D.E206

Dance vs. Everyday Gestures

Dance vs. Everyday Gestures

Students will observe and identify everyday human movement patterns. Students will create a list of everyday activities and gestures. After selecting gestures, students will perform, describe, and demonstrate how these everyday human movements can be developed into dancelike movement. For this assessment, students should have prior knowledge and understanding of the elements of dance: time, space, and energy, including use of body and action.

This item has not yet been field-tested.


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–PERFORMANCE

  • Dimension
  • Everyday Human Movement

  • Action Word Exploration

  • Repetition

  • 1
  • 2
  • 3
  • 4
  • Idea communicated was unclear. Thoughts seem unorganized and movement was unclear.

    N/A at this time.
  • Work was required to understand the idea communicated.

    N/A at this time.
  • Communication of an idea was clear.

    N/A at this time.
  • Communication of an idea was very clear.

    N/A at this time.
  • Student demonstrated no unique or creative ways to perform action word by incorporating ideas of body, action, time, space, and energy.

    N/A at this time.
  • Student demonstrated one unique and creative way to perform action word by incorporating ideas of body, action, time, space, and energy.

    N/A at this time.
  • Student demonstrated two unique and creative ways to perform action word by incorporating ideas of body, action, time, space, and energy.

    N/A at this time.
  • Student demonstrated three unique and creative ways to perform action word by incorporating ideas of body, action, time, space, and energy.

    N/A at this time.
  • Student was unable to repeat the movements the same way three times in a row.

    N/A at this time.
  • Student was able to repeat the movements but not the same way three times in a row.

    N/A at this time.
  • Student was able to repeat some of the movements the same way three times in a row.

    N/A at this time.
  • Student was able to repeat each of the movements the same way three times in a row.

    N/A at this time.

TEACHER SCORING RUBRIC-ASSESSMENT QUESTION

  • Dimension
  • Making Everyday Action Dance-Like

  • 1
  • 2
  • 3
  • 4
  • Unable to describe ways an everyday action can be made more dance-like.

    N/A at this time.
  • Able to describe one way that an everyday action can be made more dance-like.

    N/A at this time.
  • Able to describe two ways an everyday action can be made more dance-like.

    N/A at this time.
  • Able to describe three ways that an everyday action can be made more dance-like.

    N/A at this time.
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