D.E408

Levels of Space

Levels of Space

Students will each create a short movement phrase combining at least three ideas generated from an improvisation featuring different levels of space: low, mid, high/aerial. They will then be video recorded performing the movement phrase.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


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
  • Theme/ Concept

    Clarity and Identity

  • Dynamics/ Energy

    Motion, Excitement, Variation, and Contrast

  • Space

    Use of levels High, medium, low

  • Transitions

    Between Movement Phrases, Between Sections, and Overall Connections

  • Movement

    Invention, Development/ Research, and Representation of Theme

  • 1
  • 2
  • 3
  • 4
  • The development and use of movement is rarely unique and does not reflect the theme or idea of the compositional problem.

    N/A at this time.
  • The development and use of movement is seldom unique and seldom reflects the theme or idea of the compositional problem.

    N/A at this time.
  • The development and use of movement is often unique and reflects the theme or idea of the compositional problem most of the time.

    N/A at this time.
  • The development and use of movement is unique and consistently reflects the theme or idea of the compositional problem.

    N/A at this time.
  • Demonstrates limited use of variation and contrast throughout movement phrase. Very little variety of movement developed.

    N/A at this time.
  • Demonstrates some range of variation and contrast throughout movement phrase, yet could be developed deeper.

    N/A at this time.
  • Demonstrates an appropriate degree of variation and contrast throughout movement phrase.

    N/A at this time.
  • Demonstrates a wide range of variation and contrast throughout movement phrase.

    N/A at this time.
  • Does not explore the use of levels. Lacks the ability to demonstrate unique and diverse shapes and patterns within movement phrases.

    N/A at this time.
  • Explores the use of only one level. Demonstrates unique and diverse shapes and patterns within movement phrases. Has potential to show more variety.

    N/A at this time.
  • Explores the use of two levels. Demonstrates unique and diverse shapes and patterns within movement phrases.

    N/A at this time.
  • Explores the use of three levels. Demonstrates unique and diverse shapes and patterns within movement phrases.

    N/A at this time.
  • Never creates movement patterns that demonstrate flow and connection. Movement lacks aesthetically pleasing transitions.

    N/A at this time.
  • Seldom creates movement patterns that demonstrate flow and connection. Movement rarely provides aesthetically pleasing transitions.

    N/A at this time.
  • Often creates movement patterns that demonstrate flow and connection. Movement often provides aesthetically pleasing transitions.

    N/A at this time.
  • Creates movement patterns that demonstrate flow and connection. Movement provides aesthetically pleasing transitions.

    N/A at this time.
  • Unable to demonstrate an ability to take risks in order to explore new ways of moving. Does not create ideas outside of comfort zone to represent ideas.

    N/A at this time.
  • Is in the beginning stages of taking risks to explore new ways of moving. Creates few ideas outside of comfort zone to represent ideas.

    N/A at this time.
  • Often takes risks to explore new ways of moving. Creates some ideas outside of comfort zone to represent ideas.

    N/A at this time.
  • Takes risks to explore new ways of moving. Creates ideas outside of comfort zone to represent ideas.

    N/A at this time.
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