Comparing Compositions with a Mock Twitter Conversation

Student uses general statements without supporting details and does not reference the elements of dance.

Student includes some supporting detail in regard to some of the elements of dance.

Student includes some specific details when discussing the use of the elements of dance.

Student uses specific details when discussing the use of the elements of the dance and provides insight as to how the choreographer’s choices convey meaning.

Student does not identify the concept of the work and makes only general statements about plot or the development of an idea.

Student identifies the concept of the work and makes one or two specific statements about the plot or the development of an idea by referencing the relationship between the dancers and the audience.

Student identifies the concept of the work and connects the actions of the work to the motivations of the piece.

Student describes the concept and motivation of the work by connecting the piece to a larger context such as current events, when the piece was made, and the choreographer’s biography.

Student struggles with evaluating the work beyond “I like” or “I dislike” statements.

Student is able to support his or her opinions of the work with details of how the elements “worked” or “didn’t work.”

Student evaluates the work by explaining why the elements of dance did or did not support the concept of the piece.

Student provides solutions to how the elements of dance could be better used to support the concept of the piece.

Student struggles to identify questions for the choreographer beyond general observations.

Student is able to identify a couple of appropriate questions relating to the structures of the choreographer’s work.

Student is able to produce multiple questions that specifically reference the use of elements of dance and the meaning of the work.

Student produces a number of specific questions about the motivation and meaning of the work by including connections to larger ideas (choreographer’s biography, body of work, other subject areas, current events, etc.) with the support of detail regarding the elements of dance.

The student develops questions that do not relate to the elements of dance in a clear way or does not use all three elements.

The student develops questions that address the elements of dance in a basic way such as mentioning space, time, or energy without specific application.

The student develops questions that include detailed use of space, time, and energy such as pathways and levels, musicality, and movement qualities.

The student develops detailed questions that include specific uses of the elements of dance, such as pathways and levels to convey meaning; time in relation to tempo, rhythm, and duration; and energy in relation to use of dynamics to create contrasts in movement.

The student develops responses that do not relate to the elements of dance in a clear way or does not use all three elements.

The student develops responses that address the elements of dance in a basic way, such as including the words space, time, or energy without specific application.

The student develops responses that include detailed use of space, time, and energy such as pathways and levels, musicality, and movement qualities.

The student develops detailed responses that include specific uses of the elements of dance, such as pathways and levels to convey meaning; time in relation to tempo, rhythm, and duration; and energy in relation to use of dynamics to create contrasts in movement.