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ARTS EDUCATION TEACHER HANDBOOK

DANCE :: HIGH SCHOOL ASSESSMENT ITEMS

HIGH SCHOOL ASSESSMENT ITEMS

 

Submitted by Krystal Tyndall, Wake County Public Schools

Title
Pathways for the Future

Grade Level or Course
Dance I

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

1.03 Demonstrate and define basic modern dance vocabulary

2.03 Identify and explore a range of stimuli (visual, auditory, tactile, kinesthetic) to create a dance movement

2.04 Recognize and explain how the creative process in dance is influenced by personal movement styles

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

 

Link with other subjects:

N/A
Type of Assessment:

_____ Diagnostic
_____ Monitoring
__X__ Summative
Type of Item:

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

 

Alignment with NC High School Exit Exam:

Communication

  1. Evaluate ideas and information to make informed decisions.
  1. Follow instructions to draw conclusions or make informed decisions.

Processing Information

  1. Use patterns, relationships, and trends to draw inferences and make predictions concerning environmental and social outcomes.
  1. Organize tasks to accomplish an objective.

Problem-Solving

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

 

Assessmen Item: (see Lesson Plan that aligns with this Assessment Item)

  1. Students have been exploring pathways. Each student must draw a pathway on a piece of paper (labeling beginning, middle and end) and choreograph a movement phrase that travels along the created path.

  2. The movement phrase must include 2 changes in levels (low, middle, high), 4 different locomotor movements, 2 different shapes( not including beginning and ending shape) and 48 counts.

  3. Teacher will use a checklist to account for criteria included in the phrase.

  4. Teacher will use a performance/composition rubric. Students are expected to meet the proficient level expectations.

  5. Students will complete a self-assessment after completing their performance.

Scoring Information:

  1. Checklist (see checklist at the end of this item)

  2. Performance and Composition Rubric (see rubric at the end of this item)

  3. Self-Assessment Rubric (see rubric at the end of this item)

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

* Students should be familiar with all rubrics and checklists prior to beginning the composition.

Teacher notes:

Students must be familiar with levels and locomotor movements before beginning this composition. Otherwise, you can include other areas you have covered in place of the criteria above. Students should also be familiar with beginning compositional exercises. The rubrics provided are examples and easily adaptable. Instead of the teacher providing the self-assessment, students can create their own.

Other related items:

  1. (Spontaneous Duet)Pair up two individual phrases and have them perform at the same time.

  2. (Choreographed Duet) Give students some time to explore unique ways to link the two phrases together.

  3. Using different songs for the same phrase that provide different moods or feelings.

  4. Remove the phrase from the original space and manipulate for a different setting. (OUTSIDE on a SUNNY day!!!)

 

CHECKLIST FOR CRITERIA
All phrases must include the following in the compositional phrase in order to meet proficiency!

Name(s):_____________________

______ 2 Level Changes
______ 4 Locomotor Movements
______ 2 Different Shapes
(excluding Beg. and End Shapes)
______ 48 Counts
______ TOTAL

Name(s):_____________________

______ 2 Level Changes
______ 4 Locomotor Movements
______ 2 Different Shapes
(excluding Beg. and End Shapes)
______ 48 Counts
______ TOTAL

 

  Advanced (4) Proficient (3) Basic (2) Below Basic (4)
Beginning/End Student is able to establish a unique, interesting beginning and ending shapes that help to establish the mood of the piece. Student has clear beginning and ending shapes that provide cues that dancer is ready. Student may only have one shape in the beginning or end. There is not a clear beginning or ending.
Transitions Student has choreographed interesting transitions from one aspect to the other. Student has provided smooth transitions throughout the phrase. Student may have included a transition but audience can clearly depict different sections. Student shows no transitions throughout phrase.
Criteria for Phrase Student has included all criteria in an awesome manner! Very unique and appealing to audience! Student has used all criteria in an interesting way. Student is lacking less than two items from criteria. Student is lacking more than 3 items from the criteria. Clearly didn't follow directions!
Technique/ Expression Student expresses great technical skill, (NO FLAWS!) as he/she captures the audience's attention from beginning to end! Student shows interest in the phrase and portrays technical ability. Student may have shown interest through expression but is lacking technique! NO EXPRESSION, NO TECHNIQUE, NO EFFORT!

 

Performance/Composition Rubric

____ Beginning/End ___ Transitions ___ Criteria for Phrase

___ Technique/Expression

____ TOTAL SCORE
(Average of totals for each component of the rubric)

 

SELF ASSESSMENT

 

  Advanced (4) Proficient (3) Basic (2) Below Basic (1)
Beginning/End I used unique and interesting beginning and ending shapes that helped to establish the mood of my piece. I had clear beginning and ending shapes that provide cues that I was ready. I only have one shape in the beginning or end. There is not a clear beginning or ending.
Transitions I choreographed interesting transitions from one aspect to the other. I provided smooth transitions throughout the phrase. I have included a transition but audience can clearly depict different sections. I didn't show any transitions throughout the phrase.
Criteria for Phrase
I included all criteria in an awesome manner! It was very unique and appealing to audience and to me!! I used all criteria in an interesting way. I am lacking less than two items from criteria. I am lacking more than 3 items from the criteria. I didn�t follow the directions as I should have!
Technique/ Expression
I expressed great technical skill (NO FLAWS!) as I captured the audience's attention from beginning to end! I was interested in the phrase and portrayed technical skill when I performed. I showed interest through expression but I need help with technique. I probably would have enjoyed this project if I had followed the directions!

 

____ Beginning/End ___ Transitions ___ Criteria for Phrase

___ Technique/Expression

____ TOTAL SCORE
(Average of totals for each component of the rubric)

 

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