D.E409

Themed 32-Count Movement Phrase Duets

Themed 32-Count Movement Phrase Duets

Each student will create a 16-count movement phrase and teach his or her phrase to a partner. The two students will combine their two phrases to produce a duet movement of at least 32 counts consistent with the style and intent of a performance theme.

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 of Underwater World Theme

  • Movement

    Invention, Development/ Research, and Representation of Theme

  • Transitions

    Between Movement Phrases, Between Sections, and Overall Connections

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

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

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

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

    N/A at this time.
  • Is beginning to take risks to explore new ways of moving. Creates few movements outside of his/her comfort zone to represent ideas.

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

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

    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.
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