-specific dance terminology.DA.9.RE3.HS2.1

  • 1.

    Define personal artistic preferences to critique dance. Consider societal and personal values, and a range of artistic expression.DA.9.RE3.HS3.1

  • 2.

    Discuss perspectives with peers and justify views.DA.9.RE3.HS3.2

Synthesize and relate knowledge and personal experiences to make art.

  • 1.

    Analyze one's own dance or the work of others to determine the values and beliefs expressed by the dance.DA.10.CO1.HS1.1

  • 1.

    Independently create and perform a dance that depicts key aspects of one's personal identity and values.DA.10.CO1.HS2.1

  • 1.

    Review original choreography developed over time with respect to its content and context and it's relationship to personal perspectives.DA.10.CO1.HS3.1

  • 2.

    Reflect on and analyze the variables that contributed to changes in one's personal growth.DA.10.CO1.HS3.2

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

  • 1.

    Discuss the place of dance within society, its influence on society, and how societal norms and traditions influence dance.DA.11.CO2.HS1.1

  • 2.

    Create a dance study that expresses a relationship between dance and society.DA.11.CO2.HS1.2

  • 1.

    Synthesize content from multiple disciplines (e.g., art, music, theatre, math, science, social studies, language) with dance to create a project that addresses a socio-cultural issue.DA.11.CO2.HS2.1

  • 1.

    Investigate various dance related careers. Select those careers of most interest.DA.11.CO2.HS3.1

  • 2.

    Develop a project that reflects a possible career choice and how one could make an impact on society through dance.DA.11.CO2.HS3.2

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12
When were these standards adopted?
2015
Where can I read the official document?
Oregon Arts Content Standards: Dance

Keep exploring

Keep exploring Arts standards

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

More Oregon Arts sets

Arts