Dance (Grades K–12) Subtest 1

For example:

• recognizing the characteristics and uses of locomotor and nonlocomotor movements in dance
• understanding concepts related to the body (e.g., actions, shapes, relationships)
• understanding concepts related to space (e.g., level, pathway)
• understanding concepts related to time (e.g., tempo, rhythm, beat, pattern, accent, syncopation)
• understanding concepts related to energy (e.g., speed, flow, weight)
• understanding concepts related to relationship (e.g., body parts, personal and general space, formations, production elements)
• recognizing and applying principles and processes important in the development of technical skills (e.g., body alignment, core support, clarity of movement, musicality, performance presence)

For example:

• identifying and applying basic vocabulary and concepts related to choreography (e.g., motif, movement phrase, transitions, group formations, symmetry, dynamics)
• analyzing how the elements of dance (e.g., body, action, space, time, energy, relationship) are combined to communicate meaning in the creation of dance
• analyzing how choreographic and design principles (e.g., repetition, pattern, unity, contrast, theme, variation) are used in the creation of dance
• identifying and describing compositional forms and structures in dance (e.g., ABA, canon, theme and variations, motif, transition, narrative and abstract forms)
• recognizing the characteristics and purposes of choreographic processes (e.g., reordering, chance, exploring, imagery) and the use of improvisation in discovering and generating movement for choreography, for solving movement problems, and as a mode of performance
• recognizing sources for generating choreographic ideas (e.g., music, literature, visual art, text, emotion)