developing specific Experiences growing Uses correct technique dance techniques success with developing in one or more dance correct technique style Context Shows some interest Frequently demonstrates Actively demonstrates Consistently and actively and/or awareness that understanding about, and understanding of, and demonstrates dance is used for a variety respect for, a range of respect for, the social, understanding of, and of purposes and in a variety contexts in which dance is historical, and/or respect for, the social, of social, historical, and important [e.g., cultural contexts of historical, and/or cultural cultural contexts significance in First their movements and contexts of a range of Shows some interest in, Nations communities dance sequences dances; understanding is and/or awareness of, the (cultural); ceremonial Can demonstrate (e.g., reflected in their similarities and differences dances (historical, in movement or words) commitment to accurately among dances (e.g., how, cultural); to celebrate similarities and/or representing the specific why, when they are used) important life events such differences among dance context (e.g., Interest in dance activities as a weddings dances from a range of cultural dances, social, or at school (e.g., in the (social/cultural/historical)] contexts (e.g., different celebratory dances) classroom and school) may Shows some engagement patterns in square Seeks out opportunities to grow with additional in dance activities at dances; similarities dance at the school and/or opportunities to be involved school (e.g., in the among hip hop styles) community events classroom and school) Attends local dance events at school and/or in the community Presenting Is sometimes willing to Sometimes contributes to Frequently participates Consistently and actively and participate in dance group work focused on in movement and the participates in all dance Performing activities (e.g., in partners exploring movement and creation of dance activities and small groups); at other creating dance Is reflective and/or Is reflective and/or times, is unsure about Is open to feedback about analytical about analytical about their own taking risks refinements for improving improvements for their and others’ dance May benefit from reminders their dance sequences dance creations creations about being a respectful May not be comfortable Is increasingly Confidently performs viewer and/or audience performing dance, but comfortable dance for classmates and member of others’ dance attempts to do so anyway; performing dance for others willing to take some risks classmates and others
developing specific dance techniques Experiences growing success with developing correct technique Uses correct technique in one or more dance style Context Shows some interest and/or awareness that dance is used for a variety of purposes and in a variety of social, historical, and cultural contexts Shows some interest in, and/or awareness of, the similarities and differences among dances (e.g., how, why, when they are used) Interest in dance activities at school (e.g., in the classroom and school) may grow with additional opportunities to be involved Frequently demonstrates understanding about, and respect for, a range of contexts in which dance is important [e.g., significance in First Nations communities (cultural); ceremonial dances (historical, cultural); to celebrate important life events such as a weddings (social/cultural/historical)] Shows some engagement in dance activities at school (e.g., in the classroom and school) Actively demonstrates understanding of, and respect for, the social, historical, and/or cultural contexts of their movements and dance sequences Can demonstrate (e.g., in movement or words) similarities and/or differences among dances from a range of contexts (e.g., different patterns in square dances; similarities among hip hop styles) Attends local dance events at school and/or in the community Consistently and actively demonstrates understanding of, and respect for, the social, historical, and/or cultural contexts of a range of dances; understanding is reflected in their commitment to accurately representing the specific dance context (e.g., cultural dances, social, or celebratory dances) Seeks out opportunities to dance at the school and/or community events Presenting and Performing Is sometimes willing to participate in dance activities (e.g., in partners and small groups); at other times, is unsure about taking risks May benefit from reminders about being a respectful viewer and/or audience member of others’ dance Sometimes contributes to group work focused on exploring movement and creating dance Is open to feedback about refinements for improving their dance sequences May not be comfortable performing dance, but attempts to do so anyway; willing to take some risks Frequently participates in movement and the creation of dance Is reflective and/or analytical about improvements for their dance creations Is increasingly comfortable performing dance for classmates and others Consistently and actively participates in all dance activities Is reflective and/or analytical about their own and others’ dance creations Confidently performs dance for classmates and others