Creative Dance

Introduction

Dance Analysis

Section 1

Section 2 

Section 3

Section 4

Management Suggestions

Assessment Strategy

Teacher Reflections

Student Reflections

Lesson Plans

Dr Hopper Website
 

Assessment  

Rubric:

The following rubric outlines the key aspects of dance that we feel are important to assess for a grade one introductory creative dance unit. 

Body and spatial awareness is important to assess because at this stage of development children are still learning to move their bodies in space without colliding with each other, benches and other equipment in the gym.  Students also need to be reminded to keep themselves away from distractions in the gym while they are dancing. 

Shapes and levels are important because having students focus on the huge variety of possibilities each movement presents forces them to connect the imagery to the dance and the action words.  This is a cross-curricular link.  Shapes and levels were also a large focus of our teaching and as such should be part of our assessment focus. 

Music relationships are an important area to assess because at this age students may have trouble simply keeping a steady beat, so much instruction may be needed in order to get students moving with the steady beat and being aware of the music that is playing.  We want to assess whether our students are listening to the beat, keeping the beat and able to recognize dynamic changes in the music that correspond to changes in the dance steps. 

Finally, we decided to assess partner relationships because working in groups is hard for students of all ages, and because partner relationships are important to not only the form, but the imagery of the dance we want to make sure that our students are responding appropriately to their partners while in the dance class.

Level:   Category:	Exceeds Expectations	Meets Expectations	Marginally Meets Expectations	Does Not Meet Expectations
Body and Spatial Awareness	- Student always demonstrates an awareness of their body moving through space.  - Moves safely in his/her own space, aware of others around him/her. - Never bumps into and collides with others.	- Student usually demonstrates awareness of their body moving through space.  - Moves safely in his/her own space, usually aware of others around him/her. - Rarely bumps into and collides with others.	- Student occasionally demonstrates awareness of their body moving through space.  - Often does not move safely in his/her own space as is not aware of others around him/her.  - Sometimes bumps into and collides with others.	- Student does not demonstrate awareness of their body moving through space.  - Does not move safely in his/her own space.  Is not aware of others around him/her.  - Often bumps into and collides with others.
Shapes/levels	- Student always shows use of varied shapes and levels.  - Student always demonstrates ability to hold his/her shape. - Shape/level reflects action word. • skip • hide • run • jump • collapse - Distinct shapes and levels always used, always in character of dance	- Student usually shows use of varied shapes and levels. - Student usually demonstrates ability to hold his/her shape. - Shape/level usually reflects action word. • skip • hide • run • jump • collapse - Distinct shapes and levels usually used.  Stays in character of dance most of the time	- Student occasionally shows use of varied shapes and levels. - Student occasionally demonstrates ability to hold his/her shape. - Shape/level occasionally reflects action word. • skip • hide • run • jump • collapse -Distinct shapes and levels rarely shown.  Often out of character.	- Student does not show use of varied shapes and levels. - Student does not demonstrate ability to hold his/her shape. - Shape/level does not reflect action word. • skip • hide • run • jump • collapse -Does not show distinct shapes, stands around, out of character
Music Relationships	- Student always moves with the beat of the music. - Student always recognizes that changing patterns in music reflect changing patterns in dance.	- Student usually moves with the beat of the music. - Student usually recognizes that changing patterns in music reflect changing patterns in dance.	- Student occasionally moves with the beat of the music. - Student occasionally recognizes that changing patterns in music reflect changing patterns in dance.	- Student does not move with the beat of the music. - Student does not recognize that changing patterns in music reflect changing patterns in dance.
Partner Relationships	- Student always works cooperatively with partner. • is enthusiastic and    does not complain     about partner    chosen • decides quickly    who will be A and    who will be B • remains in hiding    position while    partner is moving,    anticipates and    moves quickly at    his/her turn • locates partner    quickly and move    towards partner    quickly with the    music	- Student usually works cooperatively with partner. • does not complain    about partner    chosen • is able to decide    without fighting    who will be A and    who will be B • remains in hiding    position while    partner is moving,    recognizes and    moves at his/her    turn • locates partner and    moves toward    partner with the    music.	- Student occasionally works cooperatively with partner. • some complaining    about partner    chosen • takes time/argues    about who will be    A and who will be    B • focuses on partner    moving instead of    holding hiding    position and is      slow    to recognize (or is    confused) when to    move at his/her    turn • loses partner and    may not move    toward partner    with the music	- Student does not work cooperatively with partner. • complains about    partner, wants new    partner • needs teacher    assistance to    decide    who will be A and    who will be B • follows partner,    not    recognizing when    to stop and hold    hiding shape • does not locate    partner and begins    next movement    sequence alone