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.
Clarity and Identity
Between Movement Phrases, Between Sections, and Overall Connections
Invention, Development/ Research, and Representation of Theme
Unable to demonstrate what the improvisation is intended to represent.
N/A at this time.Demonstrate a few ideas about what the improvisation is intended to represent.
N/A at this time.Demonstrates most of the ideas about what the improvisation is intended to represent.
N/A at this time.Clearly demonstrates what the improvisation is intended to represent.
N/A at this time.The development and use of movement are not unique and don’t reflect the theme or idea of the compositional problem.
N/A at this time.The development and use of movement are seldom unique and seldom reflect the theme or idea of the compositional problem.
N/A at this time.The development and use of movement are often unique and reflect the theme or idea of the compositional problem most of the time.
N/A at this time.The development and use of movement are unique and consistently reflect the theme or idea of the compositional problem.
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 take risks in order to explore new ways of moving. Does not create movements to represent ideas outside of comfort zone.
N/A at this time.Is in the beginning stages of taking risks to explore new ways of moving. Creates a few movements to represent ideas outside of comfort zone.
N/A at this time.Often takes risks to explore new ways of moving. Creates some movements to represent ideas outside of comfort zone.
N/A at this time.Takes risks to explore new ways of moving. Creates movements to represent ideas outside of comfort zone.
N/A at this time.Unable to identify and support reasons improvisation can be a useful choreographic tool.
N/A at this time.Able to identify and support only one reason improvisation can be a useful choreographic tool.
N/A at this time.Able to identify two reasons improvisation can be a useful choreographic tool but not able to provide support.
N/A at this time.Able to identify and support two reasons improvisation can be a useful choreographic tool.
N/A at this time.Communication seriously impaired by multitude of spelling or grammatical errors.
N/A at this time.Major and minor errors significantly weaken quality of communication, although it is still comprehensible.
N/A at this time.Some major and minor errors that do not necessarily impair communication.
N/A at this time.No major grammatical or spelling errors. No more than two minor errors.
N/A at this time.What did you like? Did you need to revise anything? How could we make this assessment better?
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