D.T201

A Fish Out of Water

Students will create a dance phrase based on a specific animal living in a specific habitat. The student will then consider what adaptations the chosen animal would have to make if it was moved to a distinctly different habitat and create a variation based on the proposed adaptations. This task could be modified for use with third- and fourth-grade students by eliminating the variation.

This item has not been field-tested by Michigan teachers.

Student Booklet

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These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Scoring Rubric #1

  • Dimension

  • Development of Theme/Idea (Motivation)

  • Theme and Variation

  • Elements of Dance

  • 1
  • 2
  • 3
  • 4

  • Only a few movement choices are related to the chosen animal and habitats.

    N/A at this time.

  • Some movement choices are related to the chosen animal and habitats.

    N/A at this time.

  • Most movement choices are related to the chosen animal and habitats.

    N/A at this time.

  • All movement choices are related to the chosen animal and habitats.

    N/A at this time.

  • The variation is not related to the theme or is too close to the theme to be considered a variation.

    N/A at this time.

  • The variation is loosely related to the theme. There are too many or not enough modifications to the theme.

    N/A at this time.

  • The variation is somewhat related to the theme, using a somewhat appropriate amount of modifications to the theme.

    N/A at this time.

  • The variation is obviously related to the theme, using an appropriate amount of modifications to the theme.

    N/A at this time.

  • Time, space, and energy are not used to create dynamic movement sequences.

    N/A at this time.

  • Time, space, and energy are used to create barely dynamic movement sequences.

    N/A at this time.

  • Time, space, and energy are used to create dynamic movement sequences.

    N/A at this time.

  • Time, space, and energy are used to create very dynamic movement sequences.

    N/A at this time.

TEACHER SCORING RUBRIC-REFLECTION

  • Dimension

  • Questions 1-4

  • 1
  • 2
  • 3
  • 4

  • No response.

    N/A at this time.

  • The response is general and vague.

    N/A at this time.

  • The response is somewhat specific and detailed.

    N/A at this time.

  • The response is very specific, detailed, and insightful.

    N/A at this time.
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