Rubric Examples


GENERIC DANCE RUBRIC ASSESSING SKILL DEVELOPMENT*



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GENERIC DANCE RUBRIC ASSESSING SKILL DEVELOPMENT*

Use of Performance Skills


Novice

When performing basic locomotor and axial movement dancers show:

  • undefined placement within spatial design

  • limited response to rhythmic structure & tempo changes

  • minimal range of dynamics and movement qualities

  • sporadic concentration

Apprentice

When performing basic locomotor and axial movement dancers show:

  • clear response to rhythmic structure & tempo changes

  • moderate range of dynamics and movement qualities

  • concentration & focus

Proficient

When performing moderately challenging movement, dancers show:

  • Same as Apprentice

Advanced

When performing moderately challenging movement, dancers show:

  • complexity and variety of spatial elements

  • clear response to a variety of rhythmic structures & tempo changes

  • broad range of dynamics and movement

  • projected concentration & focus

Distinguished

When performing technically challenging movement, dancers amplify the composition by showing:

  • projected artistic expression

  • clarity of purpose

  • sensitive stylistic nuance and phrasing



Use of Compositional Elements


Novice

In choreographing phrases, dancers show:

  • minimal demonstration of the principles of space, time, and energy

  • limited body movement

Apprentice

In choreographing phrases or pieces, dancers show:

  • changes in use of space, time, and energy

  • basic form of beg, mid, end

Proficient

In choreographing pieces, dancers show:

  • purposeful approach to space, time, and energy

  • forms such as ABA, rondo, canon, theme and variation

  • personal expression & full body involvement

Advanced

In choreographing pieces, dancers show:

  • complexity and variety of spatial elements

  • forms integral to the expression of the piece

  • full body movement that clearly expresses the choreographic intent

Distinguished

In choreographing pieces, dancers demonstrate sophisticated compositional awareness by showing:

  • aesthetically effective use of space, time, energy, and form

  • facility in use of abstract as well as literal expressions of a theme

  • powerful, clear personal expression

*Rubric shared by Connie M. Schroeder, University of Wisconsin-Milwaukee on the POD listserv, April 14, 2008.



ART STUDIO ASSESSMENT RUBRIC*


GRADE

TECHNIQUE

AESTHETICS

ATTITUDE/BEHAVIOR

A

High level technical skill

Unique and self-challenging application of skills taught

Project presented in professional manner

Original and challenging subject matter

Effective use of studio time


Superior observation skills

Piece is a reflection of individuality and shows originality of thought

Composition is strong

Work evokes a strong emotional and intellectual response

Professional presentation


Excellent attendance

Finds personally meaningful resources

Meets deadlines with outstanding work

Is receptive and listens to criticism and applies suggestions to demonstrate improvement

Uses 100% of studio time

Is supportive of other students

Takes artistic risks with successful results


B

Demonstration of technical growth beyond average requirements

Professional presentation attempted but slight improvements needed

Thoughtful choice of subject matter

Good use of studio time



Subject is evident but lacks strength

Effective use of composition

Work is correctly presented


Good attendance

Meets deadlines with quality work

Uses 100% of studio time

Takes artistic risks with some success

Appropriate behavior with teacher/s, assistants and fellow classmates

Takes artistic risks with some success



C

Completes all projects according to directions

Demonstrations of skills taught

Uses studio time productively

Average presentation but improvement evident

Chooses common subject matter


So-so composition

Emotional or intellectual concepts are unclear

Correct presentation is attempted, but lacks professionalism


Does not let absence affect grade

All missed assignments are made up as homework or during open studio time

Not receptive to criticism

Student participates in class and completes every assignment

Takes no artistic risks


D

Lack of effort

Basic project requirements not met

Projects not completed according to directions

Poor use of class time



Does not evoke an emotional or

intellectual response

Poor craftsmanship

Lack of unity

Eye wanders

Work is incomplete



Present in body only

Some, but not all projects completed

Work does not meet standards

Poor attendance

Inappropriate behavior

Disrupts teaching process



F

Work not completed

Work not completed

Absences affecting the completion of projects

Projects not turned in

Inappropriate behavior which disrupts the teaching and learning machine

*Rubric shared by Connie M. Schroeder, University of Wisconsin-Milwaukee on the POD listserv, April 14, 2008.




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