D.T206

Everyday Movement

Everyday Movement

Students will begin by listing 10 actions that they take in a day—step by step from the start to the end of their day. Then they will choose one of those steps from their list and create a 16- to 24-count movement showing gestures and emotions to represent that chosen step. A good video to show to the students prior to this assessment is David Parson’s “Sleep Study.” It is a part of the Behind the Scenes collection, available on Amazon.com.

The teacher may decide to have students create more or less movement, depending on the size and level of the class.

After students’ everyday movement phrases are created, students will alter tempo, level, or dynamics. Students will be video recorded and will reflect on the process.

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
  • Student can use gestures and emotion to convey meaning through movement.

  • Student can apply level, tempo, or dynamic changes to choreography.

  • 1
  • 2
  • 3
  • 4
  • The student did not create movement to convey meaning.

    N/A at this time.
  • The student created a limited number of movements that convey meaning.

    N/A at this time.
  • The student moderately created movement to convey meaning.

    N/A at this time.
  • The student consistently created movement to convey meaning.

    N/A at this time.
  • The student did not alter the original choreography to create meaning.

    N/A at this time.
  • The student limitedly altered the original choreography to create meaning.

    N/A at this time.
  • The student moderately altered the original choreography to create meaning.

    N/A at this time.
  • The student continuously altered the original choreography to create meaning.

    N/A at this time.

TEACHER SCORING RUBRIC–REFLECTION

  • Dimension
  • The student can explain how dance is different from everyday movement.

  • The student can explain his or her process for creating movement.

  • The student can describe movement that portrays meaning.

  • 1
  • 2
  • 3
  • 4
  • The student does not show detail when explaining how dance is different from everyday movement.

    N/A at this time.
  • The student shows limited detail when explaining how dance is different from everyday movement.

    N/A at this time.
  • The student shows moderate detail when explaining how dance is different from everyday movement.

    N/A at this time.
  • The student consistently and reflectively explains in detail how dance is different from everyday movement.

    N/A at this time.
  • The student does not show detail when explaining his or her process for creating movement.

    N/A at this time.
  • The student shows limited detail when explaining his or her process for creating movement.

    N/A at this time.
  • The student shows moderate detail when explaining his or her process for creating movement.

    N/A at this time.
  • The student consistently and reflectively explains in detail his or her process for creating movement.

    N/A at this time.
  • The student does not show identification and explanation of movement that portrays meaning.

    N/A at this time.
  • The student limitedly shows identification and explanation of movement that portrays meaning.

    N/A at this time.
  • The student moderately shows identification and explanation of movement that portrays meaning.

    N/A at this time.
  • The student consistently and reflectively identifies and explains movement that portrays meaning.

    N/A at this time.
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