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Name of Activity:

Creative Dance Assessment

Purpose of Activity:

To learn if students are understanding how to put together a creative dance.

Suggested Grade Level:

7-8

Description of Idea

We use this rubric to see if students are understanding the dance vocabulary we have learned and to see if they can put it together into a creative dance.

After the students create and present a creative group dance the students hand in a written form of the dance using the dance vocabulary they have learned in class.

We present the following assignment to the students.

ASSIGNMENT: Create a group dance that uses at least:

A. 3 locomotor, 2 non- locomotor skills,
B. Two of each elements of space, time and force.
C. Your dance must have a theme that shows contrast and transition.
D. Dance must be in AB, ABA or ABC form.
E. Your dance must last at least 32 counts.
F. Your dance must be based upon a theme or event.

Write out your dance using dance vocabulary and hand it in when you finish performing it.

Rubric:

Level 4 (highest level):

A. Dance includes 3 or more locomotor skills, 2 or more non-locomotor skills.
B. Dance includes at least 2 or more of each element of space, time and force.
C. Dance shows contrast and transition.
D. Dance is in AB, ABA form or ABC form.
E. Dance must last at least 32 beats or longer.
F. The theme of the dance is mentioned and explained what dance skills represent each part.

Level 3:

A. Dance includes at least 3 locomotor and 2 non-locomotor skills.
B. Dances includes at least 2 of each element of space, time, and force.
C. Dances shows at least contrast or transition.
D. Dance is in AB,ABA, or ABC form.
E. Dance lasts at least 32 beats
F. The theme of the dance is mentioned.

Level 2:

A. Dance includes at least 2-3 locomotor and 1-2 non-locomotor skills.
B. Dance includes 1-2 of each element of space, time, and force.
C. Dance shows at least contrast or transition.
D. Dance is in AB,ABA. or ABC. Form
E. Dance is 24-32 beats long.
F. The theme may or may not be mentioned.

Level 1:

A. Dance includes at least 1-2 locomotor and 1 non-locomotor skill.
B. Dance includes 1or 2 elements of space, time, and force.
C. Dance shows at least contrast or transition.
D. Dance is in AB, ABA, or ABC form.
E. Dance is 12-24 beats long.
F. The theme may or may not be mentioned.


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Submitted by Eenie Ranshaw who teaches at Woodland Middle School in Taylor Mill, KY. Thanks for contributing to PE Central! Posted on PEC: 8/24/2004.

Viewed 53941 times since 4/14/2004.

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Previous Comments:

Yasufumi KAN

Nice ideas through dance activity to enhance creativity.
In Japan,the curriculum is focusing on the usage or application of the pre-attained knowledge or skills to new situations.
We call the methodology 'The living ability'.
As for the case, I think that teachers should first experience students the fundamental moving skills how to locomote or non-locomote bodies.And then further,teachers take carefully to conduct the physical literacy upon theme design like a deepening or progressive practices as well as contrast & transition towards the end.
If teachers successfully guaranteed their students inputting such a knowledge or skills,students would be able to apply these in different situations.Further,they'll be able to get an ability to being creative or problem solving.
So that,I recommend teachers that this lesson should be organized with UNITE STYLE of at least three or four lessons,which interlink together to get a better understanding for students.
Yet,very nice teaching models for us,HPE teachers!
Thank you so much for great insights.
I love this suggestions!

diane

What is meant by AB, ABA, ABC form?