D.E309

Dance Language

Students will observe a dance by a prominent artist and will identify and discuss the choreographer’s choice of movement vocabulary (the selected movements developed for a particular dance piece), the role of virtuosity in dance, and the application of space, time, and energy to convey meaning. Suggested artists include but are not limited to Wayne McGregor, Kyle Abraham, Pina Bausch, Trisha Brown, and more. For a guide to age-appropriate dance artists, please refer to the MAEIA Assessment Specifications Document.

This item has not yet been field-tested.

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–ANALYZING A DANCE

  • Dimension

  • Identify

    Name movement vocabulary

  • Describe

    Describe the action with attention to the use of space, time, energy, movement vocabulary, and dynamics

  • Analyze

    Assess the purpose of movement vocabulary within a phrase or piece

  • 1
  • 2
  • 3
  • 4

  • Student rarely or does not use appropriate terminology relating to movement vocabulary.

    N/A at this time.

  • Student sometimes uses some appropriate terminology relating to movement vocabulary.

    N/A at this time.

  • Student often uses appropriate terminology from a variety of dance disciplines to label movement vocabulary.

    N/A at this time.

  • Student consistently uses terminology relating to movement vocabulary from a variety of dance disciplines.

    N/A at this time.

  • Student rarely or does not use appropriate dance language to describe actions within a movement phrase or dance.

    N/A at this time.

  • Student sometimes uses appropriate dance language to describe actions within a movement phrase or dance.

    N/A at this time.

  • Student often uses appropriate dance language to describe actions within a movement phrase or dance and utilizes a descriptive language to offer some insight to the intention of the movement.

    N/A at this time.

  • Student consistently uses appropriate dance language to describe actions within a movement phrase or dance, utilizing descriptive language to offer substantial insight to the intention of the movement.

    N/A at this time.

  • Student struggles to classify movement vocabulary as virtuosic, expressive, or both. Answers offer little detail, inference, or connection to other subject areas/topics.

    N/A at this time.

  • Student is developing in their analysis of movement vocabulary as virtuosic, expressive, or both. Answers offer some detail, inference, or connection to other subject areas/topics.

    N/A at this time.

  • Student is often proficient in their analysis of movement vocabulary as virtuosic, expressive, or both. Answers offer clear details, inference, or connection to other subject areas/topics.

    N/A at this time.

  • Student is consistent in their analysis of movement vocabulary as virtuosic, expressive, or both. Answers offer thorough detail, inference, or connection to other subject areas/topics.

    N/A at this time.
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