Wisconsin+(Tom)

Overarching Charge: The work we are engaged in is part of the larger initiative to reauthorize the 1965 Elementary and Secondary Education Act: The National Governors Association and CCSSO are working together to create Common Core State Standards SEE: www.ccsso.org/content/pdfs/ESEA Task Force Policy Statement 0310

WISCONSIN — DANCE STANDARDS
 * 1) 7307 Posted June 1997. [|www.dpi.state.wi.us]

Currently the Wisconsin CCSS drafts are for English & Math.

Wisconsin standards are organized under 5 Shared Applications; our “Big Understandings” · Basic Abilities · Ability to Think · Skill in Communication · Production of Quality Work, and · Connections with Community Standards are, “benchmarked to the end of grades 4, 8, and 12.”

Dance organizes its contents standards (A—J) as follows

KINESTHETIC AWARENESS** IMPROVISATION CHOREOGRAPHY CRITICAL THINKING COMMUNICATION AND EXPRESSION APPRECIATION MAKING CONNECTIONS Each content standard is introduced with a definition of the standards, a rationale, and a listing of “Performance” (achievement) standards under the content rubric.
 * MOTOR LEARNING
 * HEALTHFUL LIVING**
 * DANCE AND TECHNOLOGY**

Example: MOTOR LEARNING Students in Wisconsin will recognize, understand, and demonstrate movement elements and skills in dance. We move constantly; movement is essential to life. We make instantaneous decisions about the amount of time it takes to complete a specific action, how much space the action needs, and the amount of force or energy we need to complete the given action. The movement elements of time, space, and force or energy are fundamental to all human activity. Dance is composed of human movement and is based on studentsÕ natural impulse to move. Students need to become literate in using this natural ability. By the end of grade 4 students will: A.4.1 Recognize and explore space, time, and force as the three elements of dance A.4.2 Define and maintain personal space and move safely in groups throughout the general space A.4.3 Demonstrate eight basic foot locomotor movements (walk, run, hop, jump, leap, gallop, slide, and skip) A.4.4 Demonstrate and combine nonlocomotor/axial movements (such as bend, twist, rotate, stretch, or swing) A.4.5 Explore forms of locomotion using other bases of support (such as roll, crawl, cartwheel, or slide) A.4.6 Combine various locomotor forms with directional changes (such as forward, backward, sidewards, diagonal, or turn) A.4.7 Create shapes through movement and move at low, medium, and high levels A.4.8 Demonstrate movements using various pathways (such as straight, curved, zig-zag, twisted, or turning) on the ground and in the air A.4.9 Demonstrate rhythmic awareness by moving to a musical beat and responding to changes in tempo A.4.10 Explore the basic effort actions (such as thrust, press, glide, wring, dab, flick, or slash).
 * Rationale: **
 * PERFORMANCE STANDARDS **


 * Rigor: ** What is the intellectual demand of the standards?
 * Cognitive understandings are IMPLICITLY embedded in achievement standards. ** To demonstrate the skill (//demonstrate, combine, create//) one must understand the underlying principles of the concept(s) required in the demonstration. As one reads through the achievement standards for each of the three ‘levels’ (4, 8 and 12) it is apparent WHAT is expected is clearly articulated, but HOW the student “gets there” is not always clear or even suggested. For instance A.4.9: to “ Demonstrate rhythmic awareness by moving to a musical beat and responding to changes in tempo.” This is a significant achievement, even for many adults. How and where does the child merge her developing learning and skill in music with her developing learning and skills in dance?

Yes in their content description and rationale, not always in the delineation of Performance Standards
 * 2. Coherence— ** Do the standards convey a unified vision of the discipline, do they establish connections among the major areas of study, and do they show a meaningful progression of content across the grades?

Choices have been made about what is important for students to learn.
 * 3. ** **Focus—**Have choices been made about what is most important for students to learn, and is the amount of content manageable?


 * 1) ** Specificity— ** Are the standards specific enough to convey the level of performance expected of students? Yes, with the caveat that HOW the student gets to the desired outcome is much less clear than WHAT one is expected to demonstrate.

Yes. [|www.dpi.state.wi.us]. Bulletin # 97307
 * 5. ** **Clarity/Accessibility—**Are the standards clearly written and presented in an error-free, legible, easy-to-use format that is accessible to the general public?

Measurement must be understood in the context of measuring concepts and demonstration of skills, and appreciation for measuring the subjective, the ineffable, and the products of imagination. Many of the Performance Standards are measureable through observation, jury, or conceptual articulation, others will always be subjectively appreciated.
 * 6. ** **Measurability—**Is each standard measurable, observable, or verifiable in some way?

Students in Wisconsin will recognize, understand, and demonstrate movement elements and skills in dance. We move constantly; movement is essential to life. We make instantaneous decisions about the amount of time it takes to complete a specific action, how much space the action needs, and the amount of force or energy we need to complete the given action. The movement elements of time, space, and force or energy are fundamental to all human activity. Dance is composed of human movement and is based on studentsÕ natural impulse to move. Students need to become literate in using this natural ability. A.4.1 Recognize and explore space, time, and force as the three elements of dance A.4.2 Define and maintain personal space and move safely in groups throughout the general space A.4.3 Demonstrate eight basic foot locomotor movements (walk, run, hop, jump, leap, gallop, slide, and skip) A.4.4 Demonstrate and combine nonlocomotor/axial movements (such as bend, twist, rotate, stretch, or swing) A.4.5 Explore forms of locomotion using other bases of support (such as roll, crawl, cartwheel, or slide) A.4.6 Combine various locomotor forms with directional changes (such as forward, backward, sidewards, diagonal, or turn) A.4.7 Create shapes through movement and move at low, medium, and high levels A.4.8 Demonstrate movements using various pathways (such as straight, curved, zig-zag, twisted, or turning) on the ground and in the air A.4.9 Demonstrate rhythmic awareness by moving to a musical beat and responding to changes in tempo A.4.10 Explore the basic effort actions (such as thrust, press, glide, wring, dab, flick, or slash) A.4.11 Develop kinesthetic awareness (movement perception and muscle sense) A.4.12 Demonstrate concentration and focus while moving A.4.13 Observe and describe movement elements in creative dance studies using appropriate movement/dance vocabulary A.8.1 Explore and integrate the three elements of dance (space, time, and force) and focus on the relationships of body parts to each other, dancers to each other, and dancers to objects A.8.2 Begin using the following movement skills and explain their underlying principles: alignment, balance, initiation of movement, isolation of body parts, weight shift, elevation and landing, and fall and recovery A.8.3 Discover increasingly complex combinations of locomotor and nonlocomotor movements emphasizing the elements of space, time, and force A.8.4 Respond to rhythmic patterns with accuracy A.8.5 Identify, demonstrate, and combine the basic effort actions A.8.6 Demonstrate increasing kinesthetic awareness, concentration, and focus in performing movement skills A.8.7 Continue to observe and describe movement elements in creative dance studies using appropriate movement/dance vocabulary A.12.1 Continue to explore and integrate the three elements of dance (space, time, and force) while demonstrating consistency and reliability in performing technical skills A.12.2 Apply the following movement skills and underlying principles: alignment, balance, initiation of movement, isolation of body parts, weight shift, elevation and landing, and fall and recovery A.12.3 Use increasingly complex combinations of locomotor and nonlocomotor movements, emphasizing the elements of space, time, and force A.12.4 Create rhythmic patterns and develop rhythmic accuracy A.12.5 Create and perform combinations and variations in a broad dynamic range 4 ** WISCONSINÕS MODEL ACADEMIC STANDARDS ** A.12.6 Demonstrate kinesthetic awareness, concentration, and focus consistently while moving A.12.7 Demonstrate the ability to remember extended movement sequences A.12.8 Observe and describe movement elements in creative dance studies, using appropriate movement/dance vocabulary and with increased understanding
 * A. MOTOR LEARNING **
 * Content Standard**
 * Rationale: **
 * PERFORMANCE STANDARDS **
 * By the end of grade 4 students will: **
 * By the end of grade 8 students will: **
 * By the end of grade 12 students will: **

Students in Wisconsin will use the body as the instrument of expression and use movement as the medium to develop kinesthetic awareness. We respond to the world through our movement. All human activity requires a sense of movement called kinesthetic awareness, the perception of the movement of muscles in space. Dance education begins with this awareness and its creative potential. When students become engaged in body awareness and movement exploration, they learn to recognize and appreciate themselves and others. Education in dance requires a unique synthesis of the science of human motion with the art of dance. B.4.1 Recognize and apply the laws of motion, such as gravity and momentum, while exploring movement B.4.2 Study efficient principles of movement B.4.3 Develop awareness of body alignment while performing basic movement sequences B.4.4 Develop strength, flexibility, balance, and neuromuscular coordination B.4.5 Develop and value a positive body image 5 ** WISCONSINÕS MODEL ACADEMIC STANDARDS **
 * B: KINESTHETIC AWARENESS **
 * Content Standard**
 * Rationale ** :
 * PERFORMANCE STANDARDS **
 * By the end of grade 4 students will: **

B.8.1 Recognize and apply the laws of motion in challenging movement problems, such as acceleration and deceleration, and turning and balancing in asymmetrical shapes B.8.2 Exhibit control and efficiency while moving B.8.3 Practice correct body alignment while performing increasingly complex movement sequences B.8.4 Increase strength, flexibility, balance, and neuromuscular coordination B.8.5 Continue to develop and value a positive body image B.12.1 Recognize and apply the laws of motion in sophisticated movement problems B.12.2 Exhibit control and efficiency while moving B.12.3 Practice correct body alignment while performing increasingly complex movement sequences B.12.4 Improve strength, flexibility, balance, and neuromuscular coordination B.12.5 Refine technique through self-evaluation and correction B.12.6 Maintain a positive body image
 * By the end of grade 8 students will: **
 * By the end of grade 12 students will: **


 * I. HEALTHFUL LIVING **

Students in Wisconsin will make connections between dance and healthful living. We need vigorous human movement to maintain personal health. Dance education can offer a positive, healthy alternative to the many destructive choices available. Students are encouraged to take responsibility for the care, conditioning, and health of their bodies, thus learning that self-discipline is a prerequisite for achievement in dance and in life. Students need to respect their bodies and to understand that dance is the product of intentional and intelligent physical actions. I.4.1 Understand how dancing influences healthy living choices I.4.2 Use injury-preventing practices (such as warming-up, safe stretching, safe landing, and cooling-down) I.4.3 Create a warm-up and discuss how that warm-up prepares the body and mind for expressive purposes I.4.4 Explain strategies to prevent dance injuries I.4.5 Recognize danceÕs potential to foster physical and emotional well-being I.8.1 Explain how dancing influences healthy living choices I.8.2 Practice injury-prevention (such as warming-up, safe stretching, and cooling-down) I.8.3 Describe danceÕs potential to foster physical and emotional well-being I.12.1 Reflect and describe how dancing influences their living choices I.12.2 Develop a personal warm-up and cool-down incorporating injury-prevention practices I.12.3 Analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media I.12.4 Discuss challenges facing professional performers in maintaining healthy lifestyles
 * Content Standard**
 * Rationale: **
 * PERFORMANCE STANDARDS **
 * By the end of grade 4 students will: **
 * By the end of grade 8 students will: **
 * By the end of grade 12 students will: **


 * J. DANCE AND TECHNOLOGY **

Students in Wisconsin will expand dance horizons through the use of technology. Technology is expanding our horizons and creating new ways to exchange ideas and transfer information. Interesting technologies can attract and motivate students to engage in dance. New technologies make it possible to try out a host of possibilities and solutions. This makes it more important than ever that these tools be used to teach and create in dance. The use of technology increases studentsÕ ability to synthesize, integrate, and construct new meanings. Used appropriately, technology can extend the reach of both the art form and that of the learner. J.4.1 Create a video portfolio of dance studies and performances J.4.2 Create and record audio tapes to accompany dance studies J.4.3 View videos of dances from other cultures and/or professional dance performances J.4.4 Begin to use computer technology to facilitate dance-related research J.4.5 Use the computer to note or describe a simple dance sequence or composition J.4.6 Create a short dance video J.8.1 Add to a video portfolio of dance studies and performances J.8.2 Create and record audio tapes to accompany dance studies J.8.3 View and discuss videos of dances from other cultures and/or professional dance Performances J.8.4 Use computer technology to facilitate dance-related research J.8.5 Use a computer to note or describe a dance sequence or composition J.8.6 Create a dance video using technology to enhance the mood of the dance J.12.1 Continue to create an extensive video portfolio of dance studies and performances J.12.2 Create and record audio tapes to accompany dance studies J.12.3 View and discuss with greater understanding videos of dances from other cultures and/or professional dance performances J.12.4 Use computer technology to facilitate dance-related research J.12.5 Continue to use a computer to note or describe dance sequences or compositions J.12.6 Create an interdisciplinary project using media technologies (such as video or a computer) that present dance in a new or enhanced form (such as video dance, video- or computer-aided live performance, or animation)
 * Content Standard**
 * Rationale: **
 * PERFORMANCE STANDARDS **
 * By the end of grade 4 students will: **
 * By the end of grade 8 students will: **
 * By the end of grade 12 students will: **

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