Common Planner
K–12 Standards

Dance: Grade 1

Other Georgia Fine Arts sets

Creating

  • 1

    Demonstrate an understanding of the choreographic process.ESD1.CR.1

    1. a

      Collaborate with others to create and perform movement phrases.ESD1.CR.1.a

    2. b

      Explore basic partnering skills through guided instruction (e.g. copy, lead, mirror, follow).ESD1.CR.1.b

    3. c

      Create shapes and levels through movement.ESD1.CR.1.c

    4. d

      Identify and create a dance sequence with a beginning, middle, and end.ESD1.CR.1.d

    5. e

      Explore dance elements through improvisation and play (e.g. body, space, time, energy). ESD1.CR.1.e

    6. f

      Respond to a variety of stimuli through movement (e.g. scarves, music, images).ESD1.CR.1.f

  • 2

    Demonstrate an understanding of dance as a form of communication.ESD1.CR.2

    1. a

      Create movement based on ideas, feelings, and personal experiences.ESD1.CR.2.a

    2. b

      Recognize how movement quality impacts meaning.ESD1.CR.2.b

    3. c

      Move expressively to music and/or other stimuli (e.g. sound, text).ESD1.CR.2.c

Performing

  • 1

    Identify and demonstrate movement elements, skills, and terminology in dance.ESD1.PR.1

    1. a

      Identify and recall dance terminology (e.g. levels, pathways, directions, speed, rhythm, energy, qualities, shapes).ESD1.PR.1.a

    2. b

      Execute short sequences of locomotor movements with appropriate energy and coordination (e.g. walk, run, hop, jump, gallop, skip).ESD1.PR.1.b

    3. c

      Execute short sequences of axial movements comprised of space, energy/force, body shapes, and qualities (e.g. levels, sharp/smooth, curved/straight, heavy/light, swing/float).ESD1.PR.1.c

    4. d

      Develop and demonstrate body awareness through isolations, coordination, and personal space.ESD1.PR.1.d

  • 2

    Understand and model dance etiquette as a classroom participant, performer, and observer.ESD1.PR.2

    1. a

      Demonstrate attentiveness, full participation, and cooperation with others in the dance learning environment.ESD1.PR.2.a

    2. b

      Demonstrate focus and concentration in performance skills.ESD1.PR.2.b

    3. c

      Apply knowledge of appropriate behaviors and skills as an observer and performer.ESD1.PR.2.c

  • 3

    Recognize the relationship between human anatomy and movement. ESD1.PR.3

    1. a

      Explain the differences between muscles, bones, and joints.ESD1.PR.3.a

    2. b

      Recognize healthy practices for dance (e.g. proper warm up and cool down, proper clothing).ESD1.PR.3.b

    3. c

      Identify and isolate over ten body parts.ESD1.PR.3.c

  • 4

    Understand and apply music concepts to dance.ESD1.PR.4

    1. a

      Demonstrate improvised movement to a steady beat. ESD1.PR.4.a

    2. b

      Differentiate between contrasting rhythms.ESD1.PR.4.b

    3. c

      Understand and execute concepts of stopping, starting, and changing tempo, movement quality, and direction in response to music and sound.ESD1.PR.4.c

Responding

  • 1

    Demonstrate critical and creative thinking in dance.ESD1.RE.1

    1. a

      Explain basic features that distinguish one dance from another (e.g. speed, force/energy, costume, setting, music).ESD1.RE.1.a

    2. b

      Compare and contrast elements of dance (e.g. body, space, time, energy).ESD1.RE.1.b

    3. c

      Begin to evaluate simple composition through personal reflection (e.g. establishing personal preferences, noting observations, describing emotional responses).ESD1.RE.1.c

Connecting

  • 1

    Understand and demonstrate dance throughout history and in various cultures.ESD1.CN.1

    1. a

      Demonstrate an understanding of historical and cultural motivations for dance.ESD1.CN.1.a

    2. b

      Participate in dance activities representing various cultures.ESD1.CN.1.b

    3. c

      Identify the role of dance in other cultures.ESD1.CN.1.c

  • 2

    Recognize connections between dance and wellness.ESD1.CN.2

    1. a

      Explore the principles of a healthy body (e.g. health, hygiene, nutrition).ESD1.CN.2.a

    2. b

      Define and demonstrate personal safety and safety for others in dance.ESD1.CN.2.b

  • 3

    Identify connections between dance and other areas of knowledge. ESD1.CN.3

    1. a

      Integrate the use of technology and media in the exploration of elements and styles of dance.ESD1.CN.3.a

    2. b

      Compare and contrast dance to other art forms and subject areas.ESD1.CN.3.b

Frequently asked questions

What grade levels do these standards cover?
Grade 1

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