D.T419

Dance Performance & Self-Evaluation

Dance Performance & Self-Evaluation

Students will learn choreography created by the teacher. They will be assessed on their technical performance of this choreography within three contexts, which advance in formality from class rehearsal to dress rehearsal to public performance. Students will also be assessed on their ability to evaluate and reflect upon their own performance within these three contexts.

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—DANCE PERFORMANCE

  • Dimension
  • Accuracy of Technical Skill and Concept

  • Alignment

    Body placement in space and moving through space

  • Transitions

  • Musicality

    Rhythm and syncopation, phrasing

  • Use of Space

    Directions, line, spatial clarity in motion

  • Dynamics of Movement

    Quality of Attack

  • Learning and Understanding physically projected throughout dance

  • 1
  • 2
  • 3
  • 4
  • Skills are not performed correctly and safely. Understanding of appropriate concepts, initiation, and movement awareness is not made evident.

    N/A at this time.
  • Few skills are performed correctly and safely. A limited understanding of appropriate concepts, initiation, and movement awareness is presented.

    N/A at this time.
  • Some aspects of skills are performed correctly and safely. Some of the appropriate concepts, initiation, and movement awareness and understanding are presented.

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  • Skills are performed correctly and safely. The appropriate concepts, initiation, and movement awareness and understanding are presented.

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  • Not able to maintain proper aspects of alignment and body placement in space or while moving through space.

    N/A at this time.
  • Not always able to maintain proper aspects of alignment and body placement. Not always demonstrated in space and through space.

    N/A at this time.
  • Most often able to maintain proper aspects of alignment and body placement demonstrated not only in space but also while moving through space.

    View Exemplar
  • Able to maintain proper aspects of alignment and body placement demonstrated not only in space but also while moving through space.

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  • Smooth and efficient transitions are not presented between movements.

    N/A at this time.
  • Transitions between movements are somewhat smooth and efficient but need practice.

    N/A at this time.
  • Transitions between movements are mostly smooth and efficient.

    View Exemplar
  • Transitions between movements are consistently smooth and efficient.

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    View Exemplars
  • Musicality and understanding of rhythm awareness are not demonstrated throughout performance.

    N/A at this time.
  • Very little musicality and understanding of rhythm awareness are demonstrated throughout performance.

    N/A at this time.
  • Some movement is performed demonstrating an ability to feel and present the rhythm and musicality to the phrase.

    View Exemplar
  • Movement is performed demonstrating an ability to feel and present the rhythm and musicality to the phrase.

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  • There is little awareness of how the body and limbs can use the space around them. Performance does not demonstrate awareness of self and others in space while performing.

    N/A at this time.
  • Awareness of space through entire body and limbs is not always connected. More awareness of self and others in space is needed throughout performance.

    N/A at this time.
  • Awareness of space is often developed through body and limbs. Spatial awareness of self and others is usually evident in performance.

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  • Awareness of space is developed through body and limbs.
    Spatial awareness of self and others is evident in performance.

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    View Exemplars
  • Ability to present movement that demonstrates use of texture, attack, flow, and effort throughout performance is not present.

    N/A at this time.
  • Has limited ability to present movement that demonstrates use of texture, attack, flow, and effort throughout performance.

    N/A at this time.
  • Demonstrates quality of movement understanding, and demonstrates some aspects of texture, attack, flow, and effort throughout performance.

    View Exemplar
  • Demonstrates quality of movement understanding, and demonstrates texture, attack, flow, and effort throughout performance.

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  • Emotion, expression, and intent of movement is not demonstrated and projected throughout the performance.

    N/A at this time.
  • Emotion, expression, and intent of movement are rarely demonstrated and projected throughout the performance.

    N/A at this time.
  • Emotion, expression, and intent of movement are somewhat demonstrated and projected throughout the performance.

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  • Emotion, expression, and intent of movement is demonstrated and projected throughout the performance.

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    View Exemplars

TEACHER SCORING RUBRIC-STUDENT SELF-REFLECTION

  • Dimension
  • Technique -Strengths & Weaknesses

  • Personal Expression

  • Personal Improvement

  • 1
  • 2
  • 3
  • 4
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