D.E204

Mirroring, Leading, Following

Mirroring, Leading, Following

In pairs, students will explore partner skills. Each partner will experience leading and following, using concepts of mirroring and following, and using various body parts to create movement patterns. Focus will be on development of symmetrical and asymmetrical shapes. Students will be provided with criteria for what to include in an improvisational movement study.

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–MOVEMENT, LEADING AND FOLLOWING

  • Dimension
  • Meets Criteria

  • Leader

  • Follower

  • 1
  • 2
  • 3
  • 4
  • Student fails to demonstrate any of the required criteria within the movement phrase.

    N/A at this time.
  • Student includes 1 or 2 of the required criteria within the movement phrase.

    N/A at this time.
  • Student includes 3 or 4 of the required criteria within the movement phrase.

    N/A at this time.
  • Student includes all of the 5 required criteria within the movement phrase.

    N/A at this time.
  • Student is unable to demonstrate thinking and improvisational skills as the leader and lacks the ability to transition through movement with little or no hesitation.

    N/A at this time.
  • Student demonstrates few thinking and improvisational skills as the leader and has difficulty transitioning through movement with little or no hesitation.

    N/A at this time.
  • Student demonstrates some thinking and improvisational skills as the leader and can somewhat transition through movement with little or no hesitation.

    N/A at this time.
  • Student demonstrates strong thinking and improvisation skills as the leader and can transition through movement without hesitation.

    N/A at this time.
  • Student lacks focus for any extended period of time and is not able to follow the leader using mirroring concepts.

    N/A at this time.
  • Student is distracted frequently yet is able to follow the leader some of the time. Student hesitates between movement transitions.

    N/A at this time.
  • Student is focused most of the time and follows well. Student can mirror the leader and transition from one movement to the next with little hesitation.

    N/A at this time.
  • Student is completely focused and follows well. Student can mirror the leader and transition from one movement to the next without hesitation.

    N/A at this time.

TEACHER SCORING RUBRIC–ASSESSMENT QUESTIONS

  • Dimension
  • Question 1 Response

  • Question 2 Response

  • 1
  • 2
  • 3
  • 4
  • Definition of mirroring does not to demonstrate the importance of the process.

    N/A at this time.
  • Definition of mirroring is lacking detail and does not demonstrate the importance of the process.

    N/A at this time.
  • Definition of mirroring is somewhat thorough but still demonstrates the importance of the process.

    N/A at this time.
  • Definition of mirroring is thorough and demonstrates the importance of the process.

    N/A at this time.
  • Student is unable to clearly identify ways that following a leader benefits the learning process.

    N/A at this time.
  • Student is able to clearly identify only one way that following a leader benefits the learning process.

    N/A at this time.
  • Student is able to identify two ways that following a leader benefits the learning process.

    N/A at this time.
  • Student is able to clearly identify two ways that following a leader benefits the learning process.

    N/A at this time.
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