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.
Arts educators can administer MAEIA performance assessments, then use our new online platform—Michigan Collaborative Scoring System (MI-CSS), powered by OSCAR Classroom—to collaboratively score student responses with reliability achieved through peer review.
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.
Scroll to see the entire catalogue or use the form to search. Hover over the standards' code to read it. All items have an overview. Field-tested items may have exemplars attached to the rubrics.
Showing all results for "Dance"
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.
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
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.
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
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.
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.
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
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
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.
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
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.
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.
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.
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
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.
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
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.
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.
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.
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.
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.
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
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.
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
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.
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
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.
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
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
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.
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.
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
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.
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.
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
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.
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.
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
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
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.
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.
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.
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.
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.
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.
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
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.
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.
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
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.
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.
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.
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.
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.
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
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
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.
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.
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.
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.
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.
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.
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
Students will perform movement skills with accuracy in isolation from other movement.This item has not yet been field-tested.
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.
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.
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.
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.
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
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
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
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.
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
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.
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
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.
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.
Students will develop choreography that is consistent with the style and intent of a performance theme.This item has not yet been field-tested.
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.
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
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.
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.
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
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
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.
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.
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
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
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.
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
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.