Common Planner
K–12 Standards

Dance: Grades 5, 6

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 (5-6)-1.

    Students use knowledge of movement to problem solve by…D1 (5-6)-1

    1. a.

      combining and applying pre-selected movement elements and skills in response to a prompt

    2. b.

      improvising in response to literal and abstract ideas/stimuli

  • D1 (5-6)-2.

    Students express ideas, emotions, or cultural aesthetics by…D1 (5-6)-2

    1. a.

      generating small dance compositions through manipulating choreographic principles (e.g., body use, space, and relationship), simple choreographic structures (e.g., beginning, middle, and end; AB or ABA), and choreographic processes (repetition, variety)

    2. b.

      improvising , exploring, and selecting dance movement to communicate literal or abstract ideas

    3. c.

      designing rhythmic patterns and selecting 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 (5-6)-1.

    Students view, interpret, and perform a range of forms and styles of dance by…D2 (5-6)-1

    1. a.

      explaining the role of dance in various world cultures

    2. b.

      observing/viewing and responding to dances from a variety of world cultures and historical contexts

    3. c.

      practicing and performing dances of different forms or styles

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

  • D3 (5-6)-1.

    Students demonstrate kinesthetic awareness and movement skills by…D3 (5-6)-1

    1. a.

      demonstrating concentration while exhibiting awareness of relationships and space, and describing how the body executes a movement

    2. b.

      demonstrating physical control and accurate memorization of movement in the execution of dance phrases

  • D3 (5-6)-2.

    Students demonstrate rhythmic acuity by…D3 (5-6)-2

    1. a.

      dancing in relation to and in coordination with various tempos, time signatures, and accented beats

  • D3 (5-6)-3.

    Students demonstrate qualitative range and phrasing by…D3 (5-6)-3

    1. a.

      identifying and incorporating a variety of space, time, weight , and flow (force/energy) qualities in locomotor and non -locomotor movement

    2. b.

      organizing dance phrases (sentences) that make sense for the concept or idea

    3. c.

      demonstrating sustained 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 (5-6)-1.

    Students demonstrate understanding of dance forms and styles, techniques and elements, and choreographic processes and principles by…D4 (5-6)-1

    1. a.

      comparing the movement and choreographic choices of different dance compositions or dances

  • D4 (5-6)-2.

    Students analyze construction and achievement of effect or affect by…D4 (5-6)-2

    1. a.

      evaluating and revising performed movement and choreography to fulfill its purpose

    2. b.

      observing or performing a dance and analyzing its construction

Frequently asked questions

What grade levels do these standards cover?
Grade 5 and Grade 6
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.