D.T207

Feelings Solo Dance

Feelings Solo Dance

Each student will use personal experiences to create a solo dance with pathways. The solo should have a clear beginning, middle, and end structure. The student should make a connection between his or her moods or feelings and the solo dance and then describe movement choices selected to communicate that experience.

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–FEELINGS SENTENCES

  • Dimension
  • Sentences

  • 1
  • 2
  • 3
  • 4
  • The student does not complete any of the sentences about feelings, or the sentences lack details.

    N/A at this time.
  • The student completes one or two of the sentences about feelings, using a complete sentence, but the student does not provide enough detail.

    N/A at this time.
  • The student completes three of the sentences about feelings, using complete sentences and some detail.

    N/A at this time.
  • The student completes all four of the sentences about feelings, using complete sentences and thorough details.

    N/A at this time.

TEACHER SCORING RUBRIC-FEELINGS DANCE

  • Dimension
  • Motivation

  • Structure

  • Pathways

  • 1
  • 2
  • 3
  • 4
  • The student does not use his or her feeling to motivate the choreography.

    N/A at this time.
  • The student demonstrates a few movements that relate to the feeling.

    N/A at this time.
  • The student demonstrates his or feeling throughout the choreography, but it does not carry through the whole dance.

    N/A at this time.
  • The student gives a clear demonstration of his or her feeling in the choreography throughout the entire dance.

    N/A at this time.
  • The student does not show a clear structure with a beginning, middle, and end.

    N/A at this time.
  • The student shows one piece of the structure, but without intention.

    N/A at this time.
  • The student has a clear beginning and middle but does not show a clear end to the dance.

    N/A at this time.
  • The student has a well-intended beginning, middle, and end structure.

    N/A at this time.
  • The student does not travel in his or her dance.

    N/A at this time.
  • The student travels in one pathway.

    N/A at this time.
  • The student travels in two different pathways.

    N/A at this time.
  • The student travels in more than two pathways.

    N/A at this time.

TEACHER SCORING RUBRIC–REFLECTION

  • Dimension
  • Connection

  • 1
  • 2
  • 3
  • 4
  • The student does not make a connection between movement choices and feeling.

    N/A at this time.
  • The student makes a weak connection between movement choices and feeling.

    N/A at this time.
  • The student makes a good connection between movement choices and feeling.

    N/A at this time.
  • The student makes a strong connection between movement choices and feeling.

    N/A at this time.
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