New Hampshire Frameworks Correlations
Great Performances: Dance 
You'll find profiles of Great Performace dance episodes with lesson plans, video clips, multimedia presentations, screensavers, artist profiles, and more at this site from PBS. Featured artists include: Paul Taylor, Bob Fosse, Lar Lubovitch, and Rudolf Nureyev.
Intended Audience: General Reading Level: Middle/High School Teacher Section: Yes Searchable: No
Curriculum Standard 5
Recognize and demonstrate dance in various cultures and historical periods.
Proficiency Standards
By the end of grade four students will be able to:
- Examine dance from a particular culture and time period.
- Identify ways that dance has been a continuous part of the history of human culture.
Proficiency Standards
By the end of grade eight students will be able to:
- Understand the evolution of classical dance forms from various cultures, such as ballet, East Indian or flamenco, and perform basic movement in one form.
- Understand the evolution of twentieth century American social and theatrical dance, such as the Charleston, the Lindy, tap, jazz and modern and perform basic movements.
- Learn folk and social dances from a variety of cultures or time periods, utilizing resources from the community.
- Identify the role of dance in different cultures or time periods.
Proficiency Standards
By the end of grade twelve students will be able to:
- Perform or discuss the traditions and techniques of a classical dance form.
- Perform and describe similarities and differences among a broad spectrum of folk, social, and/or theatrical dances or dance forms from the 20th century.
- Perform or discuss the traditions and techniques of folk forms, such as Morris dance, Irish step dance or American Hopi Indian dance, placing each in an historical or cultural context.
Additional Proficiency Standards Grades 9-12
In addition to the above, students will be able to:
- Compare the role and significance of dance and dancers in North America with other cultures, considering the historical period and social/political contexts.
Curriculum Standard 8
Identify the range of careers in the field of dance.
Proficiency Standards
By the end of grade four students will be able to:
- Describe the ways in which participation in dance enhances everyday life.
- Analyze how creating dance events takes the efforts of people with many different skills.
Proficiency Standards
By the end of grade eight students will be able to:
- Describe the value and significance of dance in everyday life.
- Describe a variety of performance, production, and related careers in dance.
- Identify the range of opportunities for individual skills to be used in local dance productions.
Proficiency Standards
By the end of grade twelve students will be able to:
- Describe ways in which dance influences everyday life.
- Create an extensive list of dance-related careers.
- Identify and discuss a variety of employment and financial opportunities for people who choose a career in dance.
- Discuss how skills developed in dance are applicable to a variety of life skills.
Additional Proficiency Standards Grades 9-12
In addition to the above, students will be able to:
- Compose a list of questions to identify specific skills and knowledge needed to enter a particular dance-related career and seek answers from a variety of community sources.
