Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

DANCE AssessmentPerformance Event D.E132

Storytime

Kindergarten

Teacher BookletTeacher DirectionsStudent Directions

Teacher Scoring RubricReflection

Classroom Score Summary

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Licensing Statement

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ACKNOWLEDGEMENTS

USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 1)This assessment can be used to demonstrate arts educator effectiveness by changing the prompt (such as musical selection, play, work of art) used, if any, and repeating the item one or more times either in the current school year or the next one. 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.

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Michigan Student Learning Standards Assessed

MAEIA Performance Standard(s)

D.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.

Michigan Content Benchmark(s) and GLCE(s)

ART.D.III.EL.4–Present original dances to peers, and discuss their meaning with competence and confidence.ART.D.III.K.4–Learn some singing dances.

Intended Students Kindergarten dance students

Alignment to National Core Arts Standards

Anchor Standard DA:Re7–Perceive and analyze artistic work.

OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENT 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.

SUGGESTED TOTAL TIME This assessment has three parts to it. The assessment should take 50 minutes to complete, as shown below.

o Part 1–Story Dance Improvisation (Day 1, 10 minutes)o Part 2–Story Dance Performance (Day 1, 20 minutes)o Part 3–Story Dance Analysis (Day 2, 20 minutes)

LIST OF REQUIRED MATERIALSThe materials required for this assessment are:

o Student Bookletso Pens or pencils o Video-recording equipmento A story chosen by the teachero A chime

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ASSESSMENT SETUPFor this assessment, students will need a sufficient amount of space to explore and develop movement. The room should provide open space for students to move in and around their personal space safely.

Video-recording and playback equipment is required. Video recording and playback of the story dance will permit the teacher to individually view and evaluate students’ performances. Video playback for the students will allow them to view the class performance and their individual performance for self assessment and reflection.

The teacher should read aloud all of the student directions. The teacher may clarify any instructions for students, remind students how to complete their responses, and encourage them to do their best.

The teacher should also read the chosen story to the class. When selecting a story for movement interpretation, consider a text that “paints a picture” for the students with simple, clear imagery. The story might have a message or concept that relates to classroom subject learning. For example, Dr. Seuss’ My Many Colored Days explores colors and feelings, while The Shape of Me and Other Stuff is all about the shape of things.

DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections for teachers are in regular text. Directions to be read to students are in bold.

Each student needs a Student Booklet and a pen or pencil. When ready, say:

You each should have a Student Booklet and a pen or pencil. Begin by filling in the information requested on the front cover.

Pause while students complete the requested information. Then say:

Now turn to page 2 in your Booklet and follow along as I read the directions aloud.

Pause while students turn to page 2. The teacher may assist any student who needs help with this step. Then say:

This assessment has three parts to it: o Part 1–Story Dance Improvisation (Day 1)o Part 2–Story Dance Performance (Day 1)o Part 3–Story Dance Reflection (Day 2)

The directions for each part are given in the Student Booklet.

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PART 1–STORY DANCE IMPROVISATION (DAY 1) The teacher should make sure that video-recording equipment is set up and ready to use prior to class. The center of the space should be in frame, allowing for the whole class to be recorded at a time. Each student needs a Student Booklet and a pen or pencil. The teacher should select word cues that represent the beginning, middle, and end of the story. The selected word cues should be written on the white board to provide guidelines for students. When ready, say:

Today you will create movement for the words of a story (fill in the name of the story).

Each student will interpret the words in his or her own way, using improvisation. Improvisation is when the dancer makes up movement without specific preparation.

As the story is read aloud, follow the word cues (signals) to direct your movement.

Point to where the word cues are posted for students to see. Then say:

When there is a pause between word cues, freeze your shape and wait for the next word(s) to be read. The video recording will capture the class movement interpretation of today’s story.

The Teacher Scoring Rubric that will be used to evaluate your story dance is on pages 2 and 3 of your Student Booklet. Review Level 4, the highest level of performance. Your performance will be observed and scored on four dimensions.

Read the rubric dimensions aloud to the students.

TEACHER SCORING RUBRIC

Dimension 1 2 3 4

Create/ improvise original dance movement

Student needs assistance with improvisation.

Student is successful with improvisation some of the time.

Student is successful with improvisation most of the time.

Student is successful with improvisation all of the time.

Perform the movements with the word cues of the story

Student needs assistance creating story dance movements for the word cues.

Student creates story dance movements for some of the word cues.

Student creates story dance movements for most of the word cues.

Student creates innovative movements for all of the word cues.

Stay in my personal space throughout the story dance.

Student needs assistance staying in his/her personal space.

Student stays in his/her personal space some of the time.

Student stays in his/her personal space most of the time.

Student maintains his/her personal space all of the time.

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No talking or laughing

Student needs assistance performing without talking or laughing.

Student performs without talking or laughing some of the time.

Student performs without talking or laughing most of the time.

Student performs the story dance without talking or laughing all of the time.

Now, find a personal space, and stand quietly as you begin the story dance.

Pause while students find a personal space. When ready, turn on the video-recording device and read the story slowly, pausing and offering guidance where needed as the students improvise/create movement to the words. When you have finished reading the story and students have finished performing, say:

Excellent work, students! You have demonstrated many different ways to dance to the word cues and share the story from the beginning, through the middle, to the end. Thank you for remembering to move quietly and staying in your personal space. Now it is time to move on to Part 2.

After recording all students, move on to Part 2 of the assessment.

PART 2–STORY DANCE PERFORMANCE (DAY 1)For this part of the assessment, students will perform their story dance in two groups (1s and 2s). Divide the class into two groups by counting off students. Each group will perform the story dance one time. The teacher should make sure that video recording equipment is set up and ready to use, allowing half the class to be in frame. When ready to begin, say:

All 1s, find a personal space in the performance area. All 2s, sit in front of the room as the audience. Performers, listen for the story word cues to be read as the signal to begin your story dance.

Pause while the two groups of students find their places. When Group 1 is ready to perform, turn on the video-recording equipment and slowly read the story aloud. When all students have performed, say:

Now students, you will switch places. Group 2 students, please find your places in the performance area.

Pause while students in the second group prepare to perform. When Group 2 is ready to perform, turn on the video-recording equipment and slowly read the story aloud. When Group 2 has performed, say:

Group 2, take your seats.

Pause while Group 2 students return to their seats. Then say:

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Take a minute to share some reflections of your story dance experience with a partner. Turn to a partner next to you and listen as your teacher reads aloud the reflection questions. You will each have 1 minute to respond to the questions with your partner.

Read the reflection questions one at a time, giving each partner 1 minute to share with one another. Sound a chime to signal to the students that time is up, and then read the next question. The teacher should select at least four of the sample turn-and-talk questions for use. When finished, say:

SAMPLE TURN AND TALK QUESTIONSWhat word cues and movement represented the beginning of the story?

What word cues and movement were in the middle of the story?

What word cues and movement happened at the end of the story?

What was your favorite part of the story dance? Why?

What was the hardest part to improvise or create? Why?

Do you think dancing today’s story has changed the way you feel about the story?

When finished, say:

Time is up. Close your Student Booklet and leave it on your desk.

PART 3–STORY DANCE REFLECTION (DAY 2)For this part of the assessment, each student will need his or her Student Booklet and a pen or pencil. Students should be comfortably seated to view the video. Video-playback equipment should be set up prior to class and ready to use. When ready to begin, say:

Today, you will watch the video recording of the class story dance.

You will use the Story Dance Performance Self-Evaluation Checklist on page 4 of your Student Booklet to assess your performance.

Explain to the students the meaning and importance of assessment by re-stating the “I can” dimensions listed in the scoring rubric. When ready, say:

First, you will watch the story dance performances of the two groups.

After video playback of the two groups’ recordings, say:

Now, use the Story Dance Performance Self-Evaluation Checklist to assess your own performance. Listen as your teacher reads each dimension aloud, and place a check in the box that best represents your answer about how you performed the dance.

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When you have finished reading each choice and all students have finished marking their responses, say:

Time is up. Close your Student Booklet and leave it on your desk.

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[This page is on page 4 of the Student Booklet.]PART 3–REFLECTION

Name ___________________________________________________________________

STORY DANCE PERFORMANCE SELF-EVALUATION CHECKLIST

YES, I DID STILL WORKING

I can create/improvise the dance movements on my own.

I can perform the movements with the word cues of the story.

I can stay in my personal space throughout the whole performance.

I can perform the story dance without talking or laughing.

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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.

D.E132 Teacher __________________________________ Class _______________________________

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STUDENT NAME IMPROVISATION FOLLOW WORD CUES

STAY IN PERSONAL SPACE

NO TALKING OR LAUGHING