Fine Arts: Dance (2nd Grade)

Performing (PR)

Creating (CR)

Responding (RE)

Connecting (CN)

Develop and refine artistic techniques and work for presentation.

Select, analyze, and interpret artistic work for presentation.

Convey meaning through the presentation of artistic work.

Generate and conceptualize artistic ideas and work.

Organize and develop artistic work.

Refine and complete artistic work.

Perceive and analyze artistic work.

Construct meaningful interpretations of artistic work.

Apply criteria to evaluate artistic work.

Synthesize and relate knowledge and personal experiences to make art.

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

Repeat movements with an awareness of self and others in space. Self-adjust and modify movements or placement upon request.

Demonstrate a range of locomotor and non­ locomotor movements, body patterning, and dance sequences using a variety of levels and body pathways.

Utilize spatial awareness to coordinate with a partner or other dancers to safely change levels, directions, and pathway designs.

Recognize the good health balance of nutrition and physical activity.

Present clear directionality, focus, and intent when performing locomotor and non­ locomotor movements that change body shapes, facings, and pathways in space. Recognize symmetrical and asymmetrical body shapes and examine relationships between bod arts. Differentiate between circling and turning as two separate ways of continuous directional change.

Identify the length of time a move or phrase takes (e.g., whether it is long or short). Identify and move on the downbeat and in varying meters. Match movement phrasing with musical phrasing.

Demonstrate movement qualities along with movement vocabulary (e.g., use adverbs and adjectives that apply to movement such as a bouncy leap, a floppy fall, a jolly jump, and joyful spin).

Understand the role of an audience member in a performance.

Use limited production elements (e.g., hand props, simple scenery, or media projections) to enhance performance.

Explore movement inspired by a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas.

Combine a variety of movements to create a sequence while manipulating the elements of dance.

Organize a dance phrase with a beginning, a middle that has a main idea, and a clear end.

Choose movements that express a main idea or emotion or follow a musical phrase. Explain reasons for movement choices.

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

Depict the levels in a variety of dance movements by drawing a picture or using symbols (e.g., high, middle, low).

Identify a dance style within the pattern of a dance.

Demonstrate and describe movements in dances from different genres or cultures.

Select context cues from movement to identify meaning and intent in a dance, using fundamental dance vocabulary.

Observe or demonstrate dances from a specific genre or culture. Discuss characteristics of that genre or cultural dance.

Describe, create, and/or perform a dance that expresses personal meaning and explain how certain movements express this personal meaning.

Respond to a dance work using an inquiry­ based set of questions (e.g., See-Think-Wonder). Create movement using ideas from responses and explain how certain movements express a specific idea.

Observe a dance and relate the movement to the people or environment in which the dance was created and performed, including dances of Oklahoma American Indian tribes and communities.