Communication and Expression

Creative Arts and Expression


Dance

Goal 1: Children use movement to creatively express their ideas and feelings and to learn.

By the end of each age group or grade level, most children will have met prior age group or grade level standards in this domain.

Infants Through Older Toddlers

Infants

(0-12 Months)

  1. Move head, legs, and arms in response to music and other rhythmic sounds
  2. Express basic feelings (e.g., excitement, joy) through movement

Young Toddlers

(9-18 Months)

  1. Make movements (e.g., stands with feet apart swaying) when music plays
  2. Clap when hear music or singing
  3. Dance to music in their own way (e.g., run around waving arms)

Older Toddlers

(18-36 Months)

  1. Make up simple dances or patterns of movement
  2. Express excitement during movement and dance
  3. Respond to music with increasingly coordinated movements (e.g., moves to the tempo of the music)
  4. Follows simple movements to songs
Younger Preschoolers Through Kindergartners

Younger Preschoolers

(36-48 months)

  1. Show awareness of various patterns of beat, rhythm and movement through dance
  2. Participate in open-ended, creative movement activities
  3. Indicate preferences for certain dances and songs with movement (e.g., Head, Shoulders, Knees & Toes)
  4. Use creative movement to express feelings

Older Preschoolers

(48-60 months)

  1. Move to different patterns of beat and rhythm in music
  2. Express what is felt and heard in various musical tempos and styles
  3. Use creative movement to express concepts, ideas, or feelings
  4. Repeat choreographed movements and begin to create own movements

Kindergartners

Skill Development

  1. Solve simple movement challenges (e.g., move on 2 body parts without using feet)
  2. Use the following partner skills: copying, leading, following, mirroring
  3. Interpret a story, piece of music, artwork etc. through movement.

Reflection and Critique

  1. Describe using dance specific vocabulary (e.g., big movements/small movements)
  2. Critique dance by making affirming statements (e.g., I like…)

Making Connections

  1. Communicate ideas, concepts, feeling from other disciplines through movement and dance (e.g., move like a blizzard)

Approach to Work (i.e., Dance)

  1. Demonstrate willingness to take part in the activity
  2. Participate in individual and/or group dance activities appropriately
  3. Respond constructively as members of an audience
  4. Use materials and space safely
First Graders Through Third Graders

First Graders

Skill Development

  1. Demonstrate mature forms of walking, running, hopping, galloping, skipping, sliding while traveling forward, backward, diagonally
  2. Demonstrate the nonlocomotor skills of bending, stretching, turning, pushing/pulling during dance and free movement opportunities
  3. Follow and reproduce 2-3 nonlocomotor and locomotor movement sequences
  4. Demonstrate quality/dynamics/levels of movement (e.g., fast/slow)
  5. Demonstrate concepts of dance by copying, leading, following, mirroring movements, and counting a beat
  6. Identify the beginning, middle and end of a dance sequence
  7. Demonstrate space concepts of direction, pathway, level, and range

Reflection and Critique

  1. Describe dance using specific vocabulary (e.g., high/medium/low)
  2. Ask questions about own dance and movement (e.g., I wonder how), and that of others

Making Connections

  1. Identify similarities and differences in genres
  2. Communicate connections to other disciplines through dance (e.g., show understanding of music through movement)
  3. Identify how arts have a relationship to family and community events

Approach to Work (i.e., Dance)

  1. Respond to teacher suggestions

Second Graders

Skill Development

  1. Demonstrate mature forms of walking, running, hopping, galloping, skipping, sliding while traveling forward, backward, diagonally
  2. Demonstrate the nonlocomotor skills of bending, stretching, turning, pushing/pulling during dance and free movement opportunities
  3. Follow and reproduce 2-3 nonlocomotor and locomotor movement sequences
  4. Demonstrate quality/dynamics/levels of movement (e.g., fast/slow)
  5. Demonstrate concepts of dance by copying, leading, following, mirroring movements, and counting a beat
  6. Identify the beginning, middle and end of a dance sequence
  7. Demonstrate space concepts of direction, pathway, level, and range

Reflection and Critique

  1. Describe dance using specific vocabulary (e.g., high/medium/low)
  2. Ask questions about own dance and movement (e.g., I wonder how), and that of others

Making Connections

  1. Identify similarities and differences in genres
  2. Communicate connections to other disciplines through dance (e.g., show understanding of music through movement)
  3. Identify how arts have a relationship to family and community events

Approach to Work (i.e., Dance)

  1. Respond to teacher suggestions

Third Graders

Skill Development

  1. Solve increasingly complex movement challenges involving several movement concepts
  2. Use movement to express complex ideas and narrative
  3. Use improvisation to discover and invent movement sequences
  4. Produce a two part sequence of nonlocomotor and locomotor movements

Reflection and Critique

  1. Use dance specific vocabulary (e.g., gradual/sudden, pathways)
  2. Explain qualities of dance that may evoke emotion and meaning
  3. Discuss varied interpretations of dance using observation or personal experiences
  4. Critique using affirmative statements with specific evidence
  5. Critique own dance and that of others and suggest changes

Making Connections

  1. Demonstrate the relationship of similar elements of dance (e.g., form, rhythm)
  2. Create or perform art based on a culture

Approach to Work (i.e., Dance)

  1. Generate and try out various strategies/techniques to address challenges

Vermont Agency of Education
Secretary Daniel M. French
219 North Main Street, Suite 402
Barre, VT 05641

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