Rubric Examples

GENERIC DANCE RUBRIC ASSESSING SKILL DEVELOPMENT*

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Use of Compositional Elements

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

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

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

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

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

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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