D.T330

What’s in a Name?

What's in a Name?

Students will solve a composition problem within the context of their personal experience through their application of the elements of dance, including planes of movement, rhythmic change, and dynamic variance.

In this task, students will generate movement based on the initials of their names. This is done with the use of weight shift and multi-directional movement. They will then consider their personal associations to their names and use those responses to apply embellishments and revisions using the key concepts listed above. Their embellishments should include planes of movement, rhythm, and dynamic variance. The revisions of their work should impact their posture, gesture, and movement quality.

This item has not been field-tested by Michigan teachers.

Teacher Booklet

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Student Booklet

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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

  • Generating Movement

  • Embellishing Movement

  • Revising Movement Based on Personal Context

  • 1
  • 2
  • 3
  • 4

  • Student creates a movement phrase that uses minimal weight shifts and directional movement.

    N/A at this time.

  • Student creates a movement phrase that uses basic weight shifts and directional movement.

    N/A at this time.

  • Student creates a movement phrase competent in use of weight shift and may use two or more directions.

    N/A at this time.

  • Student creates a movement phrase with innovative use of weight shift and includes multidirectional movement.

    N/A at this time.

  • Student develops the movement with minimal or no applications of levels, multiple planes, rhythm, and dynamic variance.

    N/A at this time.

  • Student develops the movement with basic applications of levels, multiple planes, rhythm, and dynamic variance.

    N/A at this time.

  • Student develops the movement with competent applications of levels, multiple planes, rhythm, and dynamic variance.

    N/A at this time.

  • Student develops the movement with innovative applications of levels, multiple planes, rhythm, and dynamic variance.

    N/A at this time.

  • Student modifies the movement phrase with little or no details that represent his or her sense of identity.

    N/A at this time.

  • Student modifies the movement phrase with unclear details that represent his or her sense of identity.

    N/A at this time.

  • Student modifies the movement phrase with some details that represent his or her sense of identity.

    N/A at this time.

  • Student modifies the movement phrase with careful attention to details that successfully represent his or her sense of identity.

    N/A at this time.
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