ARTS EDUCATION TEACHER HANDBOOK
ARTS EDUCATION TEACHER HANDBOOKELEMENTARY ASSESSMENT ITEMS
Submitted by Jan Adams, Winston-Salem/Forsyth Schools
Title:
Creative Arts Checklist - Dance Assessment
Grade Level or Course
Can be used Grade 3 through high school
Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:
Uses all aspects of Dance Goals 1,2,3, & 4.
| Link with other subjects: Could link with any other subject, depending on content of dance. |
Type of Assessment: _____ Diagnostic __X__ Monitoring __X__ Summative |
Type of Item: _____ Selected Response _____ Written Response __X__ Performance _____ Conversation __X__ Observation |
Alignment with NC High School Exit Exam:
_____ Communication
__X__ Processing Information
__X__ Problem Solving
_____ Using Numbers and Data
Assessmen Itemt:
(See assessment at the end of this item)
Scoring Information:
This will vary widely, depending on age level of child. Whatever score values the teacher attributes to each rubric level must be communicated to the student prior to student work.
Teacher notes:
This is a generic assessment that can be used or adapted for any dance composition.
| Creative Arts Checklist | Dance Assessment | |||||
|---|---|---|---|---|---|---|
| Student_________________________ | Date______________ | |||||
| Products and Performance | Performance Level | |||||
| Expert | Highly Skilled | Growing | Novice |
Non- Participant |
||
| Improvises dance movement to explore ideas | ||||||
| Uses all three elements of dance: time, space, and energy to create movement phrases | ||||||
| Shows evidence of idea, topic, or story, by choice of movement | ||||||
| Shows clear beginning, middle, end. Evidence of an organizational dance form: narrative, ABA, theme and variation, etc | ||||||
| Applies compositional principles: unity, contrast, etc | ||||||
| Uses time wisely | ||||||
| Works well with others | ||||||
Rubric (performance-level criteria)
Expert: Goes beyond what is expected. Can evaluate own work and progress to make aesthetic decisions and add personal insights. Shows boldness, original ideas and high energy. The product or performance stands apart.
Highly Skilled: Uses skills effectively. Work is polished and shows creativity, but student is not a risk-taker. Student stays within comfortable boundaries.
Growing: Still practicing the use of skills and material. Shows evidence of growth and movement to a higher performance level. Student is eager to learn or improve, but shows no evidence of personal ideas or input.
Novice: Lacks organization and effort. Student is unsure and tends to copy others' examples.
Non-participant: Student does not participate.
Parent's/Guardian's signature ________________________________________
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