D.E202

Body Systems Improvisation

Body Systems Improvisation

Students will use improvisation to discover, convey, and solve movement problems within the context of systems of the body—skeletal, muscular, and nervous. It is suggested to collaborate with science teachers before this assessment is administered as an arts-integration activity.

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


This is an analytic rubric. 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
  • Development of Theme in Improvisation

    How does the dancer represent the function or attributes of the body system in movement?

  • Use of Space (Shape)

    How clearly and thoroughly does the dancer use shape to represent his or her ideas?

  • Use of Effort

    How clearly and thoroughly does the dancer use flow and movement quality to represent his or her ideas?

  • 1
  • 2
  • 3
  • 4
  • Dancer does not create movement relevant to the prompts.

    N/A at this time.
  • Dancer occasionally creates movement relevant to the prompts, motivated by the idea.

    N/A at this time.
  • Dancer often creates movement relevant to the prompts, motivated by the idea.

    N/A at this time.
  • Dancer often creates movement relevant to the prompts, motivated by the idea.

    N/A at this time.
  • Dancer uses only one of the following in the exploration of shape-oriented movement: directions, levels, shapes, focus, and varying size.

    N/A at this time.
  • Dancer uses two of the following in the exploration of shape-oriented movement: directions, levels, shapes, focus, and varying size.

    N/A at this time.
  • Dancer uses three of the following in the exploration of shape-oriented movement: directions, levels, shapes, focus, and varying size.

    N/A at this time.
  • Dancer uses four of the following in the exploration of shape-oriented movement: directions, levels, shapes, focus, and varying size.

    N/A at this time.
  • Dancer uses one of the following in the exploration of flow-based movement: continuous movement, force, dynamic change, attack, and momentum.

    N/A at this time.
  • Dancer uses two of the following in the exploration of flow-based movement: continuous movement, force, dynamic change, attack, and momentum.

    N/A at this time.
  • Dancer uses three of the following in the exploration of flow-based movement: continuous movement, force, dynamic change, attack, and momentum.

    N/A at this time.
  • Dancer uses four of the following in the exploration of flow-based movement: continuous movement, force, dynamic change, attack, and momentum.

    N/A at this time.
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