D.E301

Recording Solo Dances

Each student will video record a peer’s dance performance for 30–45 seconds. The student will follow the movement of the dancer and demonstrate the ability to keep a recording device steady while maintaining the dancer in frame.

Student performers will need to recall a solo dance that they choreographed previously. The dances can be something that was assessed previously and/or learned in another class period. This assessment item can be used with students performing any solo dance piece learned or created in a previous class.

This item has not yet been field-tested.

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–REFLECTION

  • Dimension

  • Strengths

  • Improvement

  • 1
  • 2
  • 3
  • 4

  • The student does not identify any strengths of the video recording.

    N/A at this time.

  • The student identifies one strength of the video recording.

    N/A at this time.

  • The student identifies two strengths of the video recording but gives no details to support them.

    N/A at this time.

  • The student identifies two strengths of the video recording and includes details to support them.

    N/A at this time.

  • The student does not identify an area to improve upon regarding video-recording skills.

    N/A at this time.

  • The student identifies one area to improve upon regarding video-recording skills, and includes supporting details.

    N/A at this time.

  • The student identifies two areas to improve upon regarding video-recording skills but does not include supporting details.

    N/A at this time.

  • The student identifies two areas to improve upon regarding video-recording skills and includes supporting details.

    N/A at this time.

TEACHER SCORING RUBRIC–ASSESSMENT QUESTIONS

  • Dimension

  • Technique Application

  • Choreography Application

  • Compare/ Contrast Audience Viewing

  • Compare/ Contrast Performing

  • 1
  • 2
  • 3
  • 4

  • The student does not identify and support reasons of the use of video recording as a way to improve technique.

    N/A at this time.

  • The student is able to identify and support only one reason for the use of video recording as a way to improve technique.

    N/A at this time.

  • The student is able to identify two ways that video recording can improve technique but includes no supporting details.

    N/A at this time.

  • The student is able to identify two ways that video recording can improve technique, and includes supporting details.

    N/A at this time.

  • The student does not identify and support reasons of the use of video recording as a way to improve choreographic skill.

    N/A at this time.

  • The student is able to identify and support only one reason for the use of video recording as a way to improve choreographic skill.

    N/A at this time.

  • The student is able to identify two ways that video recording can improve choreographic skill but includes no supporting details.

    N/A at this time.

  • The student Is able to identify two ways that video recording can improve choreographic skill, and includes supporting details.

    N/A at this time.

  • The student is unable to compare and contrast audience viewing of a recorded and live dance performance.

    N/A at this time.

  • The student compares and contrasts one aspect of audience viewing of a recorded and live dance performance.

    N/A at this time.

  • The student compares and contrasts two aspects of a recorded and live dance performance but includes no supporting details.

    N/A at this time.

  • The student compares and contrasts two aspects of a recorded and live dance performance, and includes supporting details.

    N/A at this time.

  • The student is unable to compare and contrast performing in a recorded and live dance performance.

    N/A at this time.

  • The student compares and contrasts one aspect of performing in a recorded and live dance performance.

    N/A at this time.

  • The student compares and contrasts two aspects of performing in a recorded and live dance performance but includes no supporting details.

    N/A at this time.

  • The student compares and contrasts two aspects of performing in a recorded and live dance performance, and includes supporting details.

    N/A at this time.
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