D.T204

Choreographic Intentions

Students will create a dance based on an original theme or idea. They will present the dance to the class. Students will explain the artistic intention behind their dances and how movement choices were informed by the intent.

This assessment is designed to allow students a wide range of choice in themes or ideas but could be adapted to align with cross-curricular initiatives. Care should be taken to make sure that a narrower focus is still broad enough to allow several possible artistic intentions on the part of the student. For example, while “nature” would be a broad enough topic, “pond ecosystems” might be too narrow.

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

Teacher Booklet

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Student Booklet

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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

  • Identification of Theme or Idea

  • Explanation of Movement Choices

  • Examples Evidenced in Performance

  • 1
  • 2
  • 3
  • 4

  • The choreographer’s intent is not stated.

    N/A at this time.

  • The choreographer’s intent is stated in a vague or general manner.

    N/A at this time.

  • The choreographer’s intent is stated with some clarity.

    N/A at this time.

  • The choreographer’s intent is stated clearly and concisely.

    N/A at this time.

  • No specific example linking movement choices to the intended meaning is given.

    N/A at this time.

  • One specific example of why the choreographer chose to incorporate specific movements is given.

    N/A at this time.

  • Two specific examples of why the choreographer chose to incorporate specific movements are given.

    N/A at this time.

  • Three or more specific examples of why the choreographer chose to incorporate specific movements are given.

    N/A at this time.

  • The examples cited are not observable in the performance of the choreography.

    N/A at this time.

  • The examples cited are barely observable in the performance of the choreography.

    N/A at this time.

  • The examples cited are somewhat observable in the performance of the choreography.

    N/A at this time.

  • The examples cited are clearly observable in the performance of the choreography.

    N/A at this time.
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