D.E302

Demonstrate Various Choreographic Structures

Demonstrate Various Choreographic Structures

Students will explore movements, gestures, and feelings associated with a narrative theme, first a phrase created by the class (phrase A) and then a second phrase created by a small group of three to five students (phrase B).

The students will be given prompts to manipulate the order in which the phrases are performed. Then in the same small groups, students will choose a way to structure the two phrases to create a short performance. The assessment will take place in this order:

1. Create phrase A as a class through discussion and movement exploration.
2. Students will get into small groups of three to five students and collaborate to create phrase B.
3. The teacher will guide students with prompts while students are in their groups, in order for students to realize choreographic options with phrase A and phrase B.
4. Students will decide within each small group how phrase A and phrase B will be performed and then practice that specific structure.
5. Students will perform in groups for the class.

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—GROUP PERFORMANCE

  • Dimension
  • Narrative Form

  • Structure of Phrases in AB, ABA, BBA, and BA Forms

  • Technical Concepts

    (Alignment, balance, and initiation of movement)

  • 1
  • 2
  • 3
  • 4
  • The student does not portray a theme and does not understand narrative form.

    N/A at this time.
  • The student occasionally portrays a theme and is limited in his/her understanding of narrative form.

    N/A at this time.
  • The student mostly portrays a theme and moderately understands narrative form.

    N/A at this time.
  • The student consistently portrays a theme and successfully understands narrative form.

    N/A at this time.
  • The student does not perform movements with an understanding of one of the forms

    N/A at this time.
  • The student performs movements with limited understanding of one of the forms.

    N/A at this time.
  • The student performs movements with moderate understanding of one of the forms.

    N/A at this time.
  • The student performs movements with consistent understanding of one of the forms.

    N/A at this time.
  • The student performance is lacking accurate body alignment, balance, and initiation of movement.

    N/A at this time.
  • The student occasionally performs the phrases with accurate alignment, balance, and initiation of movement.

    N/A at this time.
  • The student mostly performs the phrases with accurate alignment, balance, and initiation of movement.

    N/A at this time.
  • The student consistently performs the phrases with accurate alignment, balance, and initiation of movement.

    N/A at this time.

TEACHER SCORING RUBRIC–REFLECTION

  • Dimension
  • Express Connection

  • Explain Choice

  • Compare and Contrast

  • 1
  • 2
  • 3
  • 4
  • The student did not express how his or her movements portray meaning and show a connection to the group piece.

    N/A at this time.
  • The student did not express how his or her movements portray meaning and show a connection to the group piece.

    N/A at this time.
  • The student somewhat clearly expressed how his or her movements portray meaning and show a connection to the group piece.

    N/A at this time.
  • The student very clearly expressed how his or her movements portray meaning and show a connection to the group piece.

    N/A at this time.
  • The student did not explain how his or her group’s choreographic choices assisted in the goal of portraying the theme.

    N/A at this time.
  • The student explained in a limited manner how his or her group’s choreographic choices assisted in the goal of portraying the theme.

    N/A at this time.
  • The student somewhat clearly explained how his or her group’s choreographic choices assisted in the goal of portraying the theme.

    N/A at this time.
  • The student very clearly explained in detail how his or her group’s choreographic choices assisted in the goal of portraying the theme.

    N/A at this time.
  • The student did not compare and contrast his or her group’s performance with another group’s performance and used no specific examples of how others moved and performed the same choreography.

    N/A at this time.
  • The student did compare and contrast his or her group’s performance with another group’s performance and used only one specific example of how others moved and performed the same choreography.

    N/A at this time.
  • The student did compare and contrast his or her group’s performance with another group’s performance and used two specific examples of how others moved and performed the same choreography.

    N/A at this time.
  • The student did clearly compare and contrast his or her group’s performance with another group’s performance and used three or more specific examples of how others moved and performed the same choreography.

    N/A at this time.
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