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ARTS EDUCATION TEACHER HANDBOOK

DANCE :: MIDDLE SCHOOL ASSESSMENT ITEMS

MIDDLE SCHOOL 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:

Language Arts
Information Skills
Computer Technology goals
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 Item:

(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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