D.E407

Duet Choreography Using Mirroring, Copying, and Complementary Movement

Students will create a short movement phrase combining ideas from an improvisation exploration. Students will work in pairs during this event.

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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Assessment Info

E Event
Grades Array
Level Array
Approx. four 50-min class periods
2 Educator Effectiveness MethodThis assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.

Standards

Performance Standard
D.HS.C.1 – Students create solo and ensemble movement phrases and choreography; contribute choreography consistent in style and intent of performance theme; and craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.
Content Standard
ART.D.2.HS.2 – Use improvisation to generate movement for choreography.
VPAA Guideline
C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts disciplines.
NCAS Anchor Standard
DA:Cr2 – Organize and develop artistic ideas and work.

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

Dimension
Improvisation
Mirroring
Copying
Complementary
Transitions
Between Movement Phrases, Between Sections, and Overall Connections

Did not use selected action words to generate movement ideas.
N/A at this time.
Minimally used selected action words to generate movement ideas.
N/A at this time.
Moderately used selected action words to generate movement ideas.
N/A at this time.
Adequately used selected action words to generate movement ideas.
N/A at this time.

Did not demonstrate mirroring movement within phrases.
N/A at this time.
Minimally explored mirroring movement within phrases.
View Exemplar
Moderately explores mirroring movement within phrases.
View Exemplar
Adequately explored mirroring movement within phrases.
View Exemplar

Did not demonstrate copying movement within phrases.
N/A at this time.
Minimally explored copying movement within phrases.
N/A at this time.
Moderately explores copying movement within phrases.
View Exemplar
Adequately explored copying movement within phrases.
N/A at this time.

Did not demonstrate complementary, movement within phrases.
N/A at this time.
Minimally explored complementary movement within phrases.
N/A at this time.
Moderately explores complementary movement within phrases.
View Exemplar
Adequately explored complementary movement within phrases.
View Exemplar

Rarely created aesthetically pleasing transitions.
N/A at this time.
Minimally created aesthetically pleasing transitions.
N/A at this time.
Moderately created aesthetically pleasing transitions.
N/A at this time.
Adequately created aesthetically pleasing transitions.
N/A at this time.

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Teacher Booklet

Student Booklet

TEACHER SCORING RUBRIC

Improvisation

Mirroring

Copying

Complementary

Transitions

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