When I worked as a dance teacher in the public school system, one thing that constantly surprised me was how many people, including other educators didn’t realize that dance has state and national standards, just like every other subject in school. Even today, while I continue teaching in the private studio setting, I find myself having to explain that yes, dance teachers follow formal guidelines. We don’t just “make it up as we go.”
It still blows my mind how often dance is seen as something extra instead of an essential part of a well-rounded education. But the reality is: dance standards exist, and they are a crucial part of how we ensure students receive quality instruction that supports their development physically, cognitively, and creatively.
Let’s talk about what dance standards are, why they matter, and where you can find them—especially if you’re a fellow dance educator looking to align your teaching with what students should be learning at each grade level.
What Are Dance Standards?
Dance standards are structured guidelines that outline what students should know and be able to do in dance at each grade level. Just like how math standards tell you when students should learn multiplication or fractions, dance standards tell you when students should be introduced to improvisation, choreographic processes, or cultural dance forms.
They help teachers create clear, age-appropriate lesson plans that build on students’ skills year after year.
In the U.S., there are two main sources for dance standards:
- The National Dance Standards (found in the National Core Arts Standards in Dance)
- State-specific standards, like Georgia’s Fine Arts Standards of Excellence
These standards include performance expectations, skill progressions, and assessment suggestions, giving teachers the tools they need to plan, teach, and measure student growth.
Why Standards Are So Important in Dance Education
The biggest misconception I’ve heard from others in the school system is that dance is just a “fun” class. But as dance educators, we know better. Dance isn’t just about performance. It’s about discipline, creativity, collaboration, and communication.
Standards help communicate that value to administrators, parents, and other teachers. They show that what we’re doing in class isn’t random. It’s structured and intentional. When we use dance standards, we’re not just making dancers. We’re developing critical thinkers and creative problem-solvers.
Plus, standards allow for consistency. Whether a student is in Georgia or California, they deserve access to a high-quality dance education. Standards help make that possible.
My Personal Experience with Writing Standards-Aligned Curriculum
A few years back, I had the incredible opportunity to create dance lesson plans that are now featured on the Georgia Department of Education website. I focused on 2nd grade, and it was one of the most rewarding experiences of my teaching career.
These plans weren’t just about teaching movement, they were about helping young students connect dance to literacy, storytelling, and emotional expression. And they were 100% based on Georgia’s Fine Arts Dance Standards, ensuring alignment with what students should be learning statewide.
They can be found here: Inspire
Where to Find Dance Standards
If you’re a dance teacher looking to deepen your curriculum or align it with national expectations, here are two essential resources:
1. National Core Arts Standards in Dance
These are the official National Dance Standards for K-12, developed to support dance literacy and ensure students receive a well-rounded education in the arts. They focus on four key artistic processes:
- Creating
- Performing
- Responding
- Connecting
These standards are flexible enough to use in public schools, private studios, or community programs. You can download them directly from the NDEO website here.
2. Georgia Standards of Excellence for Dance
If you’re teaching in Georgia, these are your go-to. They break down expectations by grade level and include benchmarks for technique, choreography, historical context, and more. You can access them at the Georgia Standards site.
Even if you’re not in Georgia, these standards can be a helpful example of how to structure your own curriculum or advocate for dance in your district.
How to Use Standards to Create Lesson Plans
If you’ve never worked with dance standards before, don’t stress. Here’s a quick approach I used (and still use):
- Start with the standard.
Find the grade level and skill set you want to focus on (e.g., “students will improvise movement within a given structure”). - Break it into teachable chunks.
Think of smaller objectives that build toward that standard over time. - Incorporate interdisciplinary learning.
Tie in literature, social studies, or science. (Yes—dance can integrate with just about anything!) - Assess in creative ways.
Use rubrics, journals, or peer feedback to evaluate progress. - Reflect and adapt.
Standards should guide you, not box you in. Every class is different, and the best teachers know how to meet the needs of their students while staying grounded in the standards.
Advocacy Starts with Awareness
The more we talk about dance standards, the more support we’ll gain for dance education. When parents, principals, and fellow teachers understand that we’re teaching with intention and aligning our instruction with national and state frameworks, they take our work more seriously—and they should.
If you’re looking to make the case for dance in your school, your district, or your studio, start with the standards. Show that dance education isn’t fluff—it’s structure, skill, and student success.
More Resources for Dance Educators
If you found this article helpful, check out some of the other posts here on My Ordered Steps:
- The Benefits of a Dance Education: Why Every Student Should Experience the Joy of Movement
- Adaptive Dance for Dancers with Disabilities: Creating Inclusive Spaces in Dance Education
- March is Dance in Schools Month: Why We Need #DanceEducationForALL
These articles go deeper into why dance education matters and how we can better support students from all backgrounds and abilities.
Final Thoughts
As a certified K-12 dance educator, I’ve seen firsthand how powerful it is when dance is treated like a core subject. The presence of dance standards proves we’re not just here to entertain—we’re here to educate. And when we teach with those standards in mind, we give our students the best of both worlds: structure and freedom to express themselves.
So yes, dance has standards. And yes, it belongs in every school.
Happy Dancing!
Taylor B.
