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ARTS EDUCATION TEACHER HANDBOOK

DANCE :: HIGH SCHOOL ASSESSMENT ITEMS

HIGH SCHOOL ASSESSMENT ITEMS

 

Submitted by Tiffany Rhynard, Wake County Public Schools

Title
Solo Dance Composition-Final or Mid-term exam

Grade Level or Course
9-12, Advanced Modern Dance (Dance Level IV)

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:

1.01-Demonstrate kinesthetic awareness with a high level of consistency and reliability through the use of proper body alignment while performing dance.

1.03-Demonstrate a high level of consistency and reliability in performing advanced advanced modern dance technique.

1.04-Revise, refine, and evaluate for accuracy the performance of a selected dance.

1.05-Choreograph a dance featuring the use of basic dance elements.

2.03-Validate the selection and use of stimuli in personal choreography.

2.04-Improvise, create, and perform dances based on own ideas and concepts from other sources.

2.05-Utilize and manipulate various structures and/or forms of dance in dance compositions.

3.01-Integrate movement with choreographic intent to communicate ideas with individual style and clarity.

3.03-Critique how effectively technical/theatrical elements in personal choreography and works of others affect the meaning of dance.

4.01-Critique the creative process used in choreographing a dance articulating what was lost or gained by artistic decisions made.

4.02-Formulate and justify a personal set of aesthetic criteria for dance.

8.02-Demonstrate the use of concentration and focus with a high level of consistency and reliability as part of the role of a performer of dance.

 

Link with other subjects:

N/A
Type of Assessment:

_____ Diagnostic
_____ Monitoring
__X__ Summative
Type of Item:

_____ Selected Response
__X__ Written Response
__X__ Performance
_____ Conversation
_____ Observation

 

Alignment with NC High School Exit Exam:

  1. Analyze information by comparing, contrasting, and summarizing to make informed decisions.
  1. Use patterns, relationships, and trends to draw inferences and make predictions concerning environmental and social outcomes.
  1. Synthesize information from several sources to apply that information to a new situation.
  1. Interpret multiple sets of data to determine the best course of action.

  2. Plan logical steps and organize resources to accomplish a task within a given time frame.

  3. Evaluate situations to determine conflict and resolution.

 

Assessmen Item: (see Lesson Plan that aligns with this Assessment Item)

  1. Choose one of the 3 choreographic prompts. You will be given time in class to create and develop a movement solo no shorted than 1 & minutes and no longer than 3 minutes in length.

  2. Choose one selection of music from the music bank provided. You will be required to use the entire piece of music (no fading or cutting the music).

  3. Refer to the rubric created in class for guidance in composition expectations, performance criteria, and project objectives. You will be asked to self-evaluate your process, development of intentions, and execution of your solo.

  4. In addition to the self-evaluation, you will be required to produce a 1-2-page typed paper illustrating your choreographic intentions, you means of achieving them, and areas where you feel need further development or where there are areas of weakness.

  5. Halfway through the creative process, you will be asked to show your work in progress and receive feedback from your peers and the teacher. This information will serve as a tool to help you clarify your intentions, edit unnecessary material, and strengthen areas that are underdeveloped.

Scoring Information:

  1. Self-evaluation Rubric-Students will self-evaluate individual work

  2. Performance Rubric- Filled out by the teacher assessing your progress throughout the course of the composition project, how you responded to group feedback, and the final performance.

  3. Choreographic Intent Summary. 1-2-page typed paper illustrating your choreographic intentions.

  4. A final score will be obtained by averaging the two rubrics with the written 1-2-page Choreographic Intent Summary. The evaluation rubrics will account for 80% of your grade (40% each) and the Summary will account for 20% of your grade.

Teacher notes:

Students should be equipped with a clear understanding of some of the basic compositional elements in dance (variety, contrast, unity, transition, repetition, and sequence). They should know how to use creative and critical thinking skills to problem solve, explore movement possibilities, execute advanced modern dance vocabulary, and establish a cohesive theme that ties the composition together. Students should be able to justify the reasons for their artistic decisions and formulate a personal set of criteria for how they perceive dance. The teacher can be expected to modify, adapt, or add to the proposed lesson plan depending on the level and skill of the students. The rubric illustrated in this assessment can be generated in class with the students or by the teacher. The performance rubric was intended to be an evaluation by the teacher but could also be created with input from the students. The teacher may choose to change the percentages of how the final grade is determined.

Optional Follow-up Activities:

  1. View videotape (if applicable) with the students after you have handed back their evaluation rubrics. Various class discussions could be held on clear intentions in sequence, execution of movement, smooth transitions, or the translation of dance to video (how this flattens the image).

  2. Watch video clips of professional choreographers and dancers. Discuss clarity in their work and precision in the dancer's movement.

  3. Have the student's revise their solos based on feedback from the teacher and from their peers.

  4. Have the students re-work the solo with the incorporation of a new prompt or added structure.

  5. Incorporate the solo work into a group project with similar guidelines.

 

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