Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

DANCE AssessmentPerformance Event D.E206

Dance vs. Everyday Gestures

Grade 5

Teacher BookletTeacher DirectionsStudent Directions

Assessment QuestionElements of Dance ChartTeacher Scoring Rubrics

Classroom Score Summary

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ACKNOWLEDGEMENTS

USING THE MAEIA ASSESSMENTS TO DEMONSTRATE EDUCATOR EFFECTIVENESS THE“NEW OLD-FASHIONED WAY” (METHOD 3)

This assessment can be used to demonstrate arts educator effectiveness by organizing and presenting standards-based student performance data along with information about the steps the teacher used to instruct, support, and encourage students.

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Michigan Student Learning Standards Assessed

MAEIA Performance Standard(s)

D.EL.R1–Students can observe, analyze and discuss actions of movements with attention to space, time, and energy, main ideas and themes of the dance, and support statements with linkage of concepts from core subject areas such as patterns, sequence, transition words, etc.

Michigan Content Benchmark(s) and GLCE(s)

ART.D.III.EL.2–Observe and discuss how dance is different form other forms of human movement such as sports and everyday gestures.ART.D.III.5.2–Observe and discuss how dance is different from other forms of human movement, such as sports and everyday gestures.

Intended Students Fifth-grade dance students

Alignment to National Core Arts Standards

Anchor StandardDA:Cn10–Synthesize and relate knowledge and personal experiences to make art.

OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENTStudents 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.

SUGGESTED TOTAL TIME This assessment has four parts to it. The assessment should take 60 minutes to complete, as shown below:

o Part 1–Assessment Question (Day 1, 10 minutes)o Part 2–Everyday Human Movement Observation (Day 1, 10 minutes)o Part 3–Everyday Movement to Abstraction (Day 1, 10 minutes)o Part 4–Performance (Day 1, 30 minutes)

LIST OF REQUIRED MATERIALSThe materials required for this assessment are:

o Student Bookletso Pens or pencils o Elements of Dance Charto Video-recording equipment

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ASSESSMENT SETUPFor this assessment, students will need a sufficient amount of space to explore and develop movement. Students will use the Student Booklet for portions of this activity. Students’ performances in Part 4 should be video recorded.

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

Students need a Student Booklet, a sheet of paper, and access to all materials listed. When ready, say:

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

Pause while students complete the requested information. Then say:

Turn to page 2 in your Booklet and read the directions silently as I read them to you.

Pause while students turn to page 2. Then say:

This assessment has four parts to it: o Part 1–Assessment Questiono Part 2–Everyday Human Movement Observation o Part 3–Everyday Movement to Abstraction o Part 4–Performance

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

PART 1–ASSESSMENT QUESTION This assessment begins with one assessment question. Turn to page 8 in your Booklet. First, write your name in the space provided on page 8. You will have 10 minutes to read and respond to the question.

When you are finished, tear off page 8 and give it to your teacher.

Pause while students answer the question on page 8. Then say:

Time is up. Now it is time to move on to Part 2.

PART 2–EVERYDAY HUMAN MOVEMENT OBSERVATIONFor this part of the assessment, each student will need his or her Student Booklet and a pen or a pencil. Students should be sitting in seats or open space on the floor. When ready to begin, say:

Turn to page 2.

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As you just considered in the assessment question in Part 1, dance is different from other forms of everyday human movement. Choreographers often take everyday actions and play with the movements to make them more dancelike.

Today you will choose three everyday human actions to break down and perform. You will observe and experience ways that dance is both similar to and different from other forms of human movement.

Before you begin, brainstorm the types of movement that you do every day. Brushing your teeth and walking the dog are two examples.

Begin writing everyday human movement ideas in the chart below. You will have 5 minutes to try to fill each box.

EVERYDAY HUMAN MOVEMENT IDEAS

Brushing teeth Walking the dog

Pause to permit students time to write down everyday human movement ideas. When there is 1 minute remaining, say:

You have 1 minute left.

After 1 minute, say:

Time is up. It is time to move on to Part 3 of the assessment.

PART 3–EVERYDAY MOVEMENT TO ABSTRACTIONFor this part of the assessment, each student will need his or her Student Booklet and a pen or a pencil. Each student will be working on his or her own in an open space. When ready to begin, say:

Circle three of the ideas on your chart on page 2.

Pause while students choose three ideas from their charts and circle them. Then say:

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You will create dance movements that demonstrate the humanlike movement of each of the three ideas. This is often called “pedestrian movement.” You will have 5 minutes for this part of the assessment.

Students will spread out into the open space to create movements that demonstrate the everyday movement ideas.

When you get to your personal space, you should begin working on your ideas. Imagine that you are really performing the everyday human movement. You may now move to the open space.

Pause while students work on their ideas. When 5 minutes are up, say:

Time is up. You should have some ideas of everyday human movement. Please sit down in your personal space to listen to next set of directions.

PART 4–PERFORMANCEFor this part of the assessment, each student will need his or her Student Booklet, a pen or a pencil, and open space to move. Students will need to be placed into groups of four or five for recording the performance. The teacher should make sure that the video-recording equipment is set up and ready to use. When ready to begin, say:

Some ways that dancers and choreographers make everyday movement more dancelike are by incorporating the elements of dance (time, space, and energy) using repetition; changing the speed of movements; making them faster or slower; exaggerating movements and making them bigger or smaller; adding facial expressions; or adding transitions from one movement to the next. These are just a few of the ways to play with and abstract the movement.

You should choose one of your three ideas in order to go more in depth and problem solve for new ways of thinking. First, write the everyday movement idea you chose in the Action Word Manipulation Chart on page 4 of your Booklet.

Pause to allow time for students to open their Student Booklets to page 4 and write down one everyday movement idea. Then say:

Next, find the action word, or verb, of your everyday movement. For example the action of brushing teeth is “brushing” and the action for walking the dog is “walking.” Write the action word in the space provided on page 4 in your Booklet.

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ACTION WORD MANIPULATION CHARTEveryday Action

Action Word

ACTION WORD BODY ACTION SPACE TIME ENERGY

Example:

Brushing

Brush one body part under/over another body part

Brush legs while in a low level

Brush arm as quickly and vigorously as possible

Action:

Come up with three new and interesting ways to perform your action word. You must be able to repeat each movement three times in a row. Write down your ideas in your Student Booklet. The Elements of Dance Chart is included on page 5 to give you ideas on different ways to vary your action word.

Using the elements of dance will help you to create new ways to perform the action. For the action word “brushing,” one might first brush legs while in a low level, then brush an arm as quickly and vigorously as possible, and, finally, perhaps brush one body part under/over another body part. You will create new ways to perform the action.

You have 5 minutes to do this.

When there are 2 minutes remaining, say:.

There are 2 minutes remaining. Be sure to write your ideas in your Student Booklet.

When time is up, say:

Time is up. Everyone sit down right where you are.

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ELEMENTS OF DANCE CHARTWho? Does what? Where? When? How?

A Dancer Moves Through space And time With energy

Body Action Space Time Energy

Parts of the body:head, eyes, torso, shoulders, fingers, legs, feetInitiation: core, distal, mid- limb, body partsPatterns: upper/lower body, homologous, contralateral, midlineBody shapes:symmetrical/asym-metrical rounded,twisted, angular,arabesqueBody systems:muscles, bones, organs, breath, balance, reflexesInner self:senses, perceptions, emotions, thoughts, intention, imagination

Non-locomotor (axial):stretch, bend, twist, turn, rise, fall, swing,rock, tip, shake, suspendLocomotor (traveling):slide, walk, hop,somersault, run, skip, jump,do-si-do, leap,roll, crawl,gallop, chainé turns

Size: large, small, narrow, wideLevel: High/ medium/lowPlace: on the spot (personal space), through the space (general space), upstage/downstageDirection: forward/backward, sideways, diagonal, right/leftOrientation: facingPathway: curved/straight,zig-zag, randomRelationships: in front, beside, behind, over, under, alone/connected, near/far, individual & group proximity to object

Metered:pulse, tempo, accent, rhythmic patternFree Rhythm:breath, open score, sensed time, improvisation, cuedClock Time:seconds, minutes, hoursTiming relationships:before, after, unison, sooner than, faster than

Attack:sharp/smooth sudden/sustainedWeight:strength, push, horizontal, impacted Lightness: resist the down, initiate upResiliency: rebound, even up and downFlow:free, bound, balanced, neutralQuality:flowing, tight, loose, sharp, swinging, swaying, suspended, collapsed, smooth

© 2009 Perpich Center for Arts EducationAdapted from Dance Education Initiative Curriculum Guide (1996; Revised 2004) and the ACE Dance Program 2004 – 2006. May be reproduced for classroom use by teachers.

You will now perform in groups of four or five.

You will perform the original everyday movement action, and then your three new movement ideas. Each part is to be repeated three times. Your performance will be video recorded for later evaluation by your teacher. You will be assessed on your

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demonstration of the ability to transform an everyday human movement and make it more dancelike by using the elements of dance.

The Teacher Scoring Rubric–Performance that will be used to evaluate your performance is on page 6 of your Booklet. Review Level 4, the highest level of performance.

TEACHER SCORING RUBRIC–PERFORMANCEDimension 1 2 3 4EverydayHumanMovement

Idea communicated was unclear. Thoughts seem unorganized and movement was unclear.

Work was required to understand the idea communicated.

Communication of an idea was clear.

Communication of an idea was very clear.

Action Word Exploration

Student demonstrated no unique or creative ways to perform action word by incorporating ideas of body, action, time, space, and energy.

Student demonstrated one unique and creative way to perform action word by incorporating ideas of body, action, time, space, and energy.

Student demonstrated two unique and creative ways to perform action word by incorporating ideas of body, action, time, space, and energy.

Student demonstrated three unique and creative ways to perform action word by incorporating ideas of body, action, time, space, and energy.

Repetition Student was unable to repeat the movements the same way three times in a row.

Student was able to repeat the movements but not the same way three times in a row.

Student was able to repeat some of the movements the same way three times in a row.

Student was able to repeat each of the movements the same way three times in a row.

When your name is called, you will stand up where you are and prepare yourself to perform. When you have finished, hold your ending shape until all performers in your group are finished.

The following students should please stand up and walk to your personal space.

Call out students to represent the first group of performers. Students will move to the open space and make the opening shape. When all students are ready provide the signal to begin. When the group is finished performing say:

Thank you. Quickly move back to your seats as the next group prepares to perform.

Provide the signal to begin. Continue this pattern until all students are finished. When all groups are finished, say:

Please leave your Student Booklet on your desk.

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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used in conjunction with the Teacher Scoring Rubric-Performance found in the Teacher Booklet. The teacher should be familiar with the different levels for each dimension in the rubric so that the chart can be filled out accordingly.

D.E206 Teacher _ ______________________________ Class _______________________________________

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Student NameEveryday Human

MovementAction WordExploration Repetition

[This page is on page 8 of the Student Booklet. Response space is condensed in the Teacher Booklet.]ASSESSMENT QUESTIONAnswer the assessment question below. The Teacher Scoring Rubric–Assessment Question that will be used to evaluate your response is shown below.

Name ___________________________________________________________________

1. Describe three ways an everyday action can be made more dancelike.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

TEACHER SCORING RUBRIC-ASSESSMENT QUESTIONDimension 1 2 3 4Making Everyday Action Dance-Like

Unable to describe ways an everyday action can be made more dance-like.

Able to describe one way that an everyday action can be made more dance-like.

Able to describe two ways an everyday action can be made more dance-like.

Able to describe three ways that an everyday action can be made more dance-like.

[Key: Possible correct responses for assessment question:

Some ways that dancers and choreographers make everyday movement more dancelike is by: incorporating the elements of dance (time, space, and energy), using repetition, changing the speed of movements and making them faster or slower, exaggerating the movements and making them bigger or smaller, adding facial expressions, adding transitions from one movement to the next.]

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