Benchmarks for Secondary Dance - Placement Assessments
Grade 8 - Creation/Performance
Use a variety of approaches, such as
musical, literary, or visual forms, to
choreograph dances
Create dances that fulfill aesthetic
criteria including beginning,
development of an idea, resolution,
and end; use of variety in the
elements of dance; artistic form;
and communication of the intent of
the choreographer
Organize dance sequences into
simple dances that communication
ideas, experiences, feelings, images,
or stories
Dance I
Dance II
Dance III (H)
B.CP.1.1: Generate abstracted
movement to communicate ideas,
experiences, feelings, or images.
Assessments:
Evaluate the success of students
communicating the abstracted material
 Improvisation
 Gesture studies
 Short compositional studies

Isolating Choreographic
Elements
I.CP.1.1: Create dances that
vary the use of dance elements
and use simple choreographic
principles and structures to
fulfill choreographic intent.
Assessments:
Evaluate the presence of thematic
representation, use of body and energy, use of
unity and repetition, sequence, structure etc that
support the intent of the work.

Combine Theory and Practice

Manipulating Time, Space, Design &
Energy

Canon, ABA, Rondo, Chance,
Accumulation, Retrograde, Theme and
Variation, Repetition

Clarification of Artistic
Intent(Theme/Physical/Visual
P.CP.1.1: Create dances
using selected dance
elements, choreographic
principles, structures,
processes, and production
elements to fulfill
choreographic intent and
meet aesthetic criteria.
Assessments:
Evaluate the degree to which the students meet
the identified criteria in the creation of their
dances. (Intention, Motivation, Clarity)

Costuming, Lighting, Sets, Props

Canon, ABA, Rondo, Chance,
Accumulation, Retrograde, Theme and
Variation, Inversion etc

Clarification of Artistic Intent
(Theme/Physical/Visual)
I.CP.1.2: Create dances that
use a variety of forms (such as
AB, ABA, canon, rondo,
theme and variation,
retrograde, chance) for
organizational structure.
Assessments:
Evaluate the relationship between the musical
form and the movement choices.
P.CP.1.2: Analyze musical
compositions and structural
forms as a basis for
choreographing dances.
Assessments:
Evaluate the analysis of the music as well as the
relationship between the music structure and
movement choices.

Correlate the musical structure of
introduction, verse, chorus, bridge,
and coda to choreographic structures

Relationships of music and movement
choices (Music Visualization, One to
one relationship, Music is background,
Dance is Background)
Use collaborative and cooperative
skills to contribute constructively to
the creation of dance
Generate solutions to technical or
structural movement problems in
the creative process
Use reflection and discussion to
revise choreography
B.CP.1.2: Create dance
sequences that vary the use of
dance elements, use simple
choreographic structures, and use
choreographic principles to fulfill
choreographic intent.
Assessments:
Evaluate the degree in which students
meet the identified criteria

Manipulating Time, Space,
Design & Energy

Canon, ABA, Rondo, Chance,
Accumulation, Retrograde,
etc

Clarification of Artistic Intent
(Theme/Physical/Visual)
Dance IV (H) –
Creation/Performance
Create dances using selected dance
elements, choreographic principles,
structures, processes, and
production elements to fulfill
choreographic intent and meet
aesthetic criteria
Create dances that use a variety of
forms (AB, ABA, canon, rondo,
theme & variation, retrograde,
chance) for organizational structure
Analyze musical compositions and
structural forms as a basis for
choreographing dances
Create dance based on an analysis
of movement choices and structural
forms used in a variety of significant
American dance works
Use aesthetic criteria to evaluate
and revise choreography
Generate innovative solutions to
movement problems
Analyze the impact of movement
selection, choreographic processes,
and production design choices on
communication meaning in
personal dances
Create dance for performance
based on ideas, experiences,
feelings, concepts, images, or
narratives that have personal
meaning or social significance
B.CP.1.3: Understand the role of
improvisation in creating dance
choreography.
Assessments:
Evaluate the use of improvisational
ideas to create dance phrases and
transitions from one phrase to the next

Use improvisation to create
organic, original, and unique
dance movement given any
stimulus

Select, revise, and apply
results of improvisational
studies to choreography
I.CP.1.3: Generate aesthetic
criteria for creating and
evaluating dance.
Assessments:
Evaluate each groups’ use of their aesthetic
criteria as a guide for creative choices.

Student creates rubric based on his/her
own aesthetic criteria

Use of teacher and peer feedback

Use of compositional tools

Recordings/video
P.CP.1.3: Use aesthetic
criteria to evaluate and revise
choreography.
Assessments:
Evaluate and document students’ use of
personal aesthetic criteria in evaluating and
revising choreography.

Rubrics based on aesthetic criteria
(technique, musicality, focus, energy
etc)

Use of compositional tools and
feedback to revise choreography

Artistic Impact
B.CP.1.4: Use collaborative and
cooperative skills to contribute
constructively to the creation of
dance.
Assessments:
Evaluate the degree which each groups
meets the identified criteria

Each student will
demonstrate the ability to be
a leader and a follower

Students will develop the
roles of leaders and followers
when collaboratively creating
a dance

Students cultivate
relationships, community,
and character traits by
engaging in and contributing
to ensemble work
I.CP.1.4: Generate
components of a creative
process for choreographing
and presenting dance.
Assessments:
Evaluate the students’ use of their aesthetic
criteria as a guide for creative choices.

Students investigate various stimulus to
develop the creative process with literal
and non-literal choreography
P.CP.1.4: Use a defined
creative process to plan,
create, revise, and present
dance.
Assessments:
Evaluate students’ conception, use, and revision
of their creative plan.

Students implement a structured
process

Students will document the process
I.CP.1.5: Analyze the impact
of theatrical elements
(lighting, sound, setting,
costumes, props and make-up)
on choreography to
communicate meaning in
dance.
Assessments:
Evaluate students’ ability to articulate the impact
of theatrical elements and how it can affect the
meaning/intent of the dance.

Evaluate different works from videos
and concerts that exhibit strong
examples of lighting, sound, setting,
costumes and apply it to student work
(ex “Caught” by David Parsons)
P.CP.1.5: Analyze the
impact of movement
selection, choreographic
processes, and production
design choices on
communicating meaning in
personal dances.
Assessments:
Evaluate how effectively the relationships of the
choreographic elements are used to
communicate intended meaning in the dance.

Evaluate different works from videos,
class work and concerts that exhibit
strong choreographic structures or
principles discuss and apply it to
student work
B.CP.2.1: Use appropriate
behaviors and etiquette while
observing, creating, and
performing dance.
Assessments:
Evaluate students’ use of the identified
appropriate behaviors and
expectations.

The dancer shows respect to
teachers and peers by
following classroom policies
and demonstrating positive
WCPSS Character traits

Expresses critiques and
opinions in a constructive way
while striving to implement
all teacher and peer
corrections and critiques

Dancers participates through
entire class, using appropriate
energy

Listening to and following
instruction for movement
activities with self control and
discipline

Respects rehearsal and
performance times (on time
and available)

Audience Etiquette
I.CP.2.1: Use consistently
appropriate dance behaviors
and etiquette as a dancer,
performer, choreographer, and
observer.
Assessments:
Evaluate students’ consistent use of appropriate
personal behaviors and etiquette during dance
experiences according to the criteria identified in
the rubric. (Increased level of…)

The dancer shows respect to teachers
and peers by following classroom
policies and demonstrating positive
WCPSS Character traits

Expresses critiques and opinions in a
constructive way while striving to
implement all teacher and peer
corrections and critiques

Dancers participates through entire
class, using appropriate energy

Listening to and following instruction
for movement activities with self
control and discipline

Respects rehearsal and performance
times (on time and available)

Audience Etiquette
P.CP.2.1: Distinguish
appropriate behaviors and
etiquette for self and others in a
variety of dance roles (such as
dancer, performer,
choreographer, and observer)
to enhance the performance
experience.
Assessments:
Evaluate students’ success in demonstrating and
encouraging identified appropriate behaviors
for the dance experience.

The dancer shows respect to teachers
and peers by following classroom
policies and demonstrating positive
WCPSS Character traits

Expresses critiques and opinions in a
constructive way while striving to
implement all teacher and peer
corrections and critiques

Dancers participates through entire
class, using appropriate energy

Listening to and following instruction
for movement activities with self
control and discipline

Audience Etiquette

Role Model
B.CP.2.2: Understand the
impact of performance values
of clarity, concentration, focus,
and projection on dance
performance.
Assessments:
Evaluate students’ ability to illustrate
the performance values of clarity,
concentration, focus, and projection in
their final performance.

The dancer understands the
correct technicality,
musicality, energy, facial
expressions etc to increase
the effectiveness of his/her
performance.
I.CP.2.2: Use performance
values of clarity, concentration,
focus, and projection to
enhance dance performance.
Assessments:
Evaluate students’ successful identification of
selected performance values in dance.

The dancer demonstrates the correct
technicality, musicality, energy, facial
expressions etc to increase the
effectiveness of his/her performance.
P.CP.2.2: Monitor the use of
performance values to enhance
dance performance while
dancing alone and with others.
Assessments:
Evaluate students’ implementation of strategies
to improve the use of performance values in the
dance.

The dancer consistently demonstrates
the correct technicality, musicality,
energy, facial expressions etc to
increase the effectiveness of his/her
performance

Self guided corrections
B.CP.2.3: Understand how
self-assessment, teacher, and
peer feedback can be used to
refine dance performance.
Assessments:
Evaluate student’s understanding of
feedback to improve dance through
their implementation of given
suggestions.

The dancer uses video,
reflective journaling, peer
feedback, teacher feedback,
and rubrics to identify areas
for improvement and select a
course of action to make
improvements

Teacher and student share a
common set of criteria
I.CP.2.3: Compare teacher and
self-assessment to refine
personal performance in dance.
Assessments:
Evaluate successful comparison, interpretation,
and use of teacher feedback and personal
assessment to improve performance.

The dancer uses video, reflective
journaling, peer feedback, teacher
feedback, and rubrics to identify areas
for improvement and can successfully
make improvements

Teacher and student share a common
set of criteria
P.CP.2.3: Monitor teacher,
peer, and self-assessments to
refine personal performance in
dance.
Assessments:
Evaluate students’ interpretation, analysis, and
use of feedback on creative decisions to
improve personal dance.

Rubric (feedback, action, result)

Analytical statement (


Teacher and student share a common
set of criteria
Grade 8 – Dance Movement Skills
Use safe and respectful behaviors as
a dance class participant
Integrate the use of clarity,
concentration, and focus while
dancing
Integrate self-assessment, teacher
feedback, and peer feedback in the
process of refining dance
performance
Explain beginning dance technique
in terms of developing muscular
strength, alignment, flexibility,
stamina, and coordination
Explain how dance technique uses
anatomical concepts of alignment,
strengths, and range of motion
Apply anatomical concepts to
movements that are vertical, offvertical, and on one leg with
balance, agility, endurance, and
ease of movement
Apply combination of time, space,
weight, and flow in dance
Execute technical skills from a
variety of forms and traditions in
dance
Integrate breath support to
facilitate and clarify movement
Dance I
Dance II
Dance III (H)
B.DM.1.1: Use whole body
movements, strength,
flexibility, endurance, and
proper alignment to develop
dance technique.
Assessments:
Evaluate students’ movement
strength, flexibility, endurance and
alignment while performing dance
movements, phrases, and sequences.

Student/Peer/Teacher
Assessments

The dancer uses correct
alignment: spine, hips,
knees, ankles, and toes.

The dancer is decisive and
precise in his/her body
shapes and lines.

The dancer utilizes his/her
available turn-out.

The dancer challenges
his/herself to increase
strength and height in
extensions

The dancer uses
appropriate body
placement and footwork in
take off, elevation, and
landing during aerial
movement

The dancer correctly
utilizes spotting

Video students
I.DM.1.1: Understand how
anatomical concepts can be
used to improve alignment,
balance, strength, flexibility,
and endurance in dance.
Assessments:
Evaluate students’ understanding of
bones and muscles used in
alignment, balance, strength,
flexibility, and endurance in dance.

Student/Peer/Teacher
Assessments

The dancer uses correct
alignment: spine, hips,
knees, ankles, and toes.

The dancer is decisive and
precise in his/her body
shapes and lines.

The dancer utilizes his/her
available turn-out.

The dancer challenges
his/herself to increase
strength and height in
extensions

The dancer uses
appropriate body
placement and footwork in
take off, elevation, and
landing during aerial
movement

The dancer correctly
utilizes spotting

Video students
P.DM.1.1: Execute the
integration of anatomy, body
organization, and body skills in
dance.
Assessments:
Evaluate students’ body organization
and skills using video along with
teacher and student reflection.

Student/Peer/Teacher
Assessments

The dancer uses correct
alignment: spine, hips,
knees, ankles, and toes.

The dancer is decisive and
precise in his/her body
shapes and lines.

The dancer utilizes his/her
available turn-out.

The dancer challenges
his/herself to increase
strength and height in
extensions

The dancer uses
appropriate body
placement and footwork in
take off, elevation, and
landing during aerial
movement

The dancer correctly
utilizes spotting

Video students
Dance IV (H)
Dance Movement Skills
Monitor appropriate behaviors and
etiquette in a variety of dance roles
(dancer, performer, choreographer,
and observer)
Integrate performance values of
clarity, concentration, focus, and
projection when creating and
performing dance
Evaluate personal performance in
dance using feedback from a variety
of sources
Execute the integration of anatomy,
body organization, and body skills in
dance
Use dynamic alignment, articulation
of movement, and aesthetic criteria
to refine dance movement
Integrate the use of time, space,
weight, and effort in dance
Apply technical skills from a variety
of dance forms to enhance
performance
Understand how articulation of
movement and the use of
movement vocabulary from a
variety of sources support the
development of dance technique
Monitor the use of anatomy, body
organization, body skills, and dance
technique to refine dance
performance
Integrate breath, articulation, and
weight shift while dancing
B.DM.1.2: Use time, space,
weight, and flow in performing
dance.
Assessments:
Evaluate students’ accuracy and
clarity of the demonstrated qualities.

Rubrics (Timing, use of
space, weight, flow, etc)

The dancer correctly
utilizes his/her weight
feeling a strong connection
to the floor and
appropriate lift in the
diaphragm.

The dancer extends energy
through fingers and toes.

Dancer can discern the
Laban effort actions
I.DM.1.2: Compare the
B.DM.1.3: Execute technical
skills from a variety of dance
forms.
Assessments:
Evaluate students’ success in
executing the designated skills using
a teacher-made rubric.

Recognize and execute
skills from various dance
pioneers, such as; Graham,
Humphrey, Dunham,
Horton, Limon, Tharp,
Cunningham, etc.

Can demonstrate skills such
as; oppositional
movement, extensions,
hinge, fall, recovery,
contractions, releases,
spirals, swings,
suspensions, elevations,
turns and balance
I.DM.1.3: Apply technical
skills from a variety of dance
forms to enhance performance.
Assessments:
Evaluate students’ success in
executing the designated skills using
a teacher-made rubric and student
self-reflection.

Recognize, apply, and
execute skills from various
dance pioneers, such as;
Graham, Humphrey,
Dunham, Horton, Limon,
Tharp, Cunningham, etc.

Can demonstrate and
apply skills such as;
oppositional movement,
extensions, hinge, fall,
recovery, contractions,
releases, spirals, swings,
suspensions, elevations,
turns and balance
following pairs of concepts:
bound and free flow, strong
and light weight, sudden and
sustained time, and direct and
indirect space.
Assessments:
Evaluate students’ clarity and
distinction between the combined
contrasting qualities within the
sequence.

Rubrics (Timing, use of
space, weight, flow,
laban effort actions, etc)

The dancer correctly
utilizes his/her weight
feeling a strong connection
to the floor and
appropriate lift in the
diaphragm.

The dancer extends energy
through fingers and toes.
P.DM.1.2: Discriminate
between qualities of space,
time, weight, and flow in dance
sequences.
Assessments:
Evaluate the degree to which
students’ accurately demonstrate
the variations of dance movement
qualities within a given dance
sequence.

Rubrics (Focus, Energy,
Timing, Technicality, laban
effort actions, etc)

The dancer correctly
utilizes his/her weight
feeling a strong connection
to the floor and
appropriate lift in the
diaphragm.

The dancer extends energy
through fingers and toes.
P.DM.1.3: Understand how
articulation of movement and
the use of movement
vocabulary from a variety of
sources support the
development of dance
technique.
Assessments:
Evaluate students’ success in
executing the designated skills using
a teacher-made rubric and student
self-reflection

Understand, apply, and
execute skills from various
dance pioneers, such as;
Graham, Humphrey,
Dunham, Horton, Limon,
Tharp, Cunningham, etc.

Can demonstrate, apply,
and understand skills such
as; oppositional
movement, extensions,
hinge, fall, recovery,
contractions, releases,
spirals, swings,
suspensions, elevations,
turns and balance
B.DM.1.4: Use breath to
facilitate dance movement.
Assessments:
Evaluate students’ ability to describe
and demonstrate movements
initiated by breath and by various
parts of the body.


Can explore the connection
of the breath as it relates
to how to move a specific
body part
Student is able to use
breath to execute a variety
of movement qualities
I.DM.1.4: Apply breath
support to movement and
phrasing.
Assessments:
Evaluate students’ success in using
breath support to facilitate phrasing



Students perform an
extended dance sequence
movement, using breath
support to enhance
phrasing.
Can explore the
connection of the breath
as it relates to how to
move a specific body part
Student is able to use
breath to execute a variety
of movement qualities
P.DM.1.4: Integrate breath
support into movement,
phrasing, and expression.
Assessments:
Evaluate students’ success
integrating breath support into
movement, phrasing, and expression
in performance.

Students are given various
dance movements,
phrases and/or sequences,
and integrate appropriate
breath support necessary
to fulfill the intended
phrasing and expression.

Can explore the
connection of the breath
as it relates to how to
move a specific body part
Student is able to use
breath to execute a variety
of movement qualities
Student can discern that
the use of breathe can
make movements look
different (ex, free vs
bound)


Grade 8 – Responding
Use dance vocabulary to describe
how elements of movement are
used to communicate ideas in dance
Use accurate terminology to
describe the major movement ideas,
elements, and choreographic
structures of dance
Interpret the meanings of dances
created by peers and others
Use multiple perspectives and
criteria in evaluating dances
Dance I
Dance II
Dance III (H)
B.R.1.1: Explain how elements
of movement and
choreographic structures are
used to communicate ideas in
dance.
Assessments:
Evaluate students’ success in
explaining (through identification
and description) the use of
movement elements and
choreographic structures to
communicate ideas in dance.

Recognize various
choreographic structures in
choreography

Identify reasons for
choreographic choices

Compare and contrast
different examples of
choreographic structures
I.R.1.1: Use accurate
terminology to describe how
elements of movement and
choreographic structures are
used to communicate ideas in
dances.
Assessments:
Evaluate students’ accurate use of
terminology to compare how
movement elements and
choreographic structures are used
to communicate ideas in the
dances.

Analytical Statements

Group discussions of
works identifying the use
and development of the
following artistic
components: selection
and use of movement
elements; choreographic
structures and processes;
choreographer’s aesthetic
perspective (artistic
influences, personal
beliefs, style/genre etc.);
and environment or
setting (contemporary,
historical, political, social,
economic etc.).
P.R.1.1: Analyze how the
major movement ideas,
elements, and structures of
dances are developed to
create
meaning.
Assessments:
Evaluate students’ analysis of
how the relationships of dance
components contributed to the
meaning of the dance.

Analytical
Statements

Deconstruct dance
works-analyzing the
use and
development of the
following artistic
components:
selection and use of
movement elements;
choreographic
structures and
processes;
choreographer’s
aesthetic perspective
(artistic influences,
personal beliefs,
style/genre etc.); and
environment or
setting
(contemporary,
historical, political,
social, economic
etc.).
Dance IV (H) – Responding
Analyze how the major movement
ideas, elements, and structures of
dances are developed to create
meaning
Critique dances in terms of multiple
aesthetic and cultural criteria
Explain the influence of the
choreographer’s vision and intent
on the creative process in dance
Use accurate terminology to
describe how elements of
movement and choreographic
structures are used to communicate
ideas in dances
B.R.1.2: Recognize the use of
dance elements and
choreographic forms and
structures in a variety of
significant, modern dance
works from the 20th century to
the present.
Assessments:
Evaluate students’ successful
identification of dance elements and
choreographic forms and structures.

Recognize various
choreographic structures in
choreography

Identify reasons for
choreographic choices

Compare and contrast
different examples of
choreographic structures as
used by modern dance
artists from the 20th
century to present
I.R.1.2: Explain the influence
of the choreographer’s vision
and intent on the creative
process in dance.
Assessments:
Evaluate students’ ability to explain
the influence of the
choreographers’ vision and intent
on their works.

EX) Project- explaining the
impact of the
choreographer’s artistic
vision on the works
observed. (Technology
plug-prezi)
P.R.1.2: Compare the
choreographer’s intent and
the
audience members’
interpretation of meaning.
Assessments:
Evaluate students’ ability to
compare personal
interpretations with the intent
of the choreographer(s).
Grade 8 – Connecting
Understand dance in relationship to
the geography, history, and culture
of world civilizations and societies
from the beginning to the present
Understand the role of dance in
North Carolina and the United
States in relation to history and
geography.
Exemplify connections between
dance and concepts in other
curricular areas.
Explain how to promote health,
physical safety, reduced risk of
injury, and well-being through
dance.
Explain the implications of career
pathways and economic
considerations when selecting
careers in dance.
Dance I
B.C.1.1: Use dance to explore
concepts in world history and
relate them to significant
events, ideas, and movements
from a global context.
Assessments:
Evaluate students’ successful
explanation and exemplification of
the dance innovations and the
historical roots.

Identify global issues in
works of dance artists

Construct choreography
based on select themes
Dance II
I.C.1.1: Use dance to explore
concepts of civics and
economics (such as systems,
functions, structures,
democracy, economies, and
interdependence).
Assessments:
Evaluate students’ communication
of the themes to the audience using
a checklist and peer assessment.
B.C.1.2: Identify how other
arts disciplines are integrated
into dance creation and
performance.
Assessments:
Evaluate whether students’
choreographic structure accurately
represents writing structures and
processes.

English: Creative process,
writing, structure of an
essay

Science: Physics & anatomy

Social Studies: Global
issues, dance history

Math: Time, meter,
counting, design, symmetry
I.C.1.2: Integrate ideas and
images from other disciplines
to inspire new approaches to
dance study.
Assessments:
Evaluate whether students’
movement choices reflect the
source for integration.
Dance III (H)
P.C.1.1: Understand the role of
dance in US history as a means
of interpreting past eras within
an historical context.
Assessments:
Evaluate students’ ability to
demonstrate and explain how
the dance styles reflected
other events during the same
time period.
Dance IV (H) – Connecting
Use dance to explore concepts in
world history and relate them to
significant events, ideas, and
movements from a global context
Use dance to explore concepts of
civics and economics
Explain the role of dance in United
States history
Interpret dance from personal,
cultural, and historical contexts
P.C.1.2: Interpret dances from
a variety of cultures and
historical periods.
Assessments:
Evaluate students’ ability to
perform dances and articulate
the significance of the dances.
Integrate ideas and images from
other disciplines to inspire new
approaches to dance study
Differentiate the dance style of
important 20th & 21st century
choreographers
Explain the impact of lifestyle
choices, self-concepts, cultural
media, and social environment on
dancers
Identify skills and qualities leading
to success in the dance field and in
life, such as responsibility,
adaptability, organization,
communication, project
management, and time
management
Create interdisciplinary projects
integrating dance and other
disciplines
B.C.1.3: Explain how health
and nutrition enhance dance
ability.
Assessments:
Evaluate students’ ability to explain
how eating habits and nutrition
affect the dancer.
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Maintaining a journal of
best food choices
Discuss nutrition that
supports strength and
endurance for dancers
Healthy body assessments
Flexibility tests
Injury prevention, RICE
B.C.1.4: Identify various
dance-related professions.
Assessments:
Evaluate students’ successful
identification of various dance
professions.
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Career talks & guest
speakers
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Research projects
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Resumes building and
resume research
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Local, national and world
careers in dance
I.C.1.3: Identify health issues,
strategies, and tools affecting
the health, well-being, and care
of the dancer’s body.
Assessments:
Evaluate students’ development of
a dance warm-up demonstrating
the identified principles.
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P.C.1.3: Evaluate personal
actions, commitment, and
discipline necessary to achieve
dance goals
Assessments:
Evaluate students’
establishment of a plan for
healthy behaviors to achieve
dance goals.
Maintaining a journal of
best food choices
Discuss nutrition that
supports strength and
endurance for dancers
Healthy body assessments
Flexibility tests
Injury prevention, RICE
I.C.1.4: Summarize the
advantages and disadvantages
of dance as a vocational,
educational, and professional
choice.
Assessments:
Evaluate students’ ability to
summarize pros and cons of various
dance pathways.
P.C.1.4: Create
interdisciplinary projects
integrating dance and other
disciplines.
Assessments:
Evaluate students’ integration
of the identified components
to create a multi-media work.