Submitted by Frances Charleene Cox, Cumberland County Schools


Grade Level or Course
Dance I and above

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:

1.01 Recognize and demonstrate kinesthetic awareness through proper body alignment.

1.03 Demonstrate and define basic modern dance vocabulary.

2.01 Employ the use of improvisation (free and structured) to discover and generate movement.

2.02 Explore movement with a partner or group and exhibit spontaneous decision-making to select movement for dance.

3.01 Recognize and demonstrate the use of the human body as an instrument of expression.

4.01 Identify a variety of artistic decisions that are required to create and perform dance.

4.02 Identify and discuss possible aesthetic criteria for evaluating dance including skill of performer, style and quality of movement, technical elements, visual or emotional impact, compositional elements (variety, contrast, unity, transition, and repetition) and choreographer's intent.

6.01 Demonstrate capabilities and limitations of the body through movement exploration.

7.01 Identify, conclude, or predict connections between dance and other content areas by applying criteria for evaluation.

8.01 Demonstrate appropriate audience etiquette using good listening skills, attentive behavior, and respect for the audience and performers.

8.02 Demonstrate understanding of concentration and focus as part of the role of a performer of dance.

8.05 Demonstrate personal progress through the creation and use of a dance portfolio containing written and/or visual samples of student work.


Link with other subjects:

English Language Arts: expressing reflections and reactions to print and non-print text and personal experiences; examining argumentation and developing informed opinions; applying conventions of grammar and language usage
Type of Assessment:

_____ Diagnostic
__X__ Monitoring
__X__ Summative
Type of Item:

_____ Selected Response
__X__ Written Response
__X__ Performance
__X__ Conversation
__X__ Observation


Alignment with NC High School Exit Exam:


  1. apply rules of standard English to written text

  2. use main ideas and supporting details to organize and communicate information.

  3. evaluate ideas and information to make informed decisions.

  4. listen carefully and thoughtfully to understand, record, and synthesize information.

  5. evaluate information in order to recognize the author's purpose, draw conclusions, or make informed decisions

  1. follow instructions to draw conclusions or make informed decisions

Processing Information

  1. analyze information by comparing, contrasting, and summarizing to make informed decisions

  1. synthesize information from several sources to apply that information to a new situation.

  2. organize tasks to accomplish an objective

  3. evaluate information, explanations, or ideas by identifying and applying criteria to draw conclusions or make predictions

  4. interpret multiple sets of data to determine the best course of action.

Problem Solving

  1. plan logical steps and organize resources to accomplish a task within a given time frame

  2. evaluate situations to determine conflict and resolution.


Assessmen Item:

  1. Work individually or in small groups to create an original cinquain to be used as the basis of a short choreography (see Lesson Plan that aligns with this Assessment).

  2. Look at the rubric for self-evaluation and performance evaluation. All students are expected to meet the standard level expectations.

  3. Each individual or group will perform their original cinquain and choreography for the class and video camera and be graded using the performance evaluations.

  4. Cinquain and rubrics will be placed in each student's portfolio.

Scoring Information:

  1. Self evaluation (see the end of this item for Self Evaluation)

  2. Performance rubric (see the end of this item for Performance Rubric)

  3. For all rubrics, a final score is reached by averaging the total for each component. The teacher may assign different grades for this project, or combine them into an overall grade for the assignment.

Teacher notes:

This lesson should be completed after students have had experience with the basic elements of dance and basic skills in technique have been learned. Observations of basic modern dance videos may be shown to expose students to different choreographic styles and techniques.




Name_____________________________________ Date_________________

National Dance Standard: Apply and demonstrate critical and creative thinking skills in dance.


1. What was the task to be completed? Be thorough in your answer, explain the process.



2. Did you meet the goals of the task? List the "steps" that you and/or your group took to meet those goals.



3. What did you learn from completing this task?



4. What could you have done to make your work on this task better or more thorough?



5. In completing this task, I am most proud of



6. What did you dislike about this task and why?



7. What did you like about this task and why?


Performance Evaluation Rubric


Name_____________________________________ Date_________________

National Dance Standards: Identify and demonstrate movement elements and skills in performing dance; understand dance as a way to create and communicate meaning.

Performance Evaluation
On a scale (5=highest, 0=lowest) rate the student listed above on their performance:


Component Rating
(0=lowest, 5=highest)
  1. Knowledge of the dance (movements exact, timing, correct focus, moving on the correct count, etc)
  1. Performance quality (looks at the audience, confident, shows energy and good body control, covers mistakes well, makes you want to watch, etc)
  1. Rehearsal habits (well-focused, cooperative, takes correction well, uses time wisely)
  1. General class behavior (respectful to all, participates in process, etc)
Total Score_____________


Below Standard Scored below 12 points
Standard Scored between 12-16 points
Above Standard Scored 17 points or higher

Evaluator: (check one)

___peer ___self ___teacher


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