NDEO+(Christina)

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= **The NDEO Standards provide a great framework for looking at dance content and beginning to narrow focus into different areas. I REALLY like the Introduction section. I believe that it provides a great wealth of support for age appropriate and developmental stages, dance program needs, and advocacy on why dance should be in every school. It appears that they have broken down the four areas along with assessment. I consolidated the information below by adding the content areas under each area.** =

**Performing:** **Performing is the execution of dance movement. It is the physical “doing” of dance. When students perform, they execute choreographed or improvised movement using the dance elements of time, space, and dynamics. This includes but is not limited to the dancing of exercises, choreography, improvisation, or movement solutions to given problems. Performing does not necessitate dancing in front of others, as in the common definition of a performance. Performing may occur with or without observers, alone, or in a group.**

**Anatomy / Body** **Movement Skills**
 * Elements of Dance**
 * Performance Values**

**Creating:** **Creating is the exploration or invention of dance movement. When students create, they invent movement in time (rhythm), space (pathways, levels, shape, design), and energy (dynamics, force, effort, flow), and they combine these elements in making dance. In a dance class, creative activities often involve problem-solving through movement. Improvisation is usually required in the creative process, and movement that is created or choreographed is often the expression of an idea, feeling, or story.**

**Choreographic Principles**
 * Communicating Meaning/ Problem Solving**
 * Improvisation**

**Responding:** **Responding is the expression of one’s reflections on observing or performing dance. Response may be communicated verbally, kinestheticly, or via some other medium of expression. Students can respond to dance with critical insight from the role of creator, performer, or audience member. Responding requires thoughtful understanding that can be expressed in a combination of emotional, cognitive, or physical reactions. It involves perceptual skill that can result in a judgment or evaluation. It calls on higher order thinking such as analysis, synthesis, and comparison, and is central to the creative arts experience.** **Dance Terminology** **Observation and Response Skills**
 * Critique**

**Interconnecting:** **The knowledge and skills learned in dance apply to the understanding and acquisition of knowledge in other disciplines and areas of life. Conversely, the application of knowledge and skills from other disciplines enriches the dance experience and provides dynamic opportunities for learning. Through Interconnecting, students recognize that the art of dance is not separate from life, but is an integral aspect of living and learning. Dance movement springs from the fullness of experience, and the content of dance is an expression of an artistic statement or viewpoint. In addition, the dance making processes of Performing, Creating, and Responding are interconnected and learned most effectively in relation to one another.** **Dance and Healthful Living**
 * Cultures and Historical Periods**
 * Dance and Other Disciplines (& Technology)**
 * Dance and Literacy**

**There is a fairly high intellectual demand in these standards.I am not sure the skill set is as high.**
 * 1.Rigor — What is the intellectual demand of the 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?**
 * YES

3. Focus — Have choices been made about what is most important for students to learn, and is the amount of content manageable? **
 * YES, I believe by consolidating the BI/ Enduring Understandings the standards have more weight in each area. **

**YES and NO…**I am sitting the fence on this one.Although concepts are addressed.. there is no real picture of what the student will look like at the end of the 12th grade.
 * 4.** **Specificity — Are the standards specific enough to convey the level of performance expected of students? **

**YES**
 * 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?**

**YES**
 * 6.** **Measurability — ** **Is each standard measurable, observable, or verifiable in some way?**