Benchmarks for Secondary Dance - Placement Assessments

Grade 8 - Creation/Performance
Use a variety of approaches, such as musical, literary, or visual forms, to choreograph dances
Create dances that fulfill aesthetic criteria including beginning, development of an idea, resolution, and end; use of variety in the elements of dance; artistic form; and communication of the intent of the choreographer
Organize dance sequences into simple dances that communication ideas, experiences, feelings, images, or stories
Use collaborative and cooperative skills to contribute constructively to the creation of dance
Generate solutions to technical or structural movement problems in the creative process
Use reflection and discussion to revise choreography / Dance I
B.CP.1.1: Generate abstracted
movement to communicate ideas,
experiences, feelings, or images.
Assessments:
Evaluate the success of students communicating the abstracted material
  • Improvisation
  • Gesture studies
  • Short compositional studies
  • Isolating Choreographic Elements
B.CP.1.2: Create dance
sequences that vary the use of
dance elements, use simple
choreographic structures, and use
choreographic principles to fulfill
choreographic intent.
Assessments:
Evaluate the degree in which students meet the identified criteria
  • Manipulating Time, Space, Design & Energy
  • Canon, ABA, Rondo, Chance, Accumulation, Retrograde, etc
  • Clarification of Artistic Intent
(Theme/Physical/Visual)
B.CP.1.3: Understand the role of
improvisation in creating dance
choreography.
Assessments:
Evaluate the use of improvisational ideas to create dance phrases and transitions from one phrase to the next
  • Use improvisation to create organic, original, and unique dance movement given any stimulus
  • Select, revise, and apply results of improvisational studies to choreography
B.CP.1.4: Use collaborative and
cooperative skills to contribute
constructively to the creation of
dance.
Assessments:
Evaluate the degree which each groups meets the identified criteria
  • Each student will demonstrate the ability to be a leader and a follower
  • Students will develop the roles of leaders and followers when collaboratively creating a dance
  • Students cultivate relationships, community, and character traits by engaging in and contributing to ensemble work
B.CP.2.1: Use appropriate
behaviors and etiquette while
observing, creating, and
performing dance.
Assessments:
Evaluate students’ use of the identified appropriate behaviors and expectations.
  • The dancer shows respect to teachers and peers by following classroom policies and demonstrating positive WCPSS Character traits
  • Expresses critiques and opinions in a constructive way while striving to implement all teacher and peer corrections and critiques
  • Dancers participates through entire class, using appropriate energy
  • Listening to and following instruction for movement activities with self control and discipline
  • Respects rehearsal and performance times (on time and available)
  • Audience Etiquette
B.CP.2.2: Understand the
impact of performance values
of clarity, concentration, focus,
and projection on dance
performance.
Assessments:
Evaluate students’ ability to illustrate the performance values of clarity, concentration, focus, and projection in their final performance.
  • The dancer understands the correct technicality, musicality, energy, facial expressions etc to increase the effectiveness of his/her performance.
B.CP.2.3: Understand how
self-assessment, teacher, and
peer feedback can be used to
refine dance performance.
Assessments:
Evaluate student’s understanding of feedback to improve dance through their implementation of given suggestions.
  • The dancer uses video, reflective journaling, peer feedback, teacher feedback, and rubrics to identify areas for improvement and select a course of action to make improvements
  • Teacher and student share a common set of criteria
/ Dance II
I.CP.1.1: Create dances that
vary the use of dance elements
and use simple choreographic
principles and structures to
fulfill choreographic intent.
Assessments:
Evaluate the presence of thematic representation, use of body and energy, use of unity and repetition, sequence, structure etc that support the intent of the work.
  • Combine Theory and Practice
  • Manipulating Time, Space, Design & Energy
  • Canon, ABA, Rondo, Chance, Accumulation, Retrograde, Theme and Variation, Repetition
  • Clarification of Artistic Intent(Theme/Physical/Visual
I.CP.1.2: Create dances that
use a variety of forms (such as
AB, ABA, canon, rondo,
theme and variation,
retrograde, chance) for
organizational structure.
Assessments:
Evaluate the relationship between the musical form and the movement choices.
I.CP.1.3: Generate aesthetic
criteria for creating and
evaluating dance.
Assessments:
Evaluate each groups’ use of their aesthetic criteria as a guide for creative choices.
  • Student creates rubric based on his/her own aesthetic criteria
  • Use of teacher and peer feedback
  • Use of compositional tools
  • Recordings/video
I.CP.1.4: Generate
components of a creative
process for choreographing
and presenting dance.
Assessments:
Evaluate the students’ use of their aesthetic criteria as a guide for creative choices.
  • Students investigate various stimulus to develop the creative process with literal and non-literal choreography
I.CP.1.5: Analyze the impact
of theatrical elements
(lighting, sound, setting,
costumes, props and make-up)
on choreography to
communicate meaning in
dance.
Assessments:
Evaluate students’ ability to articulate the impact of theatrical elements and how it can affect the meaning/intent of the dance.
  • Evaluate different works from videos and concerts that exhibit strong examples of lighting, sound, setting, costumes and apply it to student work (ex “Caught” by David Parsons)
I.CP.2.1: Use consistently
appropriate dance behaviors
and etiquette as a dancer,
performer, choreographer, and
observer.
Assessments:
Evaluate students’ consistent use of appropriate personal behaviors and etiquette during dance experiences according to the criteria identified in the rubric. (Increased level of…)
  • The dancer shows respect to teachers and peers by following classroom policies and demonstrating positive WCPSS Character traits
  • Expresses critiques and opinions in a constructive way while striving to implement all teacher and peer corrections and critiques
  • Dancers participates through entire class, using appropriate energy
  • Listening to and following instruction for movement activities with self control and discipline
  • Respects rehearsal and performance times (on time and available)
  • Audience Etiquette
I.CP.2.2: Use performance
values of clarity, concentration,
focus, and projection to
enhance dance performance.
Assessments:
Evaluate students’ successful identification of selected performance values in dance.
  • The dancer demonstrates the correct technicality, musicality, energy, facial expressions etc to increase the effectiveness of his/her performance.
I.CP.2.3: Compare teacher and
self-assessment to refine
personal performance in dance.
Assessments:
Evaluate successful comparison, interpretation, and use of teacher feedback and personal assessment to improve performance.
  • The dancer uses video, reflective journaling, peer feedback, teacher feedback, and rubrics to identify areas for improvement and can successfully make improvements
  • Teacher and student share a common set of criteria
/ Dance III (H)
P.CP.1.1: Create dances
using selected dance
elements, choreographic
principles, structures,
processes, and production
elements to fulfill
choreographic intent and
meet aesthetic criteria.
Assessments:
Evaluate the degree to which the students meet the identified criteria in the creation of their dances. (Intention, Motivation, Clarity)
  • Costuming, Lighting, Sets, Props
  • Canon, ABA, Rondo, Chance, Accumulation, Retrograde, Theme and Variation, Inversion etc
  • Clarification of Artistic Intent (Theme/Physical/Visual)
P.CP.1.2: Analyze musical
compositions and structural
forms as a basis for
choreographing dances.
Assessments:
Evaluate the analysis of the music as well as the relationship between the music structure and movement choices.
  • Correlate the musical structure of introduction, verse, chorus, bridge, and coda to choreographic structures
  • Relationships of music and movement choices (Music Visualization, One to one relationship, Music is background, Dance is Background)
P.CP.1.3: Use aesthetic
criteria to evaluate and revise
choreography.
Assessments:
Evaluate and document students’ use of personal aesthetic criteria in evaluating and revising choreography.
  • Rubrics based on aesthetic criteria (technique, musicality, focus, energy etc)
  • Use of compositional tools and feedback to revise choreography
  • Artistic Impact
P.CP.1.4: Use a defined
creative process to plan,
create, revise, and present
dance.
Assessments:
Evaluate students’ conception, use, and revision of their creative plan.
  • Students implement a structured process
  • Students will document the process
P.CP.1.5: Analyze the
impact of movement
selection, choreographic
processes, and production
design choices on
communicating meaning in
personal dances.
Assessments:
Evaluate how effectively the relationships of the choreographic elements are used to communicate intended meaning in the dance.
  • Evaluate different works from videos, class work and concerts that exhibit strong choreographic structures or principles discuss and apply it to student work
P.CP.2.1: Distinguish
appropriate behaviors and
etiquette for self and others in a
variety of dance roles (such as
dancer, performer,
choreographer, and observer)
to enhance the performance
experience.
Assessments:
Evaluate students’ success in demonstrating and encouraging identified appropriate behaviors for the dance experience.
  • The dancer shows respect to teachers and peers by following classroom policies and demonstrating positive WCPSS Character traits
  • Expresses critiques and opinions in a constructive way while striving to implement all teacher and peer corrections and critiques
  • Dancers participates through entire class, using appropriate energy
  • Listening to and following instruction for movement activities with self control and discipline
  • Audience Etiquette
  • Role Model
P.CP.2.2: Monitor the use of
performance values to enhance
dance performance while
dancing alone and with others.
Assessments:
Evaluate students’ implementation of strategies to improve the use of performance values in the dance.
  • The dancer consistently demonstrates the correct technicality, musicality, energy, facial expressions etc to increase the effectiveness of his/her performance
  • Self guided corrections
P.CP.2.3: Monitor teacher,
peer, and self-assessments to
refine personal performance in
dance.
Assessments:
Evaluate students’ interpretation, analysis, and use of feedback on creative decisions to improve personal dance.
  • Rubric (feedback, action, result)
  • Analytical statement (
  • Teacher and student share a common set of criteria
/ Dance IV (H) – Creation/Performance
Create dances using selected dance elements, choreographic principles, structures, processes, and production elements to fulfill choreographic intent and meet aesthetic criteria
Create dances that use a variety of forms (AB, ABA, canon, rondo, theme & variation, retrograde, chance) for organizational structure
Analyze musical compositions and structural forms as a basis for choreographing dances
Create dance based on an analysis of movement choices and structural forms used in a variety of significant American dance works
Use aesthetic criteria to evaluate and revise choreography
Generate innovative solutions to movement problems
Analyze the impact of movement selection, choreographic processes, and production design choices on communication meaning in personal dances
Create dance for performance based on ideas, experiences, feelings, concepts, images, or narratives that have personal meaning or social significance
Grade 8 – Dance Movement Skills
Use safe and respectful behaviors as a dance class participant
Integrate the use of clarity, concentration, and focus while dancing
Integrate self-assessment, teacher feedback, and peer feedback in the process of refining dance performance
Explain beginning dance technique in terms of developing muscular strength, alignment, flexibility, stamina, and coordination
Explain how dance technique uses anatomical concepts of alignment, strengths, and range of motion
Apply anatomical concepts to movements that are vertical, off-vertical, and on one leg with balance, agility, endurance, and ease of movement
Apply combination of time, space, weight, and flow in dance
Execute technical skills from a variety of forms and traditions in dance
Integrate breath support to facilitate and clarify movement / Dance I
B.DM.1.1: Use whole body
movements, strength,
flexibility, endurance, and
proper alignment to develop
dance technique.
Assessments:
Evaluate students’ movement strength, flexibility, endurance and alignment while performing dance movements, phrases, and sequences.
  • Student/Peer/Teacher Assessments
  • The dancer uses correct alignment: spine, hips, knees, ankles, and toes.
  • The dancer is decisive and precise in his/her body shapes and lines.
  • The dancer utilizes his/her available turn-out.
  • The dancer challenges his/herself to increase strength and height in extensions
  • The dancer uses appropriate body placement and footwork in take off, elevation, and landing during aerial movement
  • The dancer correctly utilizes spotting
  • Video students
B.DM.1.2: Use time, space,
weight, and flow in performing
dance.
Assessments:
Evaluate students’ accuracy and clarity of the demonstrated qualities.
  • Rubrics (Timing, use of space, weight, flow, etc)
  • The dancer correctly utilizes his/her weight feeling a strong connection to the floor and appropriate lift in the diaphragm.
  • The dancer extends energy through fingers and toes.
  • Dancer can discern the Laban effort actions
B.DM.1.3: Execute technical
skills from a variety of dance
forms.
Assessments:
Evaluate students’ success in executing the designated skills using a teacher-made rubric.
  • Recognize and execute skills from various dance pioneers, such as; Graham, Humphrey, Dunham, Horton, Limon, Tharp, Cunningham, etc.
  • Can demonstrate skills such as; oppositional movement, extensions, hinge, fall, recovery, contractions, releases, spirals, swings, suspensions, elevations, turns and balance
B.DM.1.4: Use breath to
facilitate dance movement.
Assessments:
Evaluate students’ ability to describe and demonstrate movements initiated by breath and by various parts of the body.
  • Can explore the connection of the breath as it relates to how to move a specific body part
  • Student is able to use breath to execute a variety of movement qualities
/ Dance II
I.DM.1.1: Understand how
anatomical concepts can be
used to improve alignment,
balance, strength, flexibility,
and endurance in dance.
Assessments:
Evaluate students’ understanding of bones and muscles used in alignment, balance, strength, flexibility, and endurance in dance.
  • Student/Peer/Teacher Assessments
  • The dancer uses correct alignment: spine, hips, knees, ankles, and toes.
  • The dancer is decisive and precise in his/her body shapes and lines.
  • The dancer utilizes his/her available turn-out.
  • The dancer challenges his/herself to increase strength and height in extensions
  • The dancer uses appropriate body placement and footwork in take off, elevation, and landing during aerial movement
  • The dancer correctly utilizes spotting
  • Video students
I.DM.1.2: Compare the
following pairs of concepts:
bound and free flow, strong
and light weight, sudden and
sustained time, and direct and
indirect space.
Assessments:
Evaluate students’ clarity and distinction between the combined contrasting qualities within the sequence.
  • Rubrics (Timing, use of space, weight, flow,
laban effort actions, etc)
  • The dancer correctly utilizes his/her weight feeling a strong connection to the floor and appropriate lift in the diaphragm.
  • The dancer extends energy through fingers and toes.
I.DM.1.3: Apply technical
skills from a variety of dance
forms to enhance performance.
Assessments:
Evaluate students’ success in executing the designated skills using a teacher-made rubric and student self-reflection.
  • Recognize, apply, and execute skills from various dance pioneers, such as; Graham, Humphrey, Dunham, Horton, Limon, Tharp, Cunningham, etc.
  • Can demonstrate and apply skills such as; oppositional movement, extensions, hinge, fall, recovery, contractions, releases, spirals, swings, suspensions, elevations, turns and balance
I.DM.1.4: Apply breath
support to movement and
phrasing.
Assessments:
Evaluate students’ success in using breath support to facilitate phrasing
  • Students perform an extended dance sequence movement, using breath support to enhance phrasing.
  • Can explore the connection of the breath as it relates to how to move a specific body part
  • Student is able to use breath to execute a variety of movement qualities
/ Dance III (H)
P.DM.1.1: Execute the
integration of anatomy, body
organization, and body skills in dance.
Assessments:
Evaluate students’ body organization and skills using video along with teacher and student reflection.
  • Student/Peer/Teacher Assessments
  • The dancer uses correct alignment: spine, hips, knees, ankles, and toes.
  • The dancer is decisive and precise in his/her body shapes and lines.
  • The dancer utilizes his/her available turn-out.
  • The dancer challenges his/herself to increase strength and height in extensions
  • The dancer uses appropriate body placement and footwork in take off, elevation, and landing during aerial movement
  • The dancer correctly utilizes spotting
  • Video students
P.DM.1.2: Discriminate
between qualities of space,
time, weight, and flow in dance
sequences.
Assessments:
Evaluate the degree to which students’ accurately demonstrate the variations of dance movement qualities within a given dance sequence.
  • Rubrics (Focus, Energy, Timing, Technicality, laban effort actions, etc)
  • The dancer correctly utilizes his/her weight feeling a strong connection to the floor and appropriate lift in the diaphragm.
  • The dancer extends energy through fingers and toes.
P.DM.1.3: Understand how
articulation of movement and
the use of movement
vocabulary from a variety of
sources support the
development of dance
technique.
Assessments:
Evaluate students’ success in executing the designated skills using a teacher-made rubric and student self-reflection
  • Understand, apply, and execute skills from various dance pioneers, such as; Graham, Humphrey, Dunham, Horton, Limon, Tharp, Cunningham, etc.
  • Can demonstrate, apply, and understand skills such as; oppositional movement, extensions, hinge, fall, recovery, contractions, releases, spirals, swings, suspensions, elevations, turns and balance
P.DM.1.4: Integrate breath
support into movement,
phrasing, and expression.
Assessments:
Evaluate students’ success integrating breath support into movement, phrasing, and expression in performance.
  • Students are given various dance movements, phrases and/or sequences, and integrate appropriate breath support necessary to fulfill the intended phrasing and expression.
  • Can explore the connection of the breath as it relates to how to move a specific body part
  • Student is able to use breath to execute a variety of movement qualities
  • Student can discern that the use of breathe can make movements look different (ex, free vs bound)
/ Dance IV (H)