D.E414

Aesthetic Criteria

Aesthetic Criteria

Students will create a list of aesthetic criteria to critique a dance.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


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

  • Dimension
  • Analyze

    How Is It organized?

  • Interpretation

    What Is Happening?

  • Evaluation

    What Do I Think About a Work?

  • 1
  • 2
  • 3
  • 4
  • Unable to provide specific detail to a variety of aspects to the dance or work viewed.

    N/A at this time.
  • Describes and provides little detail to a variety of aspects to the dance or work viewed and is limited in overall understanding and response.

    View Exemplar
  • Describes and provides some specific detail to a variety of aspects to the dance or work viewed but is limited in overall response.

    View Exemplar
  • Describes and provides specific detail to a variety of aspects to the dance or work viewed.

    View Exemplar
  • Does not share personal thoughts and opinions and is not able to justify and provide detail about decisions in any depth.

    N/A at this time.
  • Rarely shares personal thoughts and opinions and is not able to justify and provide detail about decisions in any depth.

    View Exemplar
  • Shares some personal thoughts and opinions and is not able to justify and provide detail about decisions in any depth.

    View Exemplar
  • Shares many personal thoughts and opinions and is not able to justify and provide detail about decisions in any depth.

    View Exemplar
  • Does not demonstrate the ability to respond to the dance with clarity and justification in order to provide constructive feedback.

    N/A at this time.
  • Rarely demonstrates the ability to respond to the dance with clarity and justification in order to provide constructive feedback.

    View Exemplar
  • Demonstrates some ability to respond to the dance with clarity and justification in order to provide constructive feedback.

    View Exemplar
  • Has the ability to respond to the dance with clarity and justification in order to provide constructive feedback.

    View Exemplar

TEACHER SCORING RUBRIC—ASSESSMENT QUESTION

  • Dimension
  • Main Idea

  • Criteria Support

  • Choreographic Process

  • 1
  • 2
  • 3
  • 4
  • Lacks a clear controlling idea, wandering from point to point without any visible strategy.

    N/A at this time.
  • Has little focus and does not consistently address the main focus throughout.

    View Exemplar
  • Has some focus but may not consistently address the focus throughout.

    View Exemplar
  • Achieves, states, and maintains a clear and consistent focus throughout.

    View Exemplar
  • Criteria selected for what makes a “good dance” does not provide adequate support or enough specific detail.

    N/A at this time.
  • Criteria selected for what makes a “good dance” provides little detail and support with evidence.

    View Exemplar
  • Criteria selected for what makes a “good dance” is somewhat detailed and supported with evidence.

    View Exemplar
  • Criteria selected for what makes a “good dance” is detailed and supported with evidence.

    View Exemplar
  • Ideas provide lack of evidence and support to influence choreographer and the choreographic process.

    N/A at this time.
  • Ideas provide little evidence to potentially influence choreographer and the choreographic process.

    View Exemplar
  • Ideas somewhat support criteria that have potential to influence choreographer and choreographic process.

    View Exemplar
  • Ideas support criteria that have potential to influence choreographer and choreographic process.

    View Exemplar
Having trouble viewing videos?

Leave Feedback for this Assessment

What did you like? Did you need to revise anything? How could we make this assessment better?
Our Assessments are written by teachers for you, so your feedback is important to us!

Comments about items may be moderated and/or reposted in the forums or blogs to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.

Sign up for our newsletter to stay up to date with all of our assessments.

Sign Up Now!