D.T415

Comparing/Contrasting the Choreographic Process

Students should have previously created a dance phrase that will be used to reflect on the choreographic process for this performance task. Guidelines for this dance phrase should include specific requirements for length, style, or other parameters based on local curriculum. For Level 1 students, suggested length of original student choreography should be between 32 counts and 48 counts of movement. Students will compare and contrast their own choreographic process to that of another choreographer.

Each student will partner with another student to observe the dance phrase of their partner and interview and discuss their partner’s choreographic process. Each student will be asked to take notes and complete the “Observation Questions.” Using all of this information, students will complete a Venn diagram template comparing and contrasting their choreographic process to that of their partner by identifying similarities and differences between the two.

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

Teacher Booklet

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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 – OBSERVATION QUESTIONS

  • Dimension

  • Describe (What do I see?)

  • Analyze (How is it organized?)

  • Interpret (What is happening?)

  • Evaluate (What do I think about the artwork?)

  • 1
  • 2
  • 3
  • 4

  • Has difficulty recognizing details to describe the choreographic processes. Does not use senses to develop personal connection.

    N/A at this time.

  • Beginning stages of recognizing details to describe the choreographic processes. Rarely uses senses to develop personal connection.

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  • Has a somewhat well-developed critical eye and can capture details to describe the choreographic processes.

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  • Has well- developed critical eye and can capture details to describe the choreographic processes.

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  • Is unable to provide specific detail about a variety of choreographic devices and processes.

    N/A at this time.

  • Describes and provides little detail about a variety of choreographic devices and processes.

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  • Describes and provides some specific detail about a variety of choreographic devices and processes.

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  • Describes and provides specific detail about a variety of choreographic devices and processes.

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

    N/A at this time.

  • Rarely shares personal thoughts and opinions, and is rarely able to justify and provide detail about choreographic decisions in any depth.

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  • Often shares personal thoughts and opinions, and can most often justify and provide detail about choreographic decisions in some depth.

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  • Shares personal thoughts and opinions, and can justify and provide detail about choreographic decisions in great depth.

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  • Does not demonstrate ability to respond to choreographic processes with clarity and justification in order to provide constructive feedback.

    N/A at this time.

  • Rarely shares personal thoughts and opinions, and is rarely able to justify and provide detail about choreographic decisions in any depth.

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  • Often shares personal thoughts and opinions, and can most often justify and provide detail about choreographic decisions in some depth.

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  • Shares personal thoughts and opinions, and can justify and provide detail about choreographic decisions in great depth.

    N/A at this time.

TEACHER SCORING RUBRIC—SELF-ASSESSMENT QUESTIONS

  • Dimension

  • Describe (What do I see?)

  • Analyze (How is it organized?)

  • Interpret (What is happening?)

  • 1
  • 2
  • 3
  • 4

  • Has not developed critical eye and can capture details to describe the dance. Uses senses to develop personal connection.

    N/A at this time.

  • Has minimally developed critical eye and can capture details to describe the dance. Uses senses to develop personal connection.

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  • Has moderately developed critical eye and can capture details to describe the dance. Uses senses to develop personal connection.

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  • Has well developed critical eye and can capture details to describe the dance. Uses senses to develop personal connection.

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  • Does not described or provided specific detail to a variety of aspects of the dance or work viewed.

    N/A at this time.

  • Described and provided minimal detail to a variety of aspects of the dance or work viewed.

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  • Described and provided moderate detail to a variety of aspects of the dance or work viewed.

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  • Described and provided specific detail to a variety of aspects of the dance or work viewed.

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  • Did not share personal thoughts and opinions. Did not justify or provide details.

    N/A at this time.

  • Rarely shared personal thoughts and opinions. Minimally justified or provided details.

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  • Most often shared personal thoughts and opinions. Moderately justified and provided details about decisions.

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  • Shared personal thoughts and opinions. Justified and provided details about decisions in great depth.

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