D.E305

Geometric Solid Dances

Students will use improvisation to create dance phrases that demonstrate the full use of space within a geometric solid. Geometric solids include spheres, cones, rectangular prisms, pyramids, cubes, and cylinders.

Students will create the dance phrase using the dance elements of level, space, and energy. Students will use problem-solving skills while incorporating the dance elements of level, speed, and energy into their choreography. Students will perform their dance phrases for peers.

This assessment may also be adapted for sixth- or seventh-grade students.

This item has not been field-tested by Michigan teachers.

Teacher Booklet

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Student Booklet

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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 AND EXPLANATION

  • Dimension

  • Accuracy of Performance

  • Dance Element

  • Explanation

  • 1
  • 2
  • 3
  • 4

  • The student does not accurately demonstrate any of the three solids.

    N/A at this time.

  • The student accurately demonstrates one solid.

    N/A at this time.

  • The student accurately demonstrates two solids.

    N/A at this time.

  • The student accurately demonstrates three solids.

    N/A at this time.

  • The student does not use any dance elements.

    N/A at this time.

  • The student uses one dance element.

    N/A at this time.

  • The student uses two dance elements.

    N/A at this time.

  • The student uses three dance elements.

    N/A at this time.

  • The student does not explain choices of solids and dance elements.

    N/A at this time.

  • The student rarely explains choices of solids and dance elements.

    N/A at this time.

  • The student somewhat explains choices of two solids and dance elements.

    N/A at this time.

  • The student clearly explains choices of solids and dance elements.

    N/A at this time.

TEACHER SCORING RUBRIC–PEER PERFORMANCE

  • Dimension

  • Naming of Solids

  • Choice of Interesting Solid

  • Choice of Most Accurate Solid

  • 1
  • 2
  • 3
  • 4

  • The student does not identify any solids or dance elements.

    N/A at this time.

  • The student identifies one of the solids and dance elements.

    N/A at this time.

  • The student identifies two of the solids and dance elements.

    N/A at this time.

  • The student identifies all three of the solids and dance elements.

    N/A at this time.

  • The student gives no explanation for his or her choice of the most interesting solid.

    N/A at this time.

  • The student gives a partial explanation for his or her choice of the most interesting solid.

    N/A at this time.

  • The student gives an explanation for his or her choice of the most interesting solid.

    N/A at this time.

  • The student gives a detailed explanation for his or her choice of the most interesting solid.

    N/A at this time.

  • The student gives no explanation for his or her choice of the most accurately depicted solid.

    N/A at this time.

  • The student gives a partial explanation for his or her choice of the most accurately depicted solid.

    N/A at this time.

  • The student gives an explanation for his or her choice of the most accurately depicted solid.

    N/A at this time.

  • The student gives a detailed explanation for his or her choice of the most accurately depicted solid.

    N/A at this time.
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