Maine+(Jane)

The Maine Department of Education Regulations, Learning Results and Parameters for Essential Instruction establishes parameters for essential teaching and learning in grades Pre-K through Dimploma across eight content areas, including Dance, and supports the goals outlined in the Guiding Principles. These learning goals identify the knowledge and skills required for college, career and citizenship in the 21st century.

Maine offers a broad detailed variety of standards and I am in support of many of them. However, in studying the following principles, I often felt that the standards implemented for PK-2, especially PK and K, were too advanced for those grade levels. Perhaps PK and K could have been addressed separately. There also was never any mention about Creative Movement or the use of children's songs. In addition, the elements used in A1 Terminology are appropriately applied in dance for all grade levels, however, there was never any mention of basic dance technique such as Plie, Tendu, Degage, Pique, Ronde De Jambe, etc. I have put an *asterisk where I question the level or suggest that a technical concept is missing. I have typed up Maine's basic concepts for our Florida's dance writng team to see. I hope this is helpful in going forward. Jane

A.** **A clear and effective communicator who:** 1. Demonstrates organized and purposeful communication in English and at least one other language. 2. Uses evidence and logic appropriately in communication. 3. Adjusts communication based on the audience. 4. Use a variety of modes of expression.
 * The Guiding Principles (Can be applied to Big Ideas)

1. Recognizes the need for information and locates and evaluates resources. 2. Applies knowledge to set goals and make informed decisions. 3. Applies knowledge in new contexts. 4. Demontrates initiative and independence. 5. Demonstrates flexibility including the ablity to learn, unlearn, and relearn. 6. Demonstrates reliability and concern for quality. 7. Uses interpersonal skills to learn and work with individuals from diverse backgrounds.
 * B**. **A self-directed and life long learner who:**

1. Observes and evaluates situations to define problems. 2. Frames questions, makes predictions and designs data/information collectio and analysis strategies. 3. Identifies patterns, trends and relationships that apply to solutions. 4 Generates a variety of solutions, builds a case for a best response and critically evaluates the effectiveness of the response. 5. Sees opportunities, finds resources and seeks results. 6. Uses information and technology to solve problems. 7. Perseveres in challenging situations.
 * C.** **A creative and practical problem solver who:**

1. Participates positively in the community and designs creative solutions to meet human needs and wants. 2. Accepts reponsibility for personal decisions and actions. 3. Demonstrates ethical behavior and the moral courage to sustain it. 4. Understands and respects diversity. 5. Displays global awareness and economic and civic literacy. 6. Demonstrates awareness of personal and community health and wellness.
 * D.** **A responsible and involved citizen who:**

1. Gains and applies knowledge across disciplines and learning contexts and to real life situations with and without technology. 2. Evaluates and synthesizes information from multiple sources. 3. Applies ideas across disciplines. 4. Applies systems thinking to understand the interaction and influence of related parts on each other and on outcomes.
 * E. An integrative and informed thinker who:**

The visual and performing arts are an essential part of every child's education. Engagement in the visual and performing arts deepens students' overall knowlege and skills as well as their social and emotional development. Research shows that students involved in the visual and performing arts are more successful in school, more involved in their communities and perform better on standardized tests.

1. Terminology 2. Space 3. Time 4. Energy 5. Locomotor and Non-Lomotor Movement 6. Compositional Forms
 * A. Disciplinary Literacy**
 * Dance:**

Dance:** 1. Commuication 2. Sequencing 3. Solving Challenges 4. Technical Aspects
 * B. Creation, Performance ad Expression

1. Application of Creative Process
 * C. Creative Problem-Solving**

1. Aesthetics and Criticism
 * D. Aesthetics and Criticism**

1. The Arts and History and World Cultures 2. The Arts and Other Disciplines 3. Goal- Setting 4. Impact of the Arts on Lifestyle and Career 5. Interpersonal Skills
 * E. Visual and Performing Arts Connections**

Pre-K-2 Students identify space, time and energy concepts. perform dances with greater complexity and variation.
 * __*A1 Terminology__**
 * 3-5** Students identify and describe the dance concepts of space, time, energy and composition form.
 * 6-8** Students identify and describe the dance terms of time, composition, and syle/tradition.
 * 9-Diploma** Students apply accumulated knowledge of dance composition, dynamics and terminolgy to describe and

__**A2 Space**__ and wide/narrow and stretched/curled/twisted shape(s). pathways and positive/negative space.
 * Pre-K-2** Students demonstrate space concepts including high/low, forward/backward, near/far, personal space
 * 3-5** Students use space concepts tosolve movement challenges including straight/curved/zig-zag/spiral
 * 6-8** Students apply space concepts in a repeatable movement phrase.
 * 9-Diploma** Students apply space concepts in an original repeatable, choreographed piece.

Pre-K-2** Students replicate tempo change using body movement.
 * __A3 Time__
 * 3-5** Student identify and replicate a steadybeat in varied tempos using body movement.
 * 6-8** Students move to compex rhythm patterns and syncopation.
 * 9-Diploma** Students identify and move to rhythms of various genres.

__**A4 Energy**__ differences in energy qualities. differences in energy qualities.
 * Pre-K-2** Students recognize and demonstrate hard/soft, light/strong and resting/moving movements to show
 * 3-5** Students recognize and demonstrate sustained and abrupt movements to show differences in enery qualities.
 * 6-8** Students explain and incorporate bound/free, tension/relaxation, indirect/direct movements to show
 * 9-Diploma** Students incorporate enrgy qualities into a chorographed piece as a solo, small group, or ensemble.

__**A5 Locomotor and Non-Locomotor Movement**__ coordination. strength, flexibility, agility and coordination.
 * Pre-K-2** Students identify and demonstrate locomotor and non-locomotor/axial skills.
 * 3-5** Students demonstrate expressive combinations of locomotor and non-locomotor/axial sklls.
 * 6-8** Students combine and demonstrate the technical skills of skeletal alignment, strength, agility and
 * 9-Diploma** Students integrate and demonstrate the technical skills of skeletal alignment, body-part isolation,

Pre-K-2** Students replicate, with a partner, the dance composition forms of copying, miroring, leading and following. aba, rondo, retrograde, palindrome and theme and variation.
 * __A6 Compositional Forms__
 * 3-5** Students replicate a dance movement.
 * 6-8** Students replicate a dance phrase
 * 9-Diploma** Students replicate dance composition forms and themes, inclucing narrative, canon, call and response, ab,

Pre-K-2** Although no performance indicators are stated, students are expected to have instructional experiences that help them to express themselves through movement.
 * __B1 Communication__
 * 3-5** Students use movement to express a basic idea and share it with their peers.
 * 6-8** Students use movement to express and communicate a story, a piece of music, an artwork, or an emotion.
 * 9-Diploma** Students create an original piece of choreography using the elements of dance.

complex movemnt sequence with rhythmic acuity.
 * __B2 Sequencing__**
 * Pre-K-2** Students develop a short dance sequence with a beginning, middle and end.
 * 3-5** Students develop a dance phrase with a beginning, middle and end, accurately repeating and varying it.
 * 6-8** Students ceate and develop dance sequences.
 * 9-Diploma** Students create both solo and ensemble dance works accurately producing an original or pre-existing

with one or more partners. or more partners.
 * __B3 Solving Challenges__**
 * Pre-K-2** Students solve a variety of movement challenges alone or in a group.
 * 3-5** Students solve movement challenges involving one or more movement concepts alone or with a partner.
 * 6-8** Students use improvisation to discover and invent movement sequences and solve movement challenges
 * 9-Diploma** Students solve increasingly complex movement challenges involving several dance concepts with one


 * __B4 Technical Aspects__
 * Pre-K-2** Students identify possible props or costumes to enhance a short dance phrase.
 * 3-5** Students select props or costume to enhance dance phrase and explain the choice.
 * 6-8** Students identify and select light, costume or sound changes to enhance a dance phrase.
 * 9-Diploma** Students include and explain costume, light and sound changes in a piece of choreography.

work and/or the work of others.
 * __C1 Application of Creative Process__
 * Pre-K-2** Students identify and demonstrate creative problem-solving skills.
 * 3-5** Students describe and apply steps of creative problem-solving.
 * 6-8** Students describe and apply creative-thinking skills that are part of the creative problem-solving process.
 * 9-Diploma** Students apply and analyze creative problem-solving and creative-thinking skills to improve or vary their own

Pre-K-2** Students observe, listen to, describe and ask questions about art forms.
 * __D1 Aesthetics and Criticism__
 * 3-5** Students describe and compare art forms.
 * 6-8** Students compare and analyze art forms.
 * 9-Diploma** Students analyze and evaluate art forms.

different world cultures. understand history and/or world cultures.
 * __E1 The Arts and History and World Cultures__
 * Pre-K-2** Students identify family or community symbols and celebrations in the visual/performing arts from
 * 3-5** Students explain that the visual/performing arts help people understand history and/or world cultures.
 * 6-8** Students compare products of the visual/performing arts to understand history and/or world cultures.
 * 9-Diploma** Students analyze the characteristics and purposes of products of the visual/performing arts to


 * __E2 The Arts and Other Disciplines__
 * Pre-K-2** Students identify connections between and among the arts and other disciplines.
 * 3-5** Students describe characteristics shared between and among the ats and other disciplines.
 * 6-8** Students explain skills and concepts that are similar across disciplines.
 * 9-Diploma** Students analyze skills and conceptsw that are similar across disciplines.

interpersonal interactions, skill development and goal-setting. success in the arts. management, interpersonal interactions or skill development that will lead to success in the arts.
 * __E3 Goal -Setting__
 * Pre-K-2** Students identify choices that lead to success in the arts.
 * 3-5** Students identify and demonstrate choices that will lead to success in the arts including time management,
 * 6-8** Students set goals related to time managment, interpersonal interactions or skill development that will lead to
 * 9-Diploma** Students make short-term and long-term goals based on rigourous criteria and related to time

environment. and other career and life decisions including the recognition that the arts are a means of renewal and recreation.
 * __E4 Impact of the arts on Lifestyle and Career__
 * Pre-K-2** Students identify the arts in life exeriences.
 * 3-5** Students describe the contribution of the arts on lifestyle and career choices.
 * 6-8** Students explain the impact of artistic and career choices on self, others and the natural and man-made
 * 9-Diploma** Students explain how their knowledge of the arts relates to school-to school and school-to-work transitions

participate in the arts. in the arts. personal success in the arts.
 * __E5 Interpersonal Skills__
 * Pre-K-2** Students identify positive interpersonal skills that impact the quality of their art and participation in the arts.
 * 3-5** Students identify and demonstrate the positive inerpersonal skills necessary to get along with others and
 * 6-8** Students demonstrate postive interpersonal skills and analyze how interpersonal skills affect participation
 * 9-Diploma** Students demonstrate positive interpersonal skills and reflect on the impact of interperonal skills on

1. **Rigor**- Are the demands basic, intermediate, advanced and challenging? The material written is detailed and challenging but some standards could have been simplified and much more basic for the younger students. 2. **Coherence** -Do the standards make sense and show a natural progression according to grade level and standards? Yes, accept for the lower grades of PK-K. 3. **Focus**- Were the standards covered broad enough? No, there could have been much more covered in the dance technique and creative movement arena. 4. **Specificity**- Are the standards specific enough to convey the level of performance expected of students? They are specific within the standards written, however, there are standards missing. 5. **Clarity/Accessibility**- Are the standards written and explained in a clear manner? Yes. 6. **Measurability**- Are the standards correct, insightful, and appropriate for dance? Yes, accept for some of the PK and K levels..