Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

DANCE AssessmentPerformance Task D.T309

Comparing Compositions with a Mock Twitter Conversation

Grade 8

Student BookletStudent Directions

Assessment QuestionsTeacher Scoring Rubrics

Student Worksheets

Name: ______________________________________

Teacher: ______________________________________

School: ______________________________________

Date: ______________________________________©2018. Please reference the Licensing Statement on this page.

Licensing Statement

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ACKNOWLEDGEMENTS

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STUDENT DIRECTIONSThis assessment has six parts to it: o Part 1–Assessment Questions (Day 1)o Part 2–Analyzing Piece 1 (Day 1)o Part 3–Analyzing Piece 2 (Day 2)o Part 4–Identifying Potential Patterns (Day 2)o Part 5–Creating a Mock Twitter Conversation (Day 2)o Part 6–Mock Twitter Conversation (Day 3)

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

PART 1–ASSESSMENT QUESTIONS (DAY 1) This assessment begins with three assessment questions. Turn to page 12 in your Booklet. First, write your name in the space provided on page 12. You will have 10 minutes to read and respond to the three questions.

When you are finished, tear off page 12 and give it to your teacher.

PART 2–ANALYZING PIECE 1 (DAY 1) For this assessment, you will compare two compositions by a single choreographer.

In your comparison, you will look for patterns in space (shape and pathways), time (tempo and rhythm), and energy (movement qualities).

First, you should infer meaning based on the patterns of these elements—space, time, and energy. Then you should reflect on how you would make different choices.

Next, you will develop a series of questions to pose to the choreographer in a mock interview, formatted for Twitter.

Last, you will take on the identity of the artist to answer those same questions from his or her point of view.

The Teacher Scoring Rubric that will be used to evaluate your analysis and inquiry is on page 3 of your Student Booklet. Review Level 4, the highest level of performance.

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TEACHER SCORING RUBRIC–ANALYSIS AND INQUIRYDimension 1 2 3 4

AnalyzeHow are the dances organized?

Student uses general statements without supporting details and does not reference the elements of dance.

Student includes some supporting detail in regard to some of the elements of dance.

Student includes some specific details when discussing the use of the elements of dance.

Student uses specific details when discussing the use of the elements of the dance and provides insight as to how the choreographer’s choices convey meaning.

InterpretWhat is happening?

Student does not identify the concept of the work and makes only general statements about plot or the development of an idea.

Student identifies the concept of the work and makes one or two specific statements about the plot or the development of an idea by referencing the relationship between the dancers and the audience.

Student identifies the concept of the work and connects the actions of the work to the motivations of the piece.

Student describes the concept and motivation of the work by connecting the piece to a larger context such as current events, when the piece was made, and the choreographer’s biography.

EvaluateWhat do I think about the work?

Student struggles with evaluating the work beyond “I like” or “I dislike” statements.

Student is able to support his or her opinions of the work with details of how the elements “worked” or “didn’t work.”

Student evaluates the work by explaining why the elements of dance did or did not support the concept of the piece.

Student provides solutions to how the elements of dance could be better used to support the concept of the piece.

InquireWhat do I want to ask?

Student struggles to identify questions for the choreographer beyond general observations.

Student is able to identify a couple of appropriate questions relating to the structures of the choreographer’s work.

Student is able to produce multiple questions that specifically reference the use of elements of dance and the meaning of the work.

Student produces a number of specific questions about the motivation and meaning of the work by including connections to larger ideas (choreographer’s biography, body of work, other subject areas, current events, etc.) with the support of detail regarding the elements of dance.

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To start this assessment, watch the first of the two samples of choreography by the same artist. As you are watching, note the use of space, time, and energy.

After viewing the first work, you will be given a few minutes to write your observations. Use the Notes on Performance Pieces Worksheet on page 6 in your Booklet. Please turn to page 6 now.

Here you see a page on which you may take notes on the piece in regard to space, time, and effort while you are watching. Now you will see Piece 1.

Then turn to pages 7 and 8 in your Booklet and look at the Performance Piece Worksheet.

Please answer the questions and complete the prompts based on your observations of Piece 1. You will have 10 minutes to complete this portion of the assessment.

PART 3–ANALYZING PIECE 2 (DAY 2) To continue this assessment, you will watch the second of two samples of choreography by the same artist. As you are watching, note the use of space, time, and energy.

After viewing the work, you will be given a few minutes to write your observations on the piece in regard to space, time, and energy. Use the Notes on Performance Pieces Worksheet on page 6 in your Booklet. Please turn to page 6 now.

Then turn to pages 7 and 8 in your Booklet and look at the Performance Piece Worksheet.

Please answer the questions and complete the prompts based on your observations of Piece 2. You will have 10 minutes to complete this portion of the assessment.

PART 4–IDENTIFYING POTENTIAL PATTERNS (DAY 2) You have now seen two choreographic works by the same artist. In the next part of the assessment, you will compare your observations regarding the use of space, time, and energy to identify potential patterns within this choreographer’s works.

Look at pages 7-8 in your Booklet—the Performance Piece Worksheet. Please respond to the three parts of question 4 on page 8, based on your observations of Pieces 1 and 2.

You will have 10 minutes to answer these questions.

PART 5–CREATING A MOCK TWITTER CONVERSATION (DAY 2)For the next part of the assessment, you will work in pairs to develop a series of questions that you would pose to the choreographer, if you had the opportunity.

In your work so far, you have identified commonalities between two works by the same artist. At this point, you predict that these commonalities might also be trends in other work by the artist. In order to find out if these trends exist, you would need to view additional samples of the artist’s choreography.

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You may have questions for the choreographer that would help you understand if the choreographic choices in the works you viewed resulted from habits developed from his or her aesthetics or if they were intended to convey ideas specific to each work and only coincidentally had these commonalities.

In this portion of the assessment, you will identify the questions you would like to ask the choreographer to help you make these distinctions. You will do this as if you were interviewing the artist on Twitter. This means that each of your questions must be a “tweet” of 140 characters or fewer and should be able to be answered in one or two tweets, also consisting of 140 characters each.

Please turn to page 10 of your Student Booklet to find the Twitter Worksheet–Part A. Write your name and your partner’s name on the line on this page.

PART 6–MOCK TWITTER CONVERSATION (DAY 3)In the previous part of the assessment, pairs of students wrote six questions they could pose to the choreographer via Twitter. Next, you will pretend to be the choreographer while you answer three of the six questions developed by a classmate in a different group.

Your teacher will hand you one of the pages that another pair of students wrote on—pages 10 and 11 torn off from their Student Booklets.

You and your partner are to answer all six question tweets from your classmates on page 11, the backside of the page on which the six questions are listed.

First, write your name and your partner’s name on Twitter Worksheet–Part B on page 11.

Look over the six tweets you were given. Each of you should select half of them for your written response. Each student will answer three questions total—one about space, one about time, and one about energy—using tweets consisting of 140 characters or fewer.

In the spaces provided, write the tweeted questions you chose. Do this for all three questions.

Then, you will write tweets to respond to the questions. You have 20 minutes to complete this step. Answer the tweets in the spaces provided, using 140 characters or less.

When time is up, please close your Student Booklet and turn it in to the teacher.

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NOTES ON PERFORMANCE PIECESUse this page to jot down words or phrases that come to mind while you watch each piece. You will use these notes to answer more specific questions later.

What are you seeing in regard to use of space?

Piece 1 Piece 2

What are you seeing in regard to use of time?

Piece 1 Piece 2

What are you seeing in regard to use of energy?

Piece 1 Piece 2

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PERFORMANCE PIECE WORKSHEETNow that you have watched both pieces, provide more specific details relating to aspects of space, time, and energy. Answer the following questions and prompts based on the works you viewed.

1. Space

A. How could you describe the dancers’ shapes?

Piece 1 ____________________________________________________________________________________________

_____________________________________________________________________________________________________

Piece 2 ____________________________________________________________________________________________

_____________________________________________________________________________________________________

B. What did the dancers’ pathways look like?

Piece 1 ____________________________________________________________________________________________

_____________________________________________________________________________________________________

Piece 2 ____________________________________________________________________________________________

_____________________________________________________________________________________________________

C. Circle all of the structures that were used.

Piece 1

solo small group large group partnering

Piece 2

solo small group large group partnering

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2. Time—Complete the following prompts to describe the tempo of each piece, with one- or two-word responses.

Piece 1

A. The tempo of the dance gave me the feeling of ___________________________________________

B. The use of rhythm was particularly effective when ______________________________________

Piece 2

A. The tempo of the dance gave me the feeling of ___________________________________________

B. The use of rhythm was particularly effective when ______________________________________

3. Energy—Complete the following prompt to describe the effort of each piece, with one- or two-word responses.

A. The movement qualities represented in Piece 1 are ______________________________________

B. The movement qualities represented in Piece 2 are ______________________________________

4. Potential Patterns—Answer the following questions to identify potential patterns regarding space, time, and energy.

A. How were the two pieces similar in terms of space? _____________________________________

B. How were the two pieces similar in terms of time? ______________________________________

C. How were the two pieces similar in terms of energy? ____________________________________

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TEACHER SCORING RUBRIC–QUESTIONS AND RESPONSESDimension 1 2 3 4

Developing questions regarding the elements of dance

The student develops questions that do not relate to the elements of dance in a clear way or does not use all three elements.

The student develops questions that address the elements of dance in a basic way such as mentioning space, time, or energy without specific application.

The student develops questions that include detailed use of space, time, and energy such as pathways and levels, musicality, and movement qualities.

The student develops detailed questions that include specific uses of the elements of dance, such as pathways and levels to convey meaning; time in relation to tempo, rhythm, and duration; and energy in relation to use of dynamics to create contrasts in movement.

Developing responses regarding the elements of dance

The student develops responses that do not relate to the elements of dance in a clear way or does not use all three elements.

The student develops responses that address the elements of dance in a basic way, such as including the words space, time, or energy without specific application.

The student develops responses that include detailed use of space, time, and energy such as pathways and levels, musicality, and movement qualities.

The student develops detailed responses that include specific uses of the elements of dance, such as pathways and levels to convey meaning; time in relation to tempo, rhythm, and duration; and energy in relation to use of dynamics to create contrasts in movement.

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TWITTER WORKSHEET–PART A

Names _______________________________________________________________________________________

You and your partner should create two questions for each element of dance based on your observations that relate to:

o Spaceo Timeo Energy

The Teacher Scoring Rubric that will be used to score your Twitter questions is on page 9 of your Student Booklet. Review Level 4, the highest level of performance. Write the questions to be sent and answered via Twitter in 140 characters or fewer.

SPACE

Question 1 ____________________________________________________________________________________________

_________________________________________________________________________________________________________

Question 2 ____________________________________________________________________________________________

_________________________________________________________________________________________________________

TIME

Question 1 ____________________________________________________________________________________________

_________________________________________________________________________________________________________

Question 2 ____________________________________________________________________________________________

_________________________________________________________________________________________________________

ENERGY

Question 1 ____________________________________________________________________________________________

_________________________________________________________________________________________________________

Question 2 ____________________________________________________________________________________________

_________________________________________________________________________________________________________

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TWITTER WORKSHEET–PART B

Names _______________________________________________________________________________________

Look over the six tweets you were given. Each of you should select half of them for your response. Each student will answer three questions total—one about space, one about time, and one about effort—using tweets consisting of 140 characters or less.

In the spaces provided, write the tweeted questions you were given. Do this for all three questions.

Then you will write tweets to respond to the questions. You have 20 minutes to complete this step. Answer the tweets in the spaces provided, using 140 characters or fewer.

Tweet 1 _______________________________________________________________________________________________

_________________________________________________________________________________________________________

Reply__________________________________________________________________________________________________

_________________________________________________________________________________________________________

Tweet 2 _______________________________________________________________________________________________

_________________________________________________________________________________________________________

Reply__________________________________________________________________________________________________

_________________________________________________________________________________________________________

Tweet 3 _______________________________________________________________________________________________

_________________________________________________________________________________________________________

Reply__________________________________________________________________________________________________

_________________________________________________________________________________________________________

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ASSESSMENT QUESTIONS

Name ___________________________________________________________________

1. Shape relates to which element of dance?

A. Time

B. Space

C. Energy

D. Concept

2. Rhythm relates to which element of dance?

A. Time

B. Space

C. Energy

D. Concept

3. Force relates to which element of dance?

A. Time

B. Space

C. Energy

D. Concept

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