Dance

Performance Assessments

Dance performance assessments are searchable by grade or grade-span. They are also searchable by MAEIA performance standards, VPAA Guidelines, and NCAS Anchor Standards or Educator Evaluation Method.

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Assessment Title	Grades	High School Level	Educator Effectiveness Method	MAEIA Performance Standard	Content Standard	VPAA Guideline	NCAS Anchor Standard	Time
D.T201 DT201 A Fish Out of Water A Fish Out of Water Students will create a dance phrase based on a specific animal living in a specific habitat. The student will then consider what adaptations the chosen animal would have to make if it was moved to a distinctly different habitat and create a variation based on the proposed adaptations. This task could be modified for use with third- and fourth-grade students by eliminating the variation. This item has not been field-tested by Michigan teachers.	3rd, 4th, 5th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.C.1D.EL.C.1 – Students can create stationary, axial, and locomotor movement, apply level/tempo/dynamic change, and assemble movement based on literal and abstract concepts.	ART.D.II.EL.4ART.D.II.EL.4 – Create a dance phrase, accurately repeat it, and then vary it making changes in the elements of dance: time, space, force, and energy.ART.D.II.3.4ART.D.II.3.4 – Demonstrate the ability to make a movement sequence using the elements of time, space, and force.ART.D.II.4.4ART.D.II.4.4 – Demonstrate the ability to design a movement sequence using factors of the elements of time, space, and force.ART.D.II.5.4ART.D.II.5.4 – Create a dance phrase, accurately repeat it, and then vary it by making changes in the elements of dance: time, space, force, and energy.	N/A	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. 170 min
D.E101 DE101 A Trip to the Zoo A Trip to the Zoo Students will memorize and perform combinations relating to stationary, axial, and locomotor movement. Students will work together as a group to explore both stationary and locomotor movements. This event will give students an opportunity to demonstrate self-directed learning by moving from station to station while demonstrating both stationary and locomotor movements at low, middle, and high levels. This assessment can be adapted for both kindergarten and first-grade benchmarks by decreasing the number of stations that are used during Part 2. This item has not been field-tested by Michigan teachers. field-tested	2nd	N/A	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.EL.P.1D.EL.P.1 – Students can perform choreography as soloists and part of an ensemble with spatial awareness, musicality, and accuracy in technical principles relating to stationary, axial, and locomotor movement, as well as time, space, and energy.	ART.D.EL.3ART.D.EL.3 – Demonstrate shapes at low, middle, and high levels.ART.D.I.2.3ART.D.I.2.3 – Explore shapes at low, middle and high levels using non-locomotor/axial movements.	N/A	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. 20 min
D.E412 DE412 Active Listening and Notation Active Listening and Notation Students will create a brief solo phrase visually representing a musical selection. Note: Three to four students may present their solos simultaneously. Through the use of video recording the instructor may then view each solo individually for evaluation. This item has not been field tested by Michigan teachers.	9th, 10th, 11th, 12th	3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline.	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	C.1C.1 – Students create solo and ensemble movement phrases and choreography, contribute choreography consistent with the style and intent of a performance theme, craft thoughtful movement phrases and dances with a point of investigation and links to core content and technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.II.HS.1ART.D.II.HS.1 – Create and perform combinations and variations in a broad dynamic range.	C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. one 50-min class period
D.E414 DE414 Aesthetic Criteria Aesthetic Criteria Students will create a list of aesthetic criteria to critique a dance. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. dance dance assessment exemplars field-tested high school	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.HS.R.1D.HS.R.1 – Students can critically and analytically dissect and discuss intent, process, and product of performance and choreography created by self and others, consider multiple points of view, apply constructive feedback, and engage in productive dialogue with reference to aesthetic standards, cultures, and the history of dance.	ART.III.D.HS.4ART.III.D.HS.4 – Formulate and answer his or her own aesthetic questions, e.g., what is it that makes a particular dance a unique dance? How much can one change that dance before it becomes a different dance?	R.1R.1 – Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts.	DA:Re9DA:Re9 – Apply criteria to evaluate artistic work.	Approx. one 50-min class period
D.T418 DT418 Aesthetic Process Aesthetic Process Students will compare and contrast their choreographic process to that of another choreographer, identifying similarities and differences. Using an open-ended choreography opportunity, such as the production of a student dance concert in which students create and perform in each other’s pieces, advanced students will fulfill the roles of choreographer and performer. This item has not been field tested by Michigan teachers.	9th, 10th, 11th, 12th	3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline.	2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.	D.HS.R.1D.HS.R.1 – Students can critically and analytically dissect and discuss intent, process, and product of performance and choreography created by self and others, consider multiple points of view and apply constructive feedback, engage in productive dialogue with reference to aesthetic standards, cultures, and the history of dance.	ART.D.III.HS.3ART.D.III.HS.3 – Establish a set of aesthetic criteria and apply it in evaluating their own work and that of others.	R.4R.4 – Experience, analyze, and reflect on the variety of meanings that can be derived from the results of the artistic/creative process.	DA:Cn10DA:Cn10 – Synthesize and relate knowledge and personal experiences to make art.	Approx. three 50-min class periods
D.T106 DT106 Bag It! Bag It! Students will accurately demonstrate basic technical principles with smooth transitions between stationary, nonlocomotor, and locomotor movements. Using stretch body bags, the students will demonstrate nonlocomotor movements while inside of the bags. The students will also complete a reflection at the conclusion of the assessment. This item has not yet been field-tested.	2nd	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.P.1D.EL.P.1 – Students can perform choreography as soloists and part of an ensemble with spatial awareness, musicality, and accuracy in technical principles relating to stationary, nonlocomotor, and locomotor movement as well as time, space, and energy.	ART.D.I.EL.2ART.D.I.EL.2 – Accurately demonstrate locomotor/ nonlocomotor movement (such as bend, twist, stretch, and swing).ART.D.I.2.2ART.D.I.2.2 – Demonstrate accurately nonlocomotor movement within personal space using large muscle groups of the torso and legs.	N/A	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. 60 min
D.E202 DE202 Body Systems Improvisation Body Systems Improvisation Students will use improvisation to discover, convey, and solve movement problems within the context of systems of the body—skeletal, muscular, and nervous. It is suggested to collaborate with science teachers before this assessment is administered as an arts-integration activity. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. arts integration connections cross-discipline field-tested multi-discipline physical education science	5th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.C.2D.EL.C.2 – Solve movement problems through improvisation, exploration, and discovery.	ART.D.II.EL.3ART.D.II.EL.3 – Use improvisation to discover, invent, and solve movement problems.ART.D.II.5.3ART.D.II.5.3 – Use improvisation to discover, invent, and solve movement problems.	N/A	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. 30 min
D.E105 DE105 BrainDance Movement Sequence BrainDance Movement Sequence Students will perform a learned dance sequence with accurate use of the elements of dance—space, time, and energy. For this assessment, students will perform movement previously taught by the teacher. This assessment uses BrainDance fundamental movement concepts. If the teacher is unfamiliar with BrainDance concepts, information can be found by researching the author, Anne Green-Gilbert, at the Creative Dance Center in Seattle, Washington. There are numerous resources and lesson plans to develop deeper understanding and application of the concepts. For more information, see: creativedance.org/about/braindance. The choreographed BrainDance warm-up should be between four and five minutes in length. The movement should include the use of breath, tactile, head-tail, core-distal, upper-lower, body-side, cross lateral, and vestibular patterns. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested	2nd	N/A	2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.	D.EL.P.1D.EL.P.1 – Students can perform choreography as soloists and part of an ensemble with spatial awareness, musicality, and accuracy in technical principles relating to stationary, axial, and locomotor movement as well as time, space, and energy.	ART.D.III.2.4ART.D.III.2.4 – Demonstrate the ability to perform a learned sequence.	N/A	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. 40 min
D.T301 DT301 Chance Dance Chance Dance Students will use the study of Merce Cunningham and his theory of chance dance choreography in creating a dance. They will record observations of their surroundings to use as a tool for creating their site-specific movement. Students will perform as soloists and also in small groups using the theory of chance. This item has not been field-tested by Michigan teachers.	6th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.P.ID.MS.P.I – Students can perform as soloists and part of an ensemble with accuracy in technical concepts (alignment, balance, imitation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery), expression of multiple genres and traditions of dance, and use of space, time, and energy.	ART.D.I.6.9ART.D.I.6.9 – Effectively demonstrate the processes of reordering and chance.	N/A	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. 155 min
D.E103 DE103 Changing Directions Changing Directions Students will vary a dance phrase by making changes in the elements of dance—time, space, and energy. The movement phrase can be patterned in numerous ways to meet different student skills and abilities. Students should have learned and mastered the ability to perform the movement patterns prior to this assessment. For purposes of this assessment, the following combination patterns will be used: Movement Pattern 1—Step hop right, step hop left, run right, run left, run right, run left. Students will need to learn this combination pattern starting on the right foot. Students will also need to learn this combination pattern starting on the left foot. Movement Pattern 2—Walk right, walk left, walk right, walk left (end with feet together), jump both feet out, jump both feet in, jump both feet out, jump both feet in. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested	2nd	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.P.1D.EL.P.1 – Students can perform choreography as soloists and part of an ensemble with spatial awareness, musicality, and accuracy in technical principles relating to stationary, axial, and locomotor movement as well as time, space, and energy.	ART.D.III.EL.1ART.D.III.EL.1 – Observe and describe actions such as skip, gallop, and movement elements such as time, space, force, energy in a brief movement study.ART.D.III.2.1ART.D.III.2.1 – Demonstrate the ability to perform basic locomotor movements and locomotor combinations and to vary locomotor movements by changing space and timing by stepping, hopping, and skipping.	N/A	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. 50-60 min
D.T102 DT102 Changing the Timing of a Movement Phrase Changing the Timing of a Movement Phrase Students will create a movement phrase that includes the elements of dance—time, space, force, and energy. Working with a partner, students will create a movement phrase with a beginning pose, two stationary movements, two traveling movements, and an ending pose. The students will have an opportunity to change the timing of the movement phrase and to present both the original movement phrase and the new movement phrase to the teacher. This assessment can be adapted for struggling readers by having the teacher read instructions aloud. This item has not been field tested by Michigan teachers.	2nd	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.C.1D.EL.C.1 – Students can create stationary, axial, and locomotor movements, apply level/tempo/dynamic change, and assemble movement based on literal and abstract concepts.	ART.D.II.EL.4ART.D.II.EL.4 – Create a dance phrase, accurately repeat it, and then vary it making changes in the elements of dance–time, space, force, and energy.ART.D.II.2.4ART.D.II.2.4 – Demonstrate the ability to make a movement sequence using the elements time, space, and force.	N/A	DA:Cr3DA:Cr3 – Refine and complete artistic work.	Approx. 95 min
D.T204 DT204 Choreographic Intentions Choreographic Intentions Students will create a dance based on an original theme or idea. They will present the dance to the class. Students will explain the artistic intention behind their dances and how movement choices were informed by the intent. This assessment is designed to allow students a wide range of choice in themes or ideas but could be adapted to align with cross-curricular initiatives. Care should be taken to make sure that a narrower focus is still broad enough to allow several possible artistic intentions on the part of the student. For example, while “nature” would be a broad enough topic, “pond ecosystems” might be too narrow. This item has not been field-tested by Michigan teachers.	5th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.R.1D.EL.R.1 – Students can observe, analyze, and discuss actions of movements with attention to space, time, and energy, main ideas and themes of the dance, and support statements with linkage of concepts from core subject areas such as patterns, sequence, transition words, etc.	ART.D.III.EL.4ART.D.III.EL.4 – Present original dances to peers and discuss their meaning with competence and confidence.ART.D.III.5.4ART.D.III.5.4 – Present their own dances to peers and discuss their meaning with competence and confidence.	N/A	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. 65 min
D.E411 DE411 Choreographic Style and Intent Choreographic Style and Intent Students will create a movement phrase with 32 counts consistent with the style and intent of a specific dance idiom/style, and then teach it to a partner to develop an ensemble phrase. This item has not yet been field-tested.	9th, 10th, 11th, 12th	2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.C.1D.HS.C.1 – Students create solo and ensemble movement phrases and choreography; contribute choreography consistent in style and intent of performance theme; craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.II.HS.1ART.D.II.HS.1 – Create and perform combinations and variations in a broad dynamic range.	C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. two 50-min class periods
D.E413 DE413 Choreography Variations Based on Observation and Feedback Choreography Variations Based on Observation and Feedback Following a peer critique, students will choose at least one piece of feedback to apply and rework in choreography. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.HS.R.1D.HS.R.1 – Students can critically and analytically dissect and discuss intent, process, and product of performance and choreography created by self and others, consider multiple points of view, apply constructive feedback, and engage in productive dialogue with reference to aesthetic standards, cultures, and the history of dance.	ART.D.III.HS.2ART.D.III.HS.2 – Create a dance and revise it over time, articulating the reasons for artistic decisions, and what was lost and gained by those decisions.	R.4R.4 – Experience, analyze, and reflect on the variety of meanings that can be derived from the results of the artistic/creative process.	DA:Cr3DA:Cr3 – Refine and complete artistic work.	Approx. two 50-min class periods
D.T412 DT412 Choreography/ Dance for Camera Choreography/Dance for Camera Student will create, as a solo, a movement phrase that uses a specific choreographic device/structure. This item has not been field-tested by Michigan teachers.	9th, 10th, 11th, 12th	3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline.	2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.	C.1C.1 – Students create solo and ensemble movement phrases and choreography, contribute choreography consistent in style and intent of performance theme, and craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.II.HS.6ART.D.II.HS.6 – Create a dance and revise it over time using multi-media equipment, such as slides, camera, video, and computers to articulate the reasons for artistic decisions and what was lost and gained by those decisions.	P.2P.2 – Demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. four 50-min class periods
D.E310 DE310 Collaboration Is Key Collaboration Is Key Students will collaborate in small groups of three to five to create a short dance piece. Dancers’ collaborative efforts will be scored based on the rubric provided. For this assessment, students should be familiar with the add-on strategy in which each student is responsible for teaching his or her movement to a group. When rehearsing, students will always go back to the beginning, adding on the new movements. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested	6th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.P1D.MS.P1 – Students can perform as soloists and part of an ensemble with accuracy in technical concepts (alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery), expression of multiple genres and traditions of dance, and use of space, time, and energy.	ART.D.I.MS.11ART.D.I.MS.11 – Demonstrate the ability to work cooperatively in a small group during the choreographic process.ART.D.I.6.11ART.D.I.6.11 – Introduce and explore the concept of cooperative work in small groups.	N/A	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. 105 min
D.T308 DT308 Compare and Contrast Folk Dances Compare and Contrast Folk Dances Students will perform two different dances. These dances are to be folk dances from two different cultures. A review of peer dances will also be a part of the assessment, and the students will compare and contrast the dances using a Venn diagram reflection to note cultural aspects from the dance’s country of origin. This item has not yet been field-tested.	7th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.R1D.MS.R1 – Students can analyze and describe the actions of movement with attention to technical concepts, space, time, and energy.	ART.D.IV.7.1ART.D.IV.7.1 – Identify and demonstrate understanding by performing folk and/or classical dances from other cultures and describing similarities and differences in steps and movement styles.	N/A	DA:Cn11DA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.	Approx. 100 min
D.E208 DE208 Compare and Contrast Two Dances Compare and Contrast Two Dances Students will view two dance clips and make notes regarding the use of body shapes, levels, pathways, and energy. Each student will then complete a Venn diagram using his or her notes to compare and contrast the two clips in terms of these elements of dance. Students will also answer reflection questions to further analyze the actions or movements with attention to space, time, and energy. This item has not yet been field-tested.	5th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.R1D.EL.R1 – Students can observe, analyze, and discuss actions of movements with attention to space, time, and energy, main ideas and themes of the dance, and support statements with linkage of concepts from core subject areas such as patterns, sequence, transition words, etc.	ART.D.III.EL.6ART.D.III.EL.6 – Observe two dances and discuss how they are similar and different in terms of one of the elements of dance by observing body shapes, levels, and pathways.ART.D.III.5.6ART.D.III.5.6 – Observe two dances and discuss how they are similar and different in terms of one of the elements of dance by observing body shapes, levels, and pathways.	N/A	DA:Re9DA:Re9 – Apply criteria to evaluate artistic work.	Approx. 25-30 min
D.T414 DT414 Comparing and Contrasting World Dance Forms Comparing and Contrasting World Dance Forms Students will compare musical theatre-style tap dance to traditional Irish dance, and present their analyses to the class. In their presentation, the students will describe or demonstrate what traditional Irish dance looks like, and its similarities and differences when compared to tap dance. This item has not yet been field-tested.	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.R.1D.HS.R.1 – Students can critically and analytically dissect and discuss intent, process, and product of performance and choreography created by self and others; consider multiple points of view and apply constructive feedback; and engage in productive dialogue with reference to aesthetic standards, cultures, and the history of dance.	ART.D.IV.HS.3ART.D.IV.HS.3 – Perform or discuss the traditions and techniques of a classical dance form.	III.R.3III.R.3 – Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.	DA:Cn11DA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.	Approx. three 50-minclass periods
D.T309 DT309 Comparing Compositions with a Mock Twitter Conversation Comparing Compositions with a Mock Twitter Conversation Students will observe two compositions by a single choreographer and compare and contrast the use of space (shape and pathways), time (tempo and rhythm), and energy (force and movement qualities) to identify patterns in the artist’s application of these elements. Students will use the information observed to infer the meaning of the choreography, discuss the effectiveness of choreographic choices, and develop a series of questions for the choreographer in a mock Twitter conversation, based on theme, choreographic tools, and performance theory. This item has not yet been field-tested.	8th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.R2D.MS.R2 – Students can make neutral observations of performance and choreography with detail and supported explanation, inquire about technical and creative processes with appropriate questions, and propose what could be done differently through revision processes.	ART.D.III.MS.6ART.D.III.MS.6 – Compare and contrast two dance compositions in terms of space such as shape and pathways, time such as rhythm and tempo, and movement qualities such as force and energy. ART.D.III.8.6ART.D.III.8.6 – Compare and contrast two dance compositions in terms of space, as in shape and pathways; time, such as rhythm and tempo; and force and energy, or movement qualities.	N/A	DA:Re9DA:Re9 – Apply criteria to evaluate artistic work.	Approx. 100 min
D.E419 DE419 Comparing Two Styles Through Locomotor Movement Comparing Two Styles Through Locomotor Movement Students will perform combination locomotor movement phrases center floor that maintain space, time, and energy on both the right and left sides. They will learn and perform a 24-count locomotor phrase in one dance form on the right. Students will then reverse the phrase to the other side (the left) and perform it. The process will be repeated using a second, contrasting dance form. After watching his/her videotaped performances, each student will evaluate his/her own performance using the Teacher Scoring Rubric and write his/her reflections on them. Sample movement phrases for teacher use are listed on pages 9–10 of the Teacher Booklet. This item has not yet been field-tested.	9th, 10th, 11th, 12th	3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.M.S.P.1D.M.S.P.1 – Perform as soloists and as part of an ensemble with accuracy in movement vocabulary, interpretation, style, musicality, and phrasing with projection and expression, as well as attention to space, time, and energy.	ART.D.I.HS.2ART.D.I.HS.2 – Identify and demonstrate longer and more complex steps and patterns from two different dance styles/traditions.	P.2P.2 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, and experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.	DA:Re9DA:Re9 – Apply criteria to evaluate artistic work.	Approx. four 50-min class periods
D.T415 DT415 Comparing/ Contrasting the Choreographic Process Comparing/Contrasting the Choreographic Process Students should have previously created a dance phrase that will be used to reflect on the choreographic process for this performance task. Guidelines for this dance phrase should include specific requirements for length, style, or other parameters based on local curriculum. For Level 1 students, suggested length of original student choreography should be between 32 counts and 48 counts of movement. Students will compare and contrast their own choreographic process to that of another choreographer. Each student will partner with another student to observe the dance phrase of their partner and interview and discuss their partner’s choreographic process. Each student will be asked to take notes and complete the “Observation Questions.” Using all of this information, students will complete a Venn diagram template comparing and contrasting their choreographic process to that of their partner by identifying similarities and differences between the two. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.R.1D.HS.R.1 – Students can critically and analytically dissect and discuss intent, process, and product of performance and choreography created by self and others; consider multiple points of view and apply constructive feedback; and engage in productive dialogue with reference to aesthetic standards, cultures, and the history of dance.	ART.D.III.HS.3ART.D.III.HS.3 – Establish a set of aesthetic criteria and apply it in evaluating their own work and that of others.	R.4R.4 – Experience, analyze, and reflect on the variety of meanings that can be derived from the results of the artistic/creative process.	DA:Cr3DA:Cr3 – Refine and complete artistic work.	Approx. two 50-min class periods
D.T302 DT302 Complementary and Contrasting Space Complementary and Contrasting Space Students will create contrasting and complementary shapes by developing body shapes around each other using positive and negative space. Students will explore how to achieve balance as partners through weight share and counterbalance using contrasting or complementary shapes. This could be adapted for sixth-grade and seventh-grade dance students with a revised rubric in reference to the GLCEs. This item has not been field-tested by Michigan teachers.	8th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.C.2D.EL.C.2 – Solve movement problems through improvisation, exploration and discovery.	ART.D.II.MS.1ART.D.II.MS.1 – Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight.ART.D.II.8.1ART.D.II.8.1 – Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight.	N/A	DA:Pr4DA:Pr4 – Select, analyze, and interpret artistic work for presentation.	Approx. 150 min
D.E415 DE415 Critical Analysis of Media Dance Critical Analysis of Media Dance Students will observe two samples of media dance that span from the emergence of this genre to current day. In a written response, students will compare this process of dance making to those used in other genres of dance and/or dance presentations. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. connections cross-discipline exemplars field-tested integration media multi-discipline technology	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.HS.R.1D.HS.R.1 – Students can critically and analytically dissect and discuss intent, process, and product of performance and choreography created by self and others, consider multiple points of view, apply constructive feedback, and engage in productive dialogue with reference to aesthetic standards, cultures, and the history of dance.	ART.D.IV.HS.5ART.D.IV.HS.5 – Demonstrate and discuss how technology can be used to reinforce, enhance, or alter the dance idea in an interdisciplinary project.	R.3R.3 – Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.	DA:Re9DA:Re9 – Apply criteria to evaluate artistic work.	Approx. two 50-min class periods
D.T413 DT413 Critical Response Process Critical Response Process Students will use the Critical Response Process developed by Liz Lerman to provide and receive feedback for student-generated solo choreography, and then revise, perform, and reflect upon the process. This item has not yet been field-tested.	9th, 10th, 11th, 12th	1, 2, 3 Students who are at any year in a single arts discipline.	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.HS.R.1D.HS.R.1 – Students can critically and analytically dissect and discuss intent, process, and product of performance and choreography created by self and others; consider multiple points of view and apply constructive feedback; and engage in productive dialogue with reference to aesthetic standards, cultures, and the history of dance.	ART.D.III.HS.1ART.D.III.HS.1 – Reflect on and describe how movement choices communicate abstract ideas in dance.	R.1R.1 – Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts.	DA:Re9DA:Re9 – Apply criteria to evaluate artistic work.	Approx. five 50-min class periods
D.E205 DE205 Dance by Number Dance by Number Students will work individually to create three solutions to a movement problem by varying non-locomotor (axial or stationary) movements chosen by number in relation to space, time, and energy. After exploring and creating their solutions, students will fill out a reflection giving reasons for the choices made. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested	3rd	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.R1D.EL.R1 – Students can observe, analyze, and discuss actions of movements with attention to space, time, and energy, identify main ideas and themes of the dance, and support statements with linkage of concepts from core subject areas such as patterns, sequence, transition words, etc.	ART.D.III.EL.5ART.D.III.EL.5 – Explore multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice.ART.D.III.3.5ART.D.III.3.5 – Demonstrate the ability to vary non-locomotor movements in a number of ways. Give reasons for choices made.	N/A	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. 25-30 min
D.T406 DT406 Dance Concert Dance Concert Students will perform in front of a live audience, demonstrating the projection and expression of the choreographer. Five class sessions will be required for this assessment: o Day 1–Review the scoring guide/rubric during this class period to understand how they will be assessed and what areas they will be assessed in. Rehearse the choreography for the concert. o Day 2–Continue to rehearse his or her choreography for the concert. o Day 3–Complete the dress rehearsal on the stage or in a space that resembles the stage (with the same dimensions). o Day 4–Perform for the student body, demonstrating the projection and expression of the choreographer. o Day 5–Review their performance and complete a personal reflection statement. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested	9th, 10th, 11th, 12th	3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.P.1D.HS.P.1 – Perform as soloists and part of an ensemble with accuracy in movement vocabulary, interpretation, style, musicality, and phrasing, with projection and expression as well as attention to space, time, and energy.	ART.D.I.HS.4ART.D.I.HS.4 – Demonstrate projection while performing dance skills.	P.4P.4 – Perform, present, exhibit, publish, or demonstrate the results of the artistic/creative process for an audience.	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. five 50-min class periods
D.T107 DT107 Dance Cultures: Hukilau and Hora Dance Cultures: Hukilau and Hora Students will learn, memorize, and perform dances from two cultures. Prior to this assessment, students will have learned two simple folk dances. For this particular assessment, the hukilau, a Hawaiian dance, and the hora, an Israeli dance, will be used. Folk dance selections can be modified to meet program curriculum needs. Resources for other folk and social dances include the following: o Five Easy Social Dances for Early Elementary http://www.artsedge.kennedy-center.org o America Dances: A Kaleidoscope of American Dances from http://www.edact.com/files/lyrics/CD57.pdf o Christy Lane Enterprises Multicultural Folk Dance DVD This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested	1st, 2nd	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.P.1D.EL.P.1 – Students can perform choreography as soloists and part of an ensemble with spatial awareness, musicality, and accuracy in technical principles relating to stationary, axial, and locomotor movement as well as time, space, and energy.	ART.D.IV.D.EL.2ART.D.IV.D.EL.2 – Perform dances from various cultures with competence and confidence.ART.D.IV.2.1ART.D.IV.2.1 – Learn and perform simple dances from two cultures.ART.D.IV.2.2ART.D.IV.2.2 – Learn and perform simple dances from two cultures.	N/A	DA:Re7DA:Re7 – Perceive and analyze artistic work.	Approx. 100 min
D.E309 DE309 Dance Language Dance Language Students will observe a dance by a prominent artist and will identify and discuss the choreographer’s choice of movement vocabulary (the selected movements developed for a particular dance piece), the role of virtuosity in dance, and the application of space, time, and energy to convey meaning. Suggested artists include but are not limited to Wayne McGregor, Kyle Abraham, Pina Bausch, Trisha Brown, and more. For a guide to age-appropriate dance artists, please refer to the MAEIA Assessment Specifications Document. This item has not yet been field-tested.	8th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.R.1D.MS.R.1 – Students can analyze and describe the actions of movement with attention to technical concepts, space, time, and energy.	ART.D.III.MS.1ART.D.III.MS.1 – Describe the action and movement elements observed in a dance using appropriate movement/dance vocabulary. ART.D.III.8.1ART.D.III.8.1 – Describe the action and movement elements observed in a dance using appropriate movement/dance vocabulary.	N/A	DA:Re9DA:Re9 – Apply criteria to evaluate artistic work.	Approx. 60 min
D.E201 DE201 Dance Me a Story Dance Me a Story This assessment is for students who have had experience and practice with movement, level, tempo, and dynamics. Students will work in small groups to create a short movement piece that has a beginning, middle, and end. The prompt for composition will be a teacher-selected piece of instrumental music from a movie soundtrack. Students will use a planning guide to develop a storyline for the movement piece, inspired by the quality of the music selection. The teacher will score students’ work with the provided rubric, evaluating whether the group created a piece with a clear beginning, middle, and end while effectively using a variety of movements, levels, tempos, and dynamics to tell the story. This item has not been field-tested by Michigan teachers.	5th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.C1D.EL.C1 – Students can create stationary, axial, and locomotor movement, apply level/tempo/dynamic change, and assemble movement based on literal and abstract concepts.	ART.D.II.EL.1ART.D.II.EL.1 – Create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment. Identify each of these parts of the sequence.ART.D.II.5.1ART.D.II.5.1 – Create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment. Identify each of these parts of the sequence.	N/A	DA:Cr3DA:Cr3 – Refine and complete artistic work.	Approx. 60-80 min
D.T419 DT419 Dance Performance & Self-Evaluation Dance Performance & Self-Evaluation Students will learn choreography created by the teacher. They will be assessed on their technical performance of this choreography within three contexts, which advance in formality from class rehearsal to dress rehearsal to public performance. Students will also be assessed on their ability to evaluate and reflect upon their own performance within these three contexts. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested	9th, 10th, 11th, 12th	3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.P.1D.HS.P.1 – Students can perform as soloists and part of an ensemble with accuracy in movement vocabulary, interpretation, style, musicality, and phrasing with projecting and expression, as well as attention to space, time, and energy.	ART.D.I.HS.5ART.D.I.HS.5 – Demonstrate the ability to remember and perform extended movement sequences.	P.4P.4 – Perform, present, exhibit, publish, or demonstrate the results of the artistic/creative process for an audience.	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. two 50-min class periods
D.E402 DE402 Dance to the Music Dance to the Music Students will memorize a movement phrase and perform it to two contrasting musical selections. The teacher will provide a 16-count movement phrase, using the movement vocabulary from a specific style of dance included in the school’s curriculum. The focus of this assessment is more on interpretation and musicality than technical mastery of specific skills. First-year (Level 1) students will only be required to perform the phrase on one side. In adapting this assessment for second-year (Level 2) students as well as third- and fourth-year (Level 3) students (not illustrated here), it is suggested that students perform a more complex and longer movement sequence and reverse the phrase, as well. The same instructions can be used, but the teacher-demonstrated dance movement shown to students in Step 4 would be modified accordingly. This item has not yet been field-tested.	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.	M.HS.P.1M.HS.P.1 – Perform as soloists and as part of an ensemble with accuracy in movement vocabulary, interpretation, style, musicality, and phrasing, with projection and expression as well as attention to space, time, and energy.	ART.D.I.HS.3ART.D.I.HS.3 – Demonstrate rhythmic acuity.	P.1P.1 – The student will apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, and experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.	DA:Re8DA:Re8 - Interpret Intent and meaning in artistic work.	Approx. five 50-min class periods
D.E206 DE206 Dance vs. Everyday Gestures Dance vs. Everyday Gestures Students will observe and identify everyday human movement patterns. Students will create a list of everyday activities and gestures. After selecting gestures, students will perform, describe, and demonstrate how these everyday human movements can be developed into dancelike movement. For this assessment, students should have prior knowledge and understanding of the elements of dance: time, space, and energy, including use of body and action. This item has not yet been field-tested.	5th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.R1D.EL.R1 – Students can observe, analyze and discuss actions of movements with attention to space, time, and energy, main ideas and themes of the dance, and support statements with linkage of concepts from core subject areas such as patterns, sequence, transition words, etc.	ART.D.III.EL.2ART.D.III.EL.2 – Observe and discuss how dance is different form other forms of human movement such as sports and everyday gestures.ART.D.III.5.2ART.D.III.5.2 – Observe and discuss how dance is different from other forms of human movement, such as sports and everyday gestures.	N/A	DA:Cn10DA:Cn10 – Synthesize and relate knowledge and personal experiences to make art.	Approx. 60 min
D.T409 DT409 Dancing Geometry Dancing Geometry Students will create a movement phrase that links to geometry core content and includes technical acuity and attention to space, time, and energy. This creation will take place over three class periods. Individually, each student will create a 24-count movement phrase followed by working in pairs to create a duet. The two phrases will then be combined back-to-back into one 48-count movement phrase. Prior to this assessment, the teacher should address geometric concepts with students. Some ideas to include may be geometric definitions, visual representations, etc. to insure student understanding for further exploration and application. The teacher may also make the decision to reduce the number of items on the list of geometric concepts to meet the needs and learning styles of students (see Geometric Concept list below). Performances will be recorded for teacher scoring. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. arts integration connections cross-discipline exemplars field-tested integration math multi-discipline physical education	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.C.1D.HS.C.1 – Students create solo and ensemble movement phrases and choreography, contribute choreography consistent in style and intent of performance theme, and craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.II.HS.4ART.D.II.HS.4 – Choreograph a duet demonstrating an understanding of choreographic principles, processes, and structures.	C.1C.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, and making analytical, application, aesthetic, and design choices before completion.	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. three 50-min class periods
D.E302 DE302 Demonstrate Various Choreographic Structures Demonstrate Various Choreographic Structures Students will explore movements, gestures, and feelings associated with a narrative theme, first a phrase created by the class (phrase A) and then a second phrase created by a small group of three to five students (phrase B). The students will be given prompts to manipulate the order in which the phrases are performed. Then in the same small groups, students will choose a way to structure the two phrases to create a short performance. The assessment will take place in this order: 1. Create phrase A as a class through discussion and movement exploration. 2. Students will get into small groups of three to five students and collaborate to create phrase B. 3. The teacher will guide students with prompts while students are in their groups, in order for students to realize choreographic options with phrase A and phrase B. 4. Students will decide within each small group how phrase A and phrase B will be performed and then practice that specific structure. 5. Students will perform in groups for the class. This item has not yet been field-tested.	6th, 7th, 8th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.P.1D.MS.P.1 – Students can perform as soloists and as part of an ensemble with accuracy in technical concepts (alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery), expression of multiple genres and traditions of dance, and use of space, time, and energy.	ART.D.I.MS.10ART.D.I.MS.10 – Successfully demonstrate the structures of AB, ABA, canon, call and response, and narrative forms.ART.D.I.6.10ART.D.I.6.10 – Introduction and exposure to choreographic forms: AB, ABA, canon, call and response, and narrative.ART.D.I.7.10ART.D.I.7.10 – Identify and demonstrate an understanding of various choreographic forms.ART.D.I.8.10ART.D.I.8.10 – Successfully demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative.	N/A	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. 55 min
D.T402 DT402 Developing Movement—Skills and Transitions Developing Movement—Skills and Transitions Students will demonstrate movement skills with accuracy while performing in combination and with transition to other movement. This item has not yet been field-tested.	9th, 10th, 11th, 12th	2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.P.1D.HS.P.1 – Students can perform as soloists and as part of an ensemble with accuracy in movement vocabulary, interpretation, style, musicality, and phrasing with projection and expression as well as attention to space, time, and energy.	ART.D.I.HS.1ART.D.I.HS.1 – Demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility, and coordination in locomotor and non-locomotor/axial movements.	P.1P.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, and experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.	DA:Cr3DA:Cr3 – Refine and complete artistic work.	Approx. eight 50-min class periods
D.T417 DT417 Do Now Movement Phrase Do Now Movement Phrase Students will provide effective feedback to peers, evaluate a short movement phrase, understand the choreographic process, and explain how personal experiences influence the interpretation of a dance. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested	9th, 10th, 11th, 12th	2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.R.1D.HS.R.1 – Respond critically and analytically dissect and discuss intent, process, and product of performance and choreography created by self and others, consider multiple points of view and apply constructive feedback, engage in productive dialogue with reference to aesthetic standards, cultures, and the history of dance.	ART.D.III.HS.1ART.D.III.HS.1 – Present work to peers on a regular basis. Provide and receive constructive feedback on an ongoing basis.	R.1R.1 – Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts.	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. five 50-min class periods
D.E407 DE407 Duet Choreography Using Mirroring, Copying, and Complementary Movement Duet Choreography Using Mirroring, Copying, and Complementary Movement Students will create a short movement phrase combining ideas from an improvisation exploration. Students will work in pairs during this event. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.	D.HS.C.1D.HS.C.1 – Students create solo and ensemble movement phrases and choreography; contribute choreography consistent in style and intent of performance theme; and craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.2.HS.2ART.D.2.HS.2 – Use improvisation to generate movement for choreography.	C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts disciplines.	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. four 50-min class periods
D.T230 DT230 Dynamics Using Qualities of Energy Dynamics Using Qualities of Energy Students will observe, identify, explore, create, and perform movements that demonstrate the use of dynamics and the release of energy in the body. This assessment can be used in grades 4 and 5. If there are time constraints, Part 3 can be omitted. This item has not been field-tested by Michigan teachers.	3rd	3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.P.1D.MS.P.1 – Students can perform as soloists and part of an ensemble with accuracy in technical concepts (alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery), expression of multiple genres and traditions of dance, and use of space, time, and energy.	ART.D.II.3.4ART.D.II.3.4 – Demonstrate the ability to make a movement sequence using the elements, time, space, and force.ART.D.II.5.4ART.D.II.5.4 – Create a dance phrase, accurately repeat it, and then vary it by making changes in the elements of dance—time, space, force, and energy.	N/A	DA:Cr1DA:Cr1 – Generate and conceptualize artistic work and ideasDA:Pr4DA:Pr4 – Select, analyze, and interpret artistic work for presentation	60-65 minutes
D.E130 DE130 Eight Ways That Humans Travel on Their Feet Eight Ways That Humans Travel on Their Feet Students will identify and perform the eight basic ways that humans travel on their feet: walk, gallop, slide, skip, hop, jump, leap, and run. This assessment could also be used with first and second graders. This assessment does not have a Student Booklet. This item has not been field-tested by Michigan teachers.	Kindergarten	N/A	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.EL.C.2D.EL.C.2 – Solve movement problems through improvisation, exploration, and discovery.	ART.D.I.K.1ART.D.I.K.1 – Explore basic locomotor movements; e.g., walk, run, gallop, slide, and jump, moving in a straight pathway.	N/A	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	40 minutes
D.T206 DT206 Everyday Movement Everyday Movement Students will begin by listing 10 actions that they take in a day—step by step from the start to the end of their day. Then they will choose one of those steps from their list and create a 16- to 24-count movement showing gestures and emotions to represent that chosen step. A good video to show to the students prior to this assessment is David Parson’s “Sleep Study.” It is a part of the Behind the Scenes collection, available on Amazon.com. The teacher may decide to have students create more or less movement, depending on the size and level of the class. After students’ everyday movement phrases are created, students will alter tempo, level, or dynamics. Students will be video recorded and will reflect on the process. This item has not yet been field-tested.	3rd, 4th, 5th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.C.1D.EL.C.1 – Students can create stationary, axial, and locomotor movement, apply level/tempo/dynamic change, and assemble movement based on literal and abstract concepts.	ART.D.III.EL.2ART.D.III.EL.2 – Observe and discuss how dance is different from other forms of human movement such as sports and everyday gestures.ART.D.III.3.2ART.D.III.3.2 – Select a human movement associated with a favorite sport or familiar work, execute the movement and then change the movement so that it becomes dance-like.ART.D.III.4.2ART.D.III.4.2 – Select a human movement associated with a favorite sport or familiar work, execute the movement and then change the movement so that it becomes dance-like.ART.D.III.5.2ART.D.III.5.2 – Observe and discuss how dance is different from other forms of human movement such as sports and everyday gestures.	N/A	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. 150 min
D.T207 DT207 Feelings Solo Dance Feelings Solo Dance Each student will use personal experiences to create a solo dance with pathways. The solo should have a clear beginning, middle, and end structure. The student should make a connection between his or her moods or feelings and the solo dance and then describe movement choices selected to communicate that experience. This item has not yet been field-tested.	5th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.P.1D.EL.P.1 – Students can perform choreography as soloists and part of an ensemble with spatial awareness, musicality, and accuracy in technical principles relating to stationary, axial, and locomotor movement as well as time, space, and energy.	ART.D.I.EL.1ART.D.I.EL.1 – Accurately demonstrate basic locomotor skills through straight and curved pathways including several directions.ART.D.I.5.1ART.D.I.5.1 – Accurately demonstrate basic locomotor skills through straight and curved pathways including several directions.	N/A	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. 80 min
D.E307 DE307 Five Elevations Five Elevations Students will demonstrate five types of elevations (jumps) and will be assessed on alignment within each jump, as well as the control of each landing. Since the elevations are present in most styles of dance, the genre of dance used in this assessment should be that used in the teacher’s course. This item has not yet been field-tested.	8th	N/A	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.MS.P.1D.MS.P.1 – Students can perform as soloists and part of an ensemble with accuracy in technical concepts (alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery), expression of multiple genres and traditions of dance, and use of space, time, and energy.	ART.D.I.MS.1ART.D.I.MS.1 – Demonstrate the following movement skills: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.ART.D.I.8.1ART.D.I.8.1 – Demonstrate the following movement skills: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.	N/A	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. 85 min
D.E417 DE417 From Feedback to Revision; Solicit and Use Feedback From Feedback to Revision; Solicit and Use Feedback Student choreographers will present a previously created movement phrase to a small group of peers. The student choreographer will solicit feedback, decide what pieces of feedback to use to revise the original piece, and provide his or her reasoning for their choices. The student choreographer will make revisions and present the piece again. At the end, the student choreographer will reflect on his or her process. This item has not yet been field-tested.	9th, 10th, 11th, 12th	2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline.	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.HS.R.1D.HS.R.1 – Students can critically and analytically dissect and discuss intent, process, and product of performance and choreography created by self and others, consider multiple points of view, apply constructive feedback, and engage in productive dialogue with reference to aesthetic standards, cultures, and the history of dance.	ART.D.III.HS.2ART.D.III.HS.2 – Create a dance and revise it over time, articulating the reasons for artistic decisions and what was lost and gained by those decisions.	C.1C.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, and making analytical, application, aesthetic, and design choices before completion.	DA:Re9DA:Re9 – Apply criteria to evaluate artistic work.	Approx. two 50-min class periods
D.E305 DE305 Geometric Solid Dances Geometric Solid Dances Students will use improvisation to create dance phrases that demonstrate the full use of space within a geometric solid. Geometric solids include spheres, cones, rectangular prisms, pyramids, cubes, and cylinders. Students will create the dance phrase using the dance elements of level, space, and energy. Students will use problem-solving skills while incorporating the dance elements of level, speed, and energy into their choreography. Students will perform their dance phrases for peers. This assessment may also be adapted for sixth- or seventh-grade students. This item has not been field-tested by Michigan teachers. connections cross-discipline integrated integration math multi-discipline physical education	8th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.R.1D.MS.R.1 – Students can analyze and describe the actions of movement with attention to technical concepts, space, time, and energy.	ART.D.MS.4ART.D.MS.4 – Explore a movement problem and create multiple solutions; choose the most interesting solution and discuss the reasons for that choice.ART.D.III.8.4ART.D.III.8.4 – Explore a movement problem and create multiple solutions; choose the most interesting solution and discuss the reasons for that choice.	N/A	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. 60 min
D.E406 DE406 Graham Contraction/ Release Graham Contraction/Release In this assessment event, students will review the eight components of a Graham contraction, the teacher will demonstrate each, and the class will select three to focus on. Then, the teacher will videotape each student performing a Graham contraction. Each student will then review his or her performance, write a description of it, and evaluate it against the Teacher Scoring Rubric. Next, the teacher will evaluate the performance of each student (entering his or her scores in each student’s Booklet). Finally, students will review their evaluation of their performance, as well as that of their teacher, and then write a reflection by answering two questions. This item has not yet been field-tested.	9th, 10th, 11th, 12th	3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline.	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	M.HS.P.1M.HS.P.1 – Perform as soloists and part of an ensemble with accuracy in movement vocabulary, interpretation, style, musicality, and phrasing with projection and expression as well as attention to space, time, and energy.	ART.D.1.HS.4ART.D.1.HS.4 – Demonstrate projection while performing dance skills	P.4P.4 – Demonstrate projection while performing dance skills.	DA:Pr5DA:Pr5 - Develop and refine artistic techniques and work for presentation.	Approx. four 50-min class periods
D.T420 DT420 Historical Outlook Historical Outlook The students will present information on a topic of dance history. While the content standard indicates that students will analyze dance or dancers prior to the twentieth century, in this task, students will be researching dancers prior to the twenty-first century. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.	9th, 10th, 11th, 12th	2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.R.1D.HS.R.1 – Students can critically and analytically dissect and discuss intent, process, and product of performance and choreography created by self and others, consider multiple points of view and apply constructive feedback, engage in productive dialogue with reference to aesthetic standards, cultures, and the history of dance.	ART.D.IV.HS.4ART.D.IV.HS.4 – Analyze the role of dance and dancers prior to the twentieth century.	R.3R.3 – Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.	DA:Cn11DA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.	Approx. eight 50-min class periods
D.T416 DT416 History in a Group History in a Group This performance task is designed to assess students’ ability to observe, analyze, interpret, and evaluate research on a topic of dance history. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested	9th, 10th, 11th, 12th	2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.R.1D.HS.R.1 – Respond critically and analytically dissect and discuss intent, process, and product of performance and choreography created by self and others, consider multiple points of view and apply constructive feedback, engage in productive dialogue with reference to aesthetic standards, cultures, and the history of dance.	ART.D.IV.HS.4ART.D.IV.HS.4 – Analyze the role of dance and dancers prior to the twentieth century.	R.3R.3 – Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.	DA:Cn11DA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.	Approx. three 50-min class periods
D.T130 DT130 I Have a Past, Present, and Future I Have a Past, Present, and Future Students will create a dance phrase that demonstrates an understanding of a concept or idea. This assessment can be modified or adapted to meet first-grade and second-grade benchmarks. This assessment could complement an integrated social studies and dance unit on history. This item has not been field-tested by Michigan teachers.	Kindergarten	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.C.2D.EL.C.2 – Students can solve movement problems through improvisation, exploration, and discovery.	ART.D.II.EL.3ART.D.II.EL.3 – Use improvisation to discover, invent, and solve movement problems.ART.D.II.K.3ART.D.II.K.3 – Explore contrasting concepts such as high and low, big and small.	N/A	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	60 minutes
D.E308 DE308 Identify and Demonstrate Two Different Dance Styles Identify and Demonstrate Two Different Dance Styles Students will identify elements of ballet and jazz dance and compare the two styles. The teacher may substitute two other dance styles to fit their curriculum, if needed or desired. The teacher may also choose to make the dance phrases shorter or longer to accommodate their class size and time frame. After discussing specific dance steps, body positions, and spatial patterns of the two dance styles, partners will create two 16-count dance phrases for each style, which will be video recorded for evaluation purposes. The teacher may want to create a list of partners prior to the assessment. Note: teachers may choose to have students in grade 6 or grade 7 create shorter dance phrases and include only basic ballet and jazz steps while working with their partners. Teachers may adjust the rubric as they see fit. This item has not yet been field-tested.	6th, 7th, 8th	N/A	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.MS.P.1D.MS.P.1 – Students can perform as soloists and part of an ensemble with accuracy in technical concepts (alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery), expression of multiple genres and traditions of dance, and use of time, space, and energy.	ART.D.1.MS.2ART.D.1.MS.2 – Accurately identify and demonstrate basic dance steps, positions, and patterns for dance from two different styles or traditions.ART.D.I.6.2ART.D.I.6.2 – Explore and demonstrate basic dance steps and positions from two different dance styles or traditions.ART.D.I.7.2ART.D.I.7.2 – Identify and demonstrate basic dance steps, positions, and patterns for dance from two different styles or traditions.ART.D.I.8.2ART.D.I.8.2 – Accurately identify and demonstrate basic dance steps, positions, and patterns for dance from two different styles or traditions.	N/A	DA:Re7DA:Re7 – Perceive and analyze artistic work.	Approx. 50 min
D.T303 DT303 Identifying Aesthetics Identifying Aesthetics Students will view a video of a past dance concert or performance that includes several pieces of choreography or finished pieces. The teacher may choose to show a different performance with several dances, a recent assessment that was video recorded, or a different video of his/her choice. The video may be a performance of the students themselves, of professional dancers, or anything of the teacher’s choosing. Before viewing the performance, students will randomly select a title of one of the dances in the video. While viewing the performances, the student will observe aesthetics, including skills of the performer(s), emotional impact of the performance, and visual impact of the performance. Students will write a reflective analysis of the specific dance, using their notes and observations, and present their observations and reflection to the class, using the video for evidence and as a visual aid. Note: Seventh-grade students may view a video with fewer pieces, giving the whole class a smaller range of pieces to analyze and compare, while sixth-grade students may view a video with only one or two pieces. This item has not yet been field-tested.	6th, 7th, 8th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.R.1D.MS.R.1 – Students can analyze and describe the actions of movement with attention to technical concepts, space, time, and energy.	ART.D.III.MS.7ART.D.III.MS.7 – Identify possible aesthetic criteria for evaluating dance such as skills of performers, originality, visual and/or emotional impact, variety, and contrast.ART.D.III.6.7ART.D.III.6.7 – Explore individual components used in determining aesthetic criteria such as skills of performers, originality, visual and/or emotional impact, variety, and contrast when evaluating a dance.ART.D.III.7.7ART.D.III.7.7 – Demonstrate understanding of aesthetic criteria when evaluating dance. ART.D.III.8.7ART.D.III.8.7 – Identify possible aesthetic criteria for evaluating dance such as skills of performers, originality, visual and/or emotional impact, variety, and contrast.	N/A	DA:Re8DA:Re8 – Interpret intent and meaning in artistic work.	Approx. 150 min
D.T105 DT105 In-Class Rehearsal and Performance In-Class Rehearsal and Performance Students will perform choreography previously learned and rehearsed as soloists or as a part of an ensemble with spatial awareness, musicality, and accuracy in technical principles relating to stationary, axial, and locomotor movements as well as time, space, and energy. Students will have a final rehearsal in the studio space. This will be the final opportunity for the students to review the choreography with the use of the mirror. Then students will have a rehearsal on the performance space (gym, stage, classroom, etc.) to prepare for the performance in front of an audience. This item has not been field-tested by Michigan teachers.	2nd	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.R.1D.EL.R.1 - Students can observe, analyze and discuss actions of movements with attention to space, time, and energy, main ideas and themes of the dance, and support statements with linkage of concepts from core subject areas such as patterns, sequence, transition words, etc.	ART.D.III.EL.4ART.D.III.EL.4 – Present original dances to peers and discuss their meaning with competence and confidence.ART.D.III.2.4ART.D.III.2.4 – Demonstrate the ability to perform a learned sequence.	N/A	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. 120 min
D.E207 DE207 Let’s Talk about Dance Let’s Talk about Dance Students will view a dance piece, take notes, and formulate written responses detailing their interpretations and reactions. Students will then participate in a class discussion using dance vocabulary to orally describe their interpretations of and reactions to the dance they viewed. This item has not yet been field-tested.	5th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.R.1D.EL.R.1 – Students can observe, analyze, and discuss actions of movements with attention to space, time, and energy, main ideas and themes of the dance, and support statements with linkage of concepts from core subject areas such as patterns, sequence, and transition words.	ART.D.III.EL.3ART.D.III.EL.3 – Take an active role in a class discussion about interpretations of and reactions to a dance.ART.D.III.5.3ART.D.III.5.3 – Take an active role in a class discussion about interpretations of and reactions to a dance.	N/A	DA:Re8DA:Re8 – Interpret intent and meaning in artistic work.	Approx. 45 min
D.E408 DE408 Levels of Space Levels of Space Students will each create a short movement phrase combining at least three ideas generated from an improvisation featuring different levels of space: low, mid, high/aerial. They will then be video recorded performing the movement phrase. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.C.1D.HS.C.1 – Create solo and ensemble movement phrases and choreography, contribute choreography consistent in style and intent of performance theme, craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.II.HS.2ART.D.II.HS.2 – Use improvisation to generate movement for choreography.	C.2C.2 – Develop an idea, question, or problem that is guided by the personal, historical, contemporary, cultural, environmental, and/or economic contexts of the visual, performing, or applied arts discipline.	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. one 50-min class period
D.T104 DT104 Life Cycle of a Butterfly Movement Exploration Life Cycle of a Butterfly Movement Exploration Students will create a dance phrase that demonstrates an understanding of a concept or idea. This assessment can be modified or adapted to meet kindergarten and first-grade benchmarks. This assessment would complement an integrated science-and-dance unit on life cycles. The science content provides a butterfly- cycle terminology and may be adjusted or enhanced to align with classroom learning, i.e., at the pupa stage. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. connections cross-discipline dance dance assessment exemplars field-tested integration multi-discipline physical education science	2nd	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.C.2D.EL.C.2 – Solve movement problems through improvisation, exploration and discovery.	ART.D.II.EL.2ART.D.II.EL.2 – Improvise, create, and perform based on their own ideas and concepts from other sources. ART.D.II.2.2ART.D.II.2.2 – Explore movement by responding to occurrences in nature such as a storm or a flower blooming.	N/A	DA:Cn10DA:Cn10 – Synthesize and relate knowledge and personal experiences to make art.	Approx. 85 min
D.T304 DT304 Literal and Abstract Character Study Literal and Abstract Character Study This assessment measures students’ progress in performing literal (also known as mimetic) movement and abstract movement. For this assessment, students will create a literal movement phrase and an abstract movement phrase based on a short narrative that each student will develop. This item has not yet been field-tested.	8th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.P.1D.MS.P.1 – Students can perform as soloists and part of an ensemble with accuracy in technical concepts (alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery), expression of multiple genres and traditions of dance, and use of space, time, and energy.	ART.D.I.MS.13ART.D.I.MS.13 – Effectively demonstrate the difference between pantomiming and abstracting a gestureART.D.I.8.13ART.D.I.8.13 – Effectively demonstrate the difference between pantomiming and abstracting a gesture	N/A	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. 90 min
D.T203 DT203 Locomotor Directions Locomotor Directions Students will create and perform a locomotor sequence that includes galloping, skipping, and leaping and that travels in multiple directions on straight, curved, and zigzag pathways. The item may be adapted for third-grade students by eliminating tempo changes. This item has not been field-tested by Michigan teachers.	4th, 5th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.P1D.EL.P1 – Students can perform choreography as soloists and part of an ensemble with spatial awareness, musicality, and accuracy in technical principles relating to stationary, axial, and locomotor movement, as well as time, space, and energy.	ART.D.I.EL1ART.D.I.EL1 – Accurately demonstrate basic locomotor skills through straight and curved pathways including several directions.ART.D.I.4.1ART.D.I.4.1 – Demonstrate basic locomotor skills through moving forward, backward, and sideways in both straight and curved lines to varied tempos.ART.D.I.5.1ART.D.I.5.1 – Accurately demonstrate basic locomotor skills through straight and curved pathways including several directions.	N/A	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. 60 min
D.E203 DE203 Look Both Ways Look Both Ways Students will be taught a head isolation pattern and will then perform the pattern with three variations—while stationary, with non-locomotor (axial or stationary) movements, and with locomotor movements. The teacher will score each student using the provided checklist, based on the ability of the student to perform the variations with spatial awareness, musicality, and accuracy. This item has not been field-tested by Michigan teachers.	4th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.P1D.EL.P1 – Students can perform choreography as soloists and part of an ensemble with spatial awareness, musicality, and accuracy in technical principles relating to stationary, axial, and locomotor movements as well as time, space, and energy.	ART.D.I.EL.6ART.D.I.EL.6 – Demonstrate kinesthetic awareness, concentration, and focus in performing movement skills.ART.D.I.4.6ART.D.I.4.6 – Isolate body parts. Continue working with single focus. Introduce multi-focus.	N/A	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. 25-35 min
D.T307 DT307 Memorize and Reproduce Movement Sequences Memorize and Reproduce Movement Sequences Students will learn a 16- to 32-count combination in a style decided on by the teacher, aligned with curriculum. The combination will use steps previously taught to the students. Then, students will learn 16 to 32 additional counts of steps they know to be added to the combination. Students will practice and perform the combination with a small group. The performance will be recorded and evaluated by the teacher, by a peer, and by the student. The student’s ability to memorize and reproduce the combination will be evaluated. A shorter movement phrase might be used with sixth and seventh graders. This item has not yet been field-tested.	6th, 7th, 8th	N/A	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.MS.P.1D.MS.P.1 – Students can perform as soloists and part of an ensemble with accuracy in technical concepts (alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery), expression of multiple genres and traditions of dance, and use of space, time, and energy.	ART.D.I.MS.7ART.D.I.MS.7 – Demonstrate accurate memorization and reproduction of movement sequences.ART.D.I.6.7ART.D.I.6.7 – Introduce and explore the concept of memorizing and reproducing a movement sequence.ART.D.I.7.7ART.D.I.7.7 – Demonstrate understanding of memorizing and reproducing a movement sequence.ART.D.I.8.7ART.D.I.8.7 – Demonstrate accurate memorization and reproduction of movement sequences.	N/A	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. 150 min
D.E304 DE304 Mime to Gesture Mime to Gesture Students will explore the performance and purpose of pantomime (or mime) and gestural movement through improvised responses to prompts within both methods of dancing. This can be adapted to include sixth- and seventh-grade dance students by adjusting the scoring rubric. This item has not yet been field-tested.	8th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.P.1D.MS.P.1 – Students can perform as soloists and part of an ensemble with accuracy in technical concepts (alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery), expression of multiple genres and traditions of dance, and use of space, time, and energy.	ART.D.I.MS.13ART.D.I.MS.13 – Effectively demonstrate the difference between pantomiming and abstracting a gesture.ART.D.I.8.13ART.D.I.8.13 – Effectively demonstrate the difference between pantomiming and abstracting a gesture.	N/A	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. 45 min
D.E204 DE204 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.	5th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.P.1D.MS.P.1 – Students can perform as soloists and part of an ensemble with accuracy in technical concepts (alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery), expression of multiple genres and traditions of dance, and use of space, time, and energy.	ART.D.I.EL.8ART.D.I.EL.8 – Demonstrate the following partner skills: leading, following, and mirroring.ART.D.I.5.8ART.D.I.5.8 – Demonstrate the following partner skills: leading, following, and mirroring.	N/A	DA:Pr4DA:Pr4 – Select, analyze, and interpret artistic work for presentation.	Approx. 50 min
D.E405 DE405 Movement Phrase with Different Music Movement Phrase with Different Music Students will memorize a movement phrase and perform it to at least two contrasting musical selections. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. dance dance assessment exemplars field-tested high school	9th, 10th, 11th, 12th	2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline.	2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.	D.HS.P.1D.HS.P.1 – Perform as soloists and as part of an ensemble with accuracy in movement vocabulary, interpretation, style, musicality, and phrasing with projection and expression as well as attention to space, time, and energy.	ART.D.1.HS.2ART.D.1.HS.2 – Demonstrate rhythmic acuity.	P.4P.4 – Perform, present, exhibit, publish, or demonstrate the results of the artistic/creative process for an audience.	VA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.	Approx. one 50-min class period
D.E401 DE401 Movement Quiz Movement Quiz Students will perform movement skills with accuracy in isolation from other movement. This item has not yet been field-tested.	9th, 10th, 11th, 12th	1, 2, 3 Students who are at any year in a single arts discipline.	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.HS.P.1D.HS.P.1 – Students can perform as soloists and as part of an ensemble with accuracy in movement vocabulary, interpretation, style, musicality, and phrasing with projection and expression as well as attention to space, time, and energy.	I.3I.3 – Demonstrate rhythmic acuity.	P.2P.2 – Demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. one 50-min class period
D.T101 DT101 Non-locomotor and Locomotor Dance Phrase Non-locomotor and Locomotor Dance Phrase Students will design a movement phrase that includes basic locomotor and non-locomotor (stationary) movements. This item has not been field tested by Michigan teachers.	2nd	N/A	2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.	D.EL.C.1D.EL.C.1 – Students can create stationary, axial, and locomotor movement, apply level/tempo/dynamic change, and assemble movement based on literal and abstract concepts.	ART.D.II.EL.1ART.D.II.EL.1 – Create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment. Identify each part of the sequence. ART.D.II.2.1ART.D.II.2.1 – Use locomotor movements and pathways to create a sequence with a beginning, a middle, and an end.	N/A	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. 90 min
D.T202 DT202 Our Own Dance Our Own Dance Students will work in small groups of three to five to create a short dance piece based on their own ideas and concepts from a variety of sources. Dance pieces will be scored based on the provided Teacher Scoring Rubric. This item has not been field-tested by Michigan teachers.	5th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.C1D.EL.C1 – Students can create stationary, axial, and locomotor movement, apply level/tempo/dynamic change, and assemble movement based on literal and abstract concepts.	ART.D.II.EL.2ART.D.II.EL.2 – Improvise, create, and perform dances based on their own ideas and concepts from other sources.ART.D.II.5.2ART.D.II.5.2 – Improvise, create, and perform dances based on their own ideas and concepts from other sources.	N/A	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. 170 min
D.T310 DT310 Partnering Partnering Students will work with a partner to create a short dance piece highlighting partnering skills of contrasting and complementary shapes, taking and supporting weight, and rhythmic movement transitions. Dancers will be scored based on the provided Teacher Scoring Rubric. Part One of this assessment involves watching a YouTube video of The Artichoke Dance Company: https://www.youtube.com/watch?v=4poS5UXiHZA. If you cannot access this, you may substitute any short (one-minute) video of a modern dance company performing with improvisation and weight sharing. This item has not yet been field-tested.	8th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.C.1D.MS.C.1 – Students can create rhythmic movement phrases with movement vocabulary, positions, and patterns from two dance styles or traditions with attention to space, time, and energy resulting in a thoughtful demonstration of form and structure.	ART.D.II.MS.1ART.D.II.MS.1 – Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight.ART.D.II.8.1ART.D.II.8.1 – Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight.	N/A	DA:Cr3DA:Cr3 – Refine and complete artistic work.	Approx. 200 min
D.E104 DE104 Pathways Through Space Pathways Through Space Students will each create a dance map that will highlight moving in straight, curved, and zigzag pathways. This item has not been field-tested by Michigan teachers.	1st	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.P.1D.EL.P.1 – Students can perform choreography as soloists and part of an ensemble with spatial awareness, musicality, and accuracy in technical principles relating to stationary, axial, and locomotor movement as well as time, space and energy in place and in straight, curved, and zigzag pathways.	ART.D.I.EL.1ART.D.I.EL.1 – All students will apply skills and knowledge to perform in the arts.ART.D.I.2.1ART.D.I.2.1 – Demonstrate the following skills: run, hop (one foot to the same foot), skip, leap (one foot to the other), jump (from two feet to one or two feet) and gallop in.ART.D.III.EL.1ART.D.III.EL.1 – Observe and describe the action such as skip, gallop, and movement elements such as time, space, force, energy in a movement study.	N/A	DA:Cr3DA:Cr3 – Refine and complete artistic work.	Approx. 30 min
D.E418 DE418 Performance Questions Performance Questions In order to reflect on dance criteria that influence their aesthetic values, students will choose three criteria they feel are most important to their aesthetic values. Students will answer questions in response to a performance piece, with discussion stemming from how the performance piece aligns with their personal tastes. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested	9th, 10th, 11th, 12th	3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.R.1D.HS.R.1 – Students can critically and analytically dissect and discuss intent, process, and product of performance and choreography created by self and others, consider multiple points of view, apply constructive feedback, and engage in productive dialogue with reference to aesthetic standards, cultures, and the history of dance.	ART.D.III.HS.4ART.D.III.HS.4 – Formulate and answer their own aesthetic questions.	R.3R.3 – Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.	DA:Re9DA:Re9 – Apply criteria to evaluate artistic work.	Approx. one 50-min class period
D.E404 DE404 Performance Snapshot Performance Snapshot The teacher will video record an informal performance of the class. Students will critique their personal performance using the Teacher Scoring Rubric. The teacher will also evaluate student performances using the rubric. The teacher may choose to use only three or four dimensions of the rubric to focus the assessment to specific areas of development. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. dance dance assessment exemplars field-tested high school	9th, 10th, 11th, 12th	1, 2, 3 Students who are at any year in a single arts discipline.	2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.	D.HS.P.1D.HS.P.1 – Students can perform as soloists and part of an ensemble with accuracy in movement vocabulary, interpretation, style, musicality, and phrasing with projection and expression, as well as attention to space, time, and energy.	ART.D.I.HS.1ART.D.I.HS.1 – Demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility, and coordination in locomotor and non-locomotor/axial movements.	P.2P.2 – Demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.	DA:Re7DA:Re7 – Perceive and analyze artistic work.	Approx. one 50-min class period
D.T404 DT404 Project and Express Project and Express Students will rehearse and perform a dance piece choreographed by the teacher. Students will receive feedback at each rehearsal. They are to develop strategies to incorporate the feedback in subsequent performances. The final performance will take place before a live audience and will be video-recorded. * Note: Rehearsal days can be spread throughout the semester. They do not need to be consecutive class periods. This item has been voluntarily field tested by Michigan teachers with a non-representative sample of students. field-tested	9th, 10th, 11th, 12th	2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	P.1P.1 – Students can perform as soloists and as part of an ensemble with accuracy in movement vocabulary, interpretation, style, musicality, and phrasing with projection and expression as well as attention to space, time, and energy.	ART.D.I.HS.4ART.D.I.HS.4 – Demonstrate projection while performing dance skills.	P.4P.4 – Perform, present, exhibit, publish, or demonstrate the results of the artistic/creative process for an audience.	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. seven 50-min class periods
D.E301 DE301 Recording Solo Dances 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.	8th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.C.2D.EL.C.2 – Solve movement problems through improvisation, exploration, and discovery.	ART.D.II.MS.2ART.D.II.MS.2 – Learn to artistically and aesthetically keep movement of a single dance in frame with video camera.ART.D.II.8.3ART.D.II.8.3 – Learn to artistically and aesthetically keep movement of a single dance in frame with video camera.	N/A	DA:Cr3DA:Cr3 – Refine and complete artistic work.	Approx. 150 min
D.E403 DE403 Right and Left Phrase Performance Right and Left Phrase Performance Students will demonstrate a new movement phrase containing movement concepts and vocabulary that represent current class content. The phrase will be performed on both the right and left sides. The phrase should be taught and then immediately reversed. This assessment structure could be used for any movement vocabulary. However, this specific assessment will feature locomotor movement with a three-step movement pattern and weight shift through inversion for first-year (Level 1) students, an intermediate level phrase including a direction change within the triplet pattern for second-year (Level 2) students, and an advanced phrase including direction change and elevation within the triplet pattern, as well as a longer suspension within the inversion, for third- and fourth-year (Level 3) students. Teachers may also modify the length of the phrase depending on the appropriate level of difficulty. For example, Level 1 students might be asked to perform a 16-count movement phrase, Level 2 students might be asked to perform a 24-count movement phrase, and Level 3 students might be asked to perform a 32-count movement phrase. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested	9th, 10th, 11th, 12th	1, 2, 3 Students who are at any year in a single arts discipline.	2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.	D.HS.P.1D.HS.P.1 – Students can perform as soloists and part of an ensemble with accuracy in movement vocabulary, interpretation, style, musicality, and phrasing with projection and expression, as well as attention to space, time, and energy.	ART.D.I.HS.5ART.D.I.HS.5 – Demonstrate the ability to remember and perform extended movement sequences.	P.2P.2 – Demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approx. one 50-min class period
D.E131 DE131 Rock the Beat Rock the Beat Students will perform a repeating pattern of slow (macro) and fast (micro) beats to a 16-count phrase (two successive 8 counts). They will count the eight beats of each phrase out loud as they clap or march. This same assessment could also be used with first and second graders. This item does not include a Student Booklet. This item has not been field-tested by Michigan teachers.	Kindergarten	N/A	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.I.EL.5D.I.EL.5 – Demonstrate moving to a musical beat and responding to changes in tempo.	ART.D.I.K.5ART.D.I.K.5 – Introduce moving at moderate tempo while in personal space, with the teacher and without the teacher.	N/A	DA:Pr5DA:Pr5 – Develop and refine artistic technique and work for presentation.	Approximately 45 minutes.
D.E410 DE410 Senses and Improvisation Senses and Improvisation Students will create a 48-count movement phrase combining at least three ideas generated from an improvisation exploration on the topic of extreme weather. This item has not been field-tested by Michigan teachers. connections cross-discipline integration mult discipline multi-discipline science weather	9th, 10th, 11th, 12th	2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.C.1D.HS.C.1 – Students create solo and ensemble movement phrases and choreography; contribute choreography consistent in style and intent of performance theme; craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.II.HS.2ART.D.II.HS.2 – Use improvisation to generate movement for choreography.	C.1C.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, and making analytical, application, aesthetic, and design choices before completion.	DA:Cr3DA:Cr3 – Refine and complete artistic work.	Approx. two 50-min class periods
D.T103 DT103 Sharp and Smooth Energy Sharp and Smooth Energy Students will explore multiple solutions to a given movement problem through the use of energy and the dynamics of movement qualities. This item has not been field-tested by Michigan teachers.	2nd	N/A	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.EL.C.2D.EL.C.2 – Solve movement problems through improvisation, exploration and discovery.	ART.D.II.EL.3ART.D.II.EL.3 – Use improvisation to discover, invent, and solve movement problems.ART.D.II.2.3ART.D.II.2.3 – Explore timing such as fast to slow, strong or light, sharp or smooth, within personal space and general space to discover and invent movement.	N/A	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. 75 min
D.T407 DT407 Solo Choreography Using Theme and Variation Solo Choreography Using Theme and Variation Students will develop a 16-count piece of solo choreography using action words. Then, the student will create a variation by changing the time, levels, direction, or weight. Students will be recorded and reflect on their choreography and performance. This item has not yet been field-tested.	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.	D.HS.C.1D.HS.C.1 – Students create solo and ensemble movement phrases and choreography, contribute choreography consistent in style and intent of performance theme, and craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.II.HS.1ART.D.II.HS.1 – Create and perform combinations and variations in a broad dynamic range.	C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. four 50-min class periods
D.T408 DT408 Solo/ Duet Choreography: Style, Theme, and Intent Solo/Duet Choreography: Style, Theme, and Intent Students will develop choreography that is consistent with the style and intent of a performance theme. This item has not yet been field-tested.	9th, 10th, 11th, 12th	3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.C.1D.HS.C.1 – Students create solo and ensemble movement phrases and choreography, contribute choreography consistent in style and intent of performance theme, and craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.II.HS.1ART.D.II.HS.1 – Create and perform combinations and variations in a broad dynamic range.	C.1C.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, and making analytical, application, aesthetic, and design choices before completion.	DA:Cr3DA:Cr3 – Refine and complete artistic work.	Approx. five 50-min class periods
D.T411 DT411 Solo/ Duet/ Small Group Solo/Duet/Small Group Students will develop choreography that is consistent with the style and intent of a performance theme. Within this process, students will also be guided through the development of the movement from solo to duet/trio to small group. This item has not yet been field-tested.	9th, 10th, 11th, 12th	2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline.	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	C.1C.1 – Students create solo and ensemble movement phrases and choreography, contribute choreography consistent in style and intent of performance theme, and craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.II.HS.2ART.D.II.HS.2 – Use improvisation to generate movement for choreography.	C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.	DA:Cr3DA:Cr3 – Refine and complete artistic work.	Approx. five 50-min class periods
D.E102 DE102 Sport Dance Sport Dance Students will explore sports movement. Then, using a prop, they will create a dance movement phrase that includes a beginning, a middle, and an ending, and that uses the sport movements and the movements of swing, kick, and turn. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested	2nd	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.C.2D.EL.C.2 – Solve movement problems through improvisation, exploration, and discovery.	ART.D.IV.EL.1ART.D.IV.EL.1 – Observe and discuss how dance is different from other forms of human movement such as sports and everyday gestures.	N/A	DA:Cn10DA:Cn10 – Synthesize and relate knowledge and personal experiences to make art.	Approx. 50 min
D.E132 DE132 Storytime Storytime Students should perform and respond to a dance interpretation of a story and should demonstrate an understanding of the story’s words and/or ideas. This assessment can be modified or adapted to meet first-grade and second-grade benchmarks through the use of grade-appropriate stories and words. This assessment could complement an integrated language arts and dance unit on literacy. This item has not been field-tested by Michigan teachers.	Kindergarten	N/A	1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.	D.EL.R.1D.EL.R.1 – Students can observe, analyze, and discuss actions or movements with attention to space, time, and energy, and main ideas/themes of the dance as well as support statements with linkage of concepts from core subject areas, such as patterns, sequence, and transition words.	ART.D.III.EL.4ART.D.III.EL.4 – Present original dances to peers, and discuss their meaning with competence and confidence. ART.D.III.K.4ART.D.III.K.4 – Learn some singing dances.	N/A	DA:Re7DA:Re7 – Perceive and analyze artistic work.	50 minutes
D.T311 DT311 Telling My Story Telling My Story Students will create either a solo or a duet that communicates an idea of personal significance. This piece will include a sequence of movements from at least one of the folk dances learned in class throughout the year. Using folk dance for this assessment is optional. If folk dance is used, include Question 5, Part 1. This item has not yet been field-tested.	7th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.C.1D.MS.C.1 – Students can create rhythmic movement phrases with movement vocabulary, positions, and patterns from two dance styles or traditions with attention to space, time, and energy resulting in a thoughtful demonstration of form and structure.	ART.D.II.MS.2ART.D.II.MS.2 – Create a dance that successfully communicates a topic of personal significance.ART.D.II.7.2ART.D.II.7.2 - Demonstrate the ability to create movement sequences that communicate a topic of personal significance.	N/A	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. 230 min
D.E420 DE420 Theme and Variation—Body Parts Theme and Variation—Body Parts Students will create two movement phrases using theme and variation. One will represent the theme and the other will represent a variation of the theme by changing only the use of time, space, and energy. The movement should remain the same. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. dance dance assessment exemplars field-tested	9th, 10th, 11th, 12th	3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.C.1D.HS.C.1 – Students create solo and ensemble movement phrases and choreography; contribute choreography consistent in style and intent of performance theme; and craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.II.HS.1ART.D.II.HS.1 – Create and perform combinations and variations in a broad dynamic range.	C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. two 50-min class periods
D.E409 DE409 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. field-tested	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.C.1D.HS.C.1 – Create solo and ensemble movement phrases and choreography, contribute choreography consistent in style and intent of performance theme, craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.II.HS.4ART.D.II.HS.4 – Choreograph a duet demonstrating an understanding of choreographic principles, processes, and structures.	C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. two 50-min class periods
D.E330 DE330 Triplet Triplet Students will demonstrate their knowledge and skill of a triplet pattern within multiple genres or traditions of dance, such as ballet (balancé), modern dance (traveling triplet pattern with under-curves and over-curves), and waltz. The genres used may be modified to align to the curriculum being taught. This item has not been field-tested by Michigan teachers.	6th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.P.1D.EL.P.1 – Perform as soloists and part of an ensemble with accuracy in technical concepts (alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery), expression of multiple genres and traditions of dance, and use of space, time, and energy.	ART.D.I.MS.2ART.D.I.MS.2 – Accurately identify and demonstrate basic dance steps, positions, and patterns for dance from two different styles or traditions.ART.D.I.6.2ART.D.I.6.2 – Explore and demonstrate basic dance steps and positions from two different styles or traditions.	N/A	DA:PrDA:Pr 5 – Develop and refine artistic technique work for presentation.	Approximately 45 minutes.
D.T403 DT403 Two Styles, Two Tempos Two Styles, Two Tempos Students will learn centre floor combinations in two contrasting styles of dance with two contrasting tempos. Students will demonstrate their ability to perform each combination accurately and with the appropriate qualities of movement. This item has not yet been field-tested.	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	P.1P.1 – Students can perform as soloists and as part of an ensemble with accuracy in movement vocabulary, interpretation, style, musicality, and phrasing with projection and expression as well as attention to space, time, and energy.	ART.D.1.HS.2ART.D.1.HS.2 – Identify and demonstrate longer and more complex steps and patterns from two different dance styles/traditions.	P.2P.2 – Demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.	DA:Pr4DA:Pr4 – Select, analyze, and interpret artistic work for presentation.	Approx. six 50-min class periods
D.T410 DT410 Use Two Choreographic Devices/ Structures Use Two Choreographic Devices/Structures As a solo or ensemble, students will create a movement phrase that uses at least two choreographic devices/structures. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested	9th, 10th, 11th, 12th	2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline.	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.HS.C.1D.HS.C.1 – Students create solo and ensemble movement phrases and choreography, contribute choreography consistent in style and intent of performance theme, and craft thoughtful movement phrases and dances with a point of investigation and links to core content, technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	II.3II.3 – Through brief dances, demonstrate understanding of structures or forms such as palindrome, theme and variation, rondo, and round, as well as contemporary forms chosen by the student.	Strand.1.C.3Strand.1.C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.	DA:Cr1DA:Cr1 – Generate and conceptualize artistic ideas and work.	Approx. five 50-min class periods
D.T401 DT401 Variation of a Theme Using Jazz Combinations Variation of a Theme Using Jazz Combinations This performance task will use skills from a beginning jazz curriculum. The teacher will select the focus skills for the class level or use the example from this assessment. Students will learn a 16-32 count jazz combination and will then individually adapt this movement phrase to create a variation. Examples of variation of a theme include retrograde, ornamentation, repetition, fragmentation, etc. Intimate Act of Choreography by Lynne Anne Blom is a helpful resource for more information on using theme and variation structure. Students will perform, record, and evaluate. This assessment does not use musical accompaniment to allow for more experimentation and not limit or hinder student choices when creating variations. This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested	9th, 10th, 11th, 12th	1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	C.1C.1 – Students create solo and ensemble movement phrases and choreography, contribute choreography consistent in style and intent of performance theme, and craft thoughtful movement phrases and dances with a point of investigation, links to core content and technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.	ART.D.I.HS.3ART.D.I.HS.3 – Demonstrate rhythmic acuity.	P.2P.2 – Demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. four 50-min class periods
D.T331 DT331 Weight Shift Weight Shift Students will perform skills that require weight shift in isolation, as well as in a sequential movement phrase linking four skills together: pivot step, 3-step turn, roll onto back from sitting or standing position, and a roll down slide out to a plank position. This item has not been field-tested by Michigan teachers.	6th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.P.1D.MS.P.1 – Students can perform as soloists and part of an ensemble with accuracy in technical concepts (alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery), expression of multiple genres and traditions of dance, and use of space, time, and energy.	ART.D.I.MS.1ART.D.I.MS.1 – Demonstrate the following movement skills: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.ART.D.I.6.1ART.D.I.6.1 – Exposure to the concepts of alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.	N/A	DA:Pr5DA:Pr5 – Develop and refine artistic technique for a presentation.	75-85 minutes
D.E311 DE311 Weight-Sharing Improvisation Weight-Sharing Improvisation Students will work with a partner to improvise a short weight-sharing dance piece. Dancers will be assessed based on a provided rubric. Dancers will assess peers based on the Peer Assessment Checklist. Dancers will then self assess using the Artful Thinking Strategy—Connect/Extend/Challenge. Students should have had prior experience in improvisational weight sharing. This assessment could be adapted to sixth and seventh graders. For grades six or seven, the teacher should assign the partners for the duets. For grade six, limit the weight sharing experiences during the improvisation to mutual weight sharing (i.e., pushing and pulling). This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. 8th grade dance dance assessment field-tested	8th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.MS.P.1D.MS.P.1 – Students can perform as soloists and part of an ensemble with accuracy in technical concepts (alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery), expression of multiple genres and traditions of dance, and use of space, time, and energy.	ART.D.I.MS.12ART.D.I.MS.12 – Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight.ART.D.II.8.12ART.D.II.8.12 – Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight.	N/A	DA:Cr2DA:Cr2 – Organize and develop artistic ideas and work.	Approx. 55 min
D.T330 DT330 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.	6th	N/A	3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students.	D.EL.C.2D.EL.C.2 – Solve a composition problem in the context of personal experience.	ART.D.II.MS.2ART.D.II.MS.2 – Create a dance that successfully communicates a topic of personal significance. ART.D.II.6.2ART.D.II.6.2 – Introduce and explore creating movement that communicates a topic of personal significance.	N/A	DA:Cr3DA:Cr3 – Refine and complete artistic work.	Approximately 60 minutes.

Browse MAEIA Performance Assessments

A Fish Out of Water

A Fish Out of Water

A Trip to the Zoo

A Trip to the Zoo

Active Listening and Notation

Active Listening and Notation

Aesthetic Criteria

Aesthetic Criteria

Aesthetic Process

Aesthetic Process

Bag It!

Bag It!

Body Systems Improvisation

Body Systems Improvisation

BrainDance Movement Sequence

BrainDance Movement Sequence

Chance Dance

Chance Dance

Changing Directions

Changing Directions

Changing the Timing of a Movement Phrase

Changing the Timing of a Movement Phrase

Choreographic Intentions

Choreographic Intentions

Choreographic Style and Intent

Choreographic Style and Intent

Choreography Variations Based on Observation and Feedback

Choreography Variations Based on Observation and Feedback

Choreography/ Dance for Camera

Choreography/Dance for Camera

Collaboration Is Key

Collaboration Is Key

Compare and Contrast Folk Dances

Compare and Contrast Folk Dances

Compare and Contrast Two Dances

Compare and Contrast Two Dances

Comparing and Contrasting World Dance Forms

Comparing and Contrasting World Dance Forms

Comparing Compositions with a Mock Twitter Conversation

Comparing Compositions with a Mock Twitter Conversation

Comparing Two Styles Through Locomotor Movement

Comparing Two Styles Through Locomotor Movement

Comparing/ Contrasting the Choreographic Process

Comparing/Contrasting the Choreographic Process

Complementary and Contrasting Space

Complementary and Contrasting Space

Critical Analysis of Media Dance

Critical Analysis of Media Dance

Critical Response Process

Critical Response Process

Dance by Number

Dance by Number

Dance Concert

Dance Concert

Dance Cultures: Hukilau and Hora

Dance Cultures: Hukilau and Hora

Dance Language

Dance Language

Dance Me a Story

Dance Me a Story

Dance Performance & Self-Evaluation

Dance Performance & Self-Evaluation

Dance to the Music

Dance to the Music

Dance vs. Everyday Gestures

Dance vs. Everyday Gestures

Dancing Geometry

Dancing Geometry

Demonstrate Various Choreographic Structures

Demonstrate Various Choreographic Structures

Developing Movement—Skills and Transitions

Developing Movement—Skills and Transitions

Do Now Movement Phrase

Do Now Movement Phrase

Duet Choreography Using Mirroring, Copying, and Complementary Movement

Duet Choreography Using Mirroring, Copying, and Complementary Movement

Dynamics Using Qualities of Energy

Dynamics Using Qualities of Energy

Eight Ways That Humans Travel on Their Feet