Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

DANCE AssessmentPerformance Task D.T204Choreographic Intentions

Grade 5

Teacher BookletTeacher DirectionsStudent Directions

Assessment QuestionTeacher Scoring Rubric

Student Worksheets

©2018. Please reference the Licensing Statement on this page.

Licensing Statement

1. Booklet. The Michigan Department of Education ("MDE") and Michigan Assessment Consortium (“MAC”) own the rights to all Michigan Arts Education Instruction & Assessment (the "MAEIA") Booklet(s) (the “Booklet”). All use of the Booklet is governed by this Licensing Statement (the “License”), and MAEIA's Terms and Conditions located at https://maeia-artsednetwork.org/terms-conditions/. Any unauthorized use of the Booklet is subject to the intellectual property and copyright laws of the United States and other countries, as appropriate.

2. License. Subject to the terms of this License, MDE and MAC grant to you a worldwide, royalty-free, non-sublicensable, non-exclusive license to reproduce and share the Booklet for educational purposes only. This License does not provide you with any rights for any other non-commercial or commercial purposes. You may not impose any additional or different terms on the Booklet if doing so restricts exercise of the rights licensed under this License by any recipient of the Booklet. No part of this License constitutes permission for you to assert or imply that you or your use of the Booklet is connected, sponsored by, or endorsed by MDE and MAC. Moral rights and trademark rights are not licensed under this License.

3. Sharing. If you share the Booklet, then you must: (a) retain the identification of the creators of the Booklet and any others reasonably designated to receive attribution, in any reasonable manner requested by MDE and MAC, including a copyright notice, notice of this License, and notice of the disclaimer of warranties in this License; and (b) indicate that the Booklet is licensed under this License, and include the text of, or a hyperlink to, this License. If requested by MDE and MAC, you must remove any of the information required by this Section to the extent practicable.

4. Disclaimer of Warranties and Limitation of Liability. MDE and MAC offer the Booklet as-is and as-available, and make no representations or warranties of any kind concerning the Booklet, whether express, implied, statutory, or other. This includes, without limitation, warranties of title, merchantability, fitness for a particular purpose, non-infringement, absence of latent or other defects, accuracy, or the presence or absence of errors, whether or not known or discoverable. In no event will MDE and MAC be liable to you on any legal theory (including, without limitation, negligence) or otherwise for any direct, special, indirect, incidental, consequential, punitive, exemplary, or other losses, costs, expenses, or damages arising from this License or use of the Booklet, even if MDE and MAC have been advised of the possibility of such losses, costs, expenses, or damages. This disclaimer of warranties and limitation of liability must be interpreted in a manner that, to the extent possible, most closely approximates an absolute disclaimer and waiver of all liability. You will be solely liable for any and all damages to you, MDE and MAC, or any third-party related to your use of the Booklet, and agree to indemnify and hold harmless MDE and MAC (including their subsidiaries, affiliates, officers, employees, contracted employees, interns, agents, partners, licensors and successors) for any alleged damages or claims related to your use of the Booklet.

5. Term. This License applies for the full term of any copyrights or similar rights licensed. However, if you fail to comply with this License, then your rights under this License terminate automatically. Sections 4, 5, 6, 7, and 8 survive termination of this License.

6. Third Party Rights. If any right terminates that is from a third party from which MDE and MAC has obtained rights that relate to the Booklet, then MDE and MAC may terminate this License with respect to any rights that terminate.

7. Other Terms. MDE and MAC are not bound by any additional or different terms communicated by you unless expressly agreed. Any understandings, arrangements, or agreements regarding the Booklet not stated in this License are independent of the terms of this License.

8. Interpretation. If any part of this License is for any reason held to be unenforceable, the rest of it remains fully enforceable. No term of this License will be waived and no failure to comply consented to unless expressly agreed to by MDE and MAC. Michigan law applies to this License without regard to any choice-of-law rules that might direct the application of the laws of any other jurisdiction.

55863:00001:-13477783

1

This page has been intentionally left blank.

2

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.

3

Michigan Student Learning Standards Assessed

MAEIA Performance Standard(s)

D.EL.R.1–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.4–Present original dances to peers and discuss their meaning with competence and confidence.ART.D.III.5.4–Present their own dances to peers and discuss their meaning with competence and confidence.

Intended Students Fifth-grade dance students

Alignment to National Core Arts Standards

Anchor Standard DA:Cr2–Organize and develop artistic ideas and work.

OVERVIEW AND OUTLINE OF THE PERFORMANCE TASKStudents will create a dance based on an original theme or idea. They will present the dance to the class. Students will explain the artistic intention behind their dances and how movement choices were informed by the intent.

This assessment is designed to allow students a wide range of choice in themes or ideas but could be adapted to align with cross-curricular initiatives. Care should be taken to make sure that a narrower focus is still broad enough to allow several possible artistic intentions on the part of the student. For example, while “nature” would be a broad enough topic, “pond ecosystems” might be too narrow.

SUGGESTED TOTAL TIME This assessment has five parts to it. The assessment should take 65 minutes to complete, as shown below:

o Part 1–Assessment Question (Day 1, 5 minutes)o Part 2–Dance Creation (Day 1, 25 minutes)o Part 3–Choreographer’s Statement (Day 2, 10 minutes)o Part 4–Rehearsal (Day 2, 10 minutes)o Part 5–Performance (Day 2, 15 minutes)

More time for Part 5 may be necessary to accommodate larger class sizes.

LIST OF REQUIRED MATERIALSThe materials required for this assessment are:

o Student Bookletso Pens or pencils

4

o Video-recording equipmentASSESSMENT SETUPThe teacher should make sure that all students have adequate personal dance space to create and rehearse original choreography. During various parts of the assessment, students may be sitting and writing, dancing, performing, or watching. The space will need to be configured to accommodate all these different activities.

The teacher will need to set up and test the video-recording equipment before beginning the assessment activities on Day 2.

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 and a pen or pencil. They should be seated in an arrangement where they can see and hear the teacher but cannot see any other student’s Booklet. 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:

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

Pause while students turn to page 2. Then say:

This assessment has five parts to it: o Part 1–Assessment Question (Day 1)o Part 2–Dance Creation (Day 1)o Part 3–Choreographer’s Statement (Day 2)o Part 4–Rehearsal (Day 2)o Part 5–Performance (Day 2)

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

PART 1–ASSESSMENT QUESTION (DAY 1) For this part of the assessment, each student needs his or her Student Booklet and a pen or pencil. When ready to begin, say:

This assessment begins with one assessment question. Turn to page 10 in your Booklet.

Pause while students turn to page 10. Then say:

5

First, write your name in the space provided on the top of page 10. You will have 5 minutes to read and respond to the question.

When you are finished, tear off page 10 and give it to your teacher.

Pause while students answer the assessment question. After 5 minutes, say:

Time is up. You will go on to Part 2.

PART 2–DANCE CREATION (DAY 1)For this part of the assessment, each student needs his or her Student Booklet, a pen or pencil, and personal space to explore movement ideas. When ready to begin, say:

Now turn to page 2 in your Booklet.

For this part of the assessment, you will create a dance with a specific purpose or intention. What you are trying to communicate to your audience through movement is called your choreographic intention. You may make a dance about any idea or theme of your choosing.

As you choreograph your dance, you will want to make sure that you are choosing movements that make sense with your idea or theme.

After you have choreographed and rehearsed your dance, you will write a short choreographer’s statement. You will read this statement aloud to the class before you perform your dance. Your dance will be video recorded as you perform.

Follow along as your teacher reads the Checklist for Part 2 on page 2 in your Booklet to see what an outstanding choreographic statement includes.

CHECKLIST FOR PART 2Artistic intention is the idea a choreographer tries to communicate through the choreography. My artistic intention is explained very clearly. It is specific and descriptive. My choreographic statement includes at least three examples of movement

choices that are related to my intent. I explain how each of these examples relates to a specific movement choice.

When I perform my choreography, it is obvious to the audience that my movement choices are related to my artistic intention.

My dance has a beginning, middle, and end. My dance is at least 30-40 seconds long.

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

6

7

TEACHER SCORING RUBRIC

Dimension 1 2 3 4

Identification of Theme or Idea

The choreographer’s intent is not stated.

The choreographer’s intent is stated in a vague or general manner.

The choreographer’s intent is stated with some clarity.

The choreographer’s intent is stated clearly and concisely.

Explanation of Movement Choices

No specific example linking movement choices to the intended meaning is given.

One specific example of why the choreographer chose to incorporate specific movements is given.

Two specific examples of why the choreographer chose to incorporate specific movements are given.

Three or more specific examples of why the choreographer chose to incorporate specific movements are given.

Examples Evidenced in Performance

The examples cited are not observable in the performance of the choreography.

The examples cited are barely observable in the performance of the choreography.

The examples cited are somewhat observable in the performance of the choreography.

The examples cited are clearly observable in the performance of the choreography.

To start this assessment, you will now have 10 minutes to choose an idea or theme for your dance and decide what kinds of movement choices make sense with your idea. Turn to page 6 and begin completing the Part 2–Pre-Choreography Worksheet. Begin now.

Pause while students complete the worksheet. Read the worksheet directions to any students who are not able to read and understand them. When 5 minutes remain, say:

You have 5 minutes remaining to complete the Part 2–Pre-Choreography Worksheet. If you complete the worksheet before time is up, you may begin to silently choreograph your dance in your own personal space. Make sure your Booklet and pen and pencil are placed out of the dance space for safety.

Allow students 5 additional minutes to complete the worksheet. When time is up say:

Time is up for completing the Part 2–Pre-Choreography Worksheet. If you have not already begun choreographing, begin now. You have 15 minutes to work on your dance. Record your movement sequences on the Part 2–Movement Sequence Planning Page on page 7 in your Student Booklet. Once you have completed your choreography, practice it until you have it memorized and are able to perform it with confidence. You will be performing this dance in the next class.

8

Pause while students complete this step. When there are 5 minutes remaining, say:

You have 5 minutes remaining.

After 5 minutes, say:

Time is up. Be sure that your name is written on the Student Booklet. Leave it on your desk.

PART 3–CHOREOGRAPHER’S STATEMENT (DAY 2)For this part of the assessment, each student needs his or her Student Booklet, a pen or pencil, and personal space to explore movement ideas. When ready to begin, say:

Today, you will write a choreographer’s statement to go with the dance you created during the last class. Turn to the Part 3–Choreographer’s Statement page in your Booklet on page 8. Read the directions silently as your teacher reads them aloud to you.

Read the directions to the students. Say:

When you go to a dance performance, you are given a program to read. The program is a booklet that contains information about the performance. It gives you information about the different dances that are a part of the performance. It also gives credit to all the people who helped make the performance possible.

The titles of dances, the names of the choreographers and the names of the dancers are given. Sometimes, choreographers choose to include a choreographic statement to help the audience understand the dance better. It can say what the dance is about and why the choreographer chose to make the dance.

On page 8, write the program information for your dance. In the space provided for the choreographer’s statement, explain why you made your dance the way you did. Tell your audience what your idea or theme is. Include at least three specific movements you choreographed and how they relate to your idea or theme. You have 10 minutes to write your choreographer’s statement.

Pause while students work on the task. When there are 5 minutes remaining, say:

You have 5 minutes remaining to complete your choreographer’s statement.

After 5 minutes, say:

Time is up. You will go on to Part 4.

PART 4–REHEARSAL (DAY 2)

9

For this part of the assessment, each student needs his or her Student Booklet and personal space to explore movement ideas. When ready to begin, say:

Turn again to your choreography notes on the Part 2–Pre-Choreography Worksheet on page 6 and your movement sequences on the Part 2–Movement Sequence Planning Page on page 7.

You have 4 minutes to review your choreography notes and rehearse your dance for the performance. Remember to be aware of your personal space and the space of others as you rehearse. Begin reviewing and rehearsing now.

When there is 1 minute remaining, say:

You have 1 minute to finish your rehearsal. Complete your final run through. When you finish, sit and wait for further directions.

After 1 minute, say:

Time is up. You will go on to Part 5.

PART 5–PERFORMANCE (DAY 2)For this part of the assessment, each student needs his or her Student Booklet. The teacher should set up the video-recording equipment and make sure it is ready to use. When ready to begin, say:

For Part 5, the final part of this assessment, you will perform your dance for the class. You will perform individually.

Before you begin dancing, state your name and read your choreographic statement aloud to the class. When you are done reading, close your Booklet and place it here.

Point to the designated place for Student Booklets. Then say:

After you are done performing, return to the audience space and watch the remaining performances. Audience members are to watch attentively, respectfully, and silently. Your teacher will call out your name when it is your turn to perform.

Video record each student as he or she reads his or her choreographic statement and performs. The teacher should use the recording to score each of the students using the Teacher Scoring Rubric. When all performances are completed, say:

The assessment is now complete. Thank you for sharing your choreography and performances.

10

[This page is on page 6 of the Student Booklet.]PART 2–PRE-CHOREOGRAPHY WORKSHEET

Directions—Complete each part of the worksheet so when you choreograph, your movement choices make sense.My dance is going to be about (this is the idea or theme):Some action words that are related to my idea are:

I will use the element of time in the following ways to help communicate my idea.

The tempo will beThe rhythms will beOther ways I might use time are

I will use the element of space in the following ways to help communicate my idea.

My shapes will beMy levels will beMy pathways will beThe size of my movements will beOther ways I might use space are

I will use the element of energy in the following ways to help communicate my idea. Circle one word in each pair.

My weight will be: light or strongMy initiation will be: quick or sustainedMy focus will be: direct or indirectMy flow will be: free or bound

Some adverbs (words that usually end in “-ly”) that could be used to describe my movements are:

11

[This page is on page 7 of the Student Booklet. Response space is condensed in the Teacher Booklet.]PART 2–MOVEMENT SEQUENCE PLANNING PAGE

[This page is on page 8 of the Student Booklet. Response space is condensed in the Teacher Booklet.]PART 3–CHOREOGRAPHER’S STATEMENTWrite in the program information for your dance. In the space provided for the choreographer’s statement, explain why you made your dance the way you made it. Tell your audience what your idea or theme is. Include at least three specific movements you choreographed and how they relate to your idea or theme.

Title of Dance: ________________________________________________________________________________________

Choreographer: ______________________________________________________________________________________

Dancer: _______________________________________________________________________________________________

Choreographer’s Statement: ________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

[This page is on page 9 of the Student Booklet.]ASSESSMENT QUESTION

Name ___________________________________________________________________

1. A choreographer wants to make a dance about sadness. The movements that make the most sense are

A. accented and light, with lots of leaps.

B. quick and bouncy, with lots of jumps.

C. rhythmic and strong, with lots of high levels.

D. slow and heavy, with lots of low levels.

[Key: D]

12

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.T204 Teacher ______________________________________________ Class ___________________________

13

STUDENT NAME ID THEME OR IDEA

EXPLAIN MOVEMENT

CHOICES

EXAMPLES EVIDENCED