Common Planner
K–12 Standards

Dance: Grades 3, 4

Other Rhode Island Arts sets

Artistic Processes – In dance, problem solving uses the human body and techniques of movement and expression to make the imagined tangible.

  • D1 (3-4)-1.

    Students use knowledge of movement to problem solve by…D1 (3-4)-1

    1. a.

      combining axial and locomotor movements, varying the use of space, time, and energy in response to a prompt

    2. b.

      improvising in response to a variety of sensory and conceptual stimuli

  • D1 (3-4)-2.

    Students express ideas, emotions, or cultural aesthetics by…D1 (3-4)-2

    1. a.

      selecting and combining movement and choreographic principles (e.g., body parts and shapes, levels, directions, pathways) and applying the structure of beginning, middle, and end

    2. b.

      improvising , exploring, and selecting dance movement to communicate ideas, experiences, and feelings

    3. c.

      combining simple rhythmic patterns and identifying movement qualities

Cultural Contexts – Purpose and motivation (intent) are fundamental to dance and can be expressed through traditional, non-traditional, western, and non-western forms and styles.

  • D2 (3-4)-1.

    Students view, interpret, and perform a range of forms and styles of dance by…D2 (3-4)-1

    1. a.

      explaining the reasons why people in various cultures dance

    2. b.

      describing and demonstrating characteristic movements from various world cultures

    3. c.

      performing simple dances of different dance forms or styles

Communication – Personal expression and meaning is achieved through the movement of the human body, communicating ideas, values, and emotions.

  • D3 (3-4)-1.

    Students demonstrate kinesthetic awareness and movement skills by…D3 (3-4)-1

    1. a.

      demonstrating concentration while exhibiting awareness of relationships and spatial directions and pathways

    2. b.

      demonstrating agility, and coordination while: performing simple movement patterns; starting, changing, and stopping movement; and performing a variety of movements (e.g., whole body/isolations)

  • D3 (3-4)-2.

    Students demonstrate rhythmic acuity by…D3 (3-4)-2

    1. a.

      dancing in relation to and in coordination with changes in rhythm and meter and repeating a rhythmic pattern of movement

  • D3 (3-4)-3.

    Students demonstrate qualitative range and phrasing by…D3 (3-4)-3

    1. a.

      demonstrating a range of space, time, weight, and flow (force/energy) concepts (e.g., through dancing opposites: strong/weak, rise/sink)

    2. b.

      replicating dance phrases (e.g., sentences)

    3. c.

      demonstrating focus while dancing

Aesthetic Judgment – Knowledge of dance as an art form is used to reflect on and evaluate the work of self and others.

  • D4 (3-4)-1.

    Students demonstrate understanding of dance forms and styles, techniques and elements, and choreographic processes and principles by…D4 (3-4)-1

    1. a.

      identifying, describing and comparing elements between and among dances

  • D4 (3-4)-2.

    Students analyze construction and achievement of effect or affect by…D4 (3-4)-2

    1. a.

      evaluating and revising performed movement to fulfill its purpose

    2. b.

      explaining what a dance communicates or expresses

Frequently asked questions

What grade levels do these standards cover?
Grade 3 and Grade 4
When were these standards adopted?
2010

Keep exploring

Keep exploring Arts standards

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