Introduction

Dance Analysis

Section 1

Section 2 

Section 3

Section 4

Management Suggestions

Assessment Strategy

Teacher Reflections

Dr Hopper Website
 

Assessment  

Student Learning

We decided to use a rubric to measure student learning, progress, and success for our creative movement sequence.  Assessing students' performance in creative dance can be very difficult, so we provided student examples to help give a better idea of what students' movements should look like. The attached rubric is the suggested assessment tool for this dance unit but other forms of assessment can be used.  Even though these expectations should be assessed, students' effort and enjoyment during the experience should always be considered.

 Grade 2/3 "The Uninvited Guest” Assessment Rubric

Level   Category	Does Not Meet Expectations	Minimally Meets Expectations	Fully Meets Expectations	Exceeds Expectations
Basic Patterns and Dance Steps	Cannot replicate simple movements.	Able to do some of the basic movements.	Can do all of the basic movements with little error, and keep in time with the beat of the music.	Is able to do all of the basic movements without mistake, and with excellent timing to the music.
Body and Space Awareness	Running into other students; standing close to walls during participation	Are moderately able to keep in own space, although will bump into others	Is able to function in own space most of the time, and is able to move throughout the larger space without incident	Fully aware of body and space, and is cautious of other children’s space in the class
Relationships	Can not work cooperatively with partner and does not understand idea of AB relationship	Has some difficulty cooperating and performing with partners, has some understanding of working in an AB relationship	Works cooperatively with partner in AB relationship	Works cooperatively with partner, understands AB relationship, still tries levels, pathways, and effort in partner relationship
Creating Movements	Unable to create a simple movement pattern	Able to create, with little guidance, and demonstrate small movement sequences	Can create and perform movement sequences  with some originality	Creates and performs unique and original movement sequences
Participation	Does not participate in the lessons	Participates in most of the lesson, but remains still during some of the movements	Participates in the lessons with enthusiasm and does all of the movements	Enthusiastic and energetic participation, with insightful and helpful input when asked