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iRubric: Performance rubric

iRubric: Performance rubric

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Performance 
Performance
Rubric Code: G2484W7
By cbmetz
Ready to use
Public Rubric
Subject: Dance  
Type: Assessment  
Grade Levels: 6-8

Powered by iRubric Dance Performance
  No Effort

1 pts

Poor

2 pts

Fair

3 pts

Good

4 pts

Great

5 pts

Body

No Effort

Student either did not perform or showed little to no effort in completing performance.
Poor

Student almost never demonstrates proper use of body shapes (curved, straight, open closed, Symmetrical, asymmetrical) throughout performance.
Fair

Student sometimes demonstrates proper use of body shapes (curved, straight, open closed, Symmetrical, asymmetrical) throughout performance.
Good

Student demonstrates proper use of body shapes (curved, straight, open closed, Symmetrical, asymmetrical) throughout most of performance.
Great

Student demonstrates proper use of body shapes (curved, straight, open closed, Symmetrical, asymmetrical) throughout entire performance.Straight legs in throughout entirety of roll down.
Energy

No Effort

Student either did not perform or showed little to no effort in completing performance.
Poor

Student is almost never able to control, contrast, and demonstrate proper use of dynamic energy (strong, light, smooth, sharp) throughout performance.
Fair

Student is sometimes able to control, contrast, and demonstrate proper use of dynamic energy (strong, light, smooth, sharp) throughout performance.
Good

Student is able to control, contrast and demonstrate proper use of dynamic energy (strong, light, smooth, sharp) throughout most of performance.
Great

Student is able to control and demonstrate proper use of sustained energy throughout entire roll down.
Space

No Effort

Student either did not perform or showed little to no effort in completing performance.
Poor

Student is almost never able to demonstrate proper use of self-space, directions, and levels throughout performance.
Fair

Student is sometimes able to demonstrate proper use of self-space, directions, and levels throughout performance.
Good

Student is able to demonstrate proper use of self-space, directions, and levels throughout most of performance.
Great

Student is able to demonstrate proper use of self-space, directions, and levels throughout entire performance.
Time

No Effort

Student either did not perform or showed little to no effort in completing performance.
Poor

Student is almost never able to demonstrate proper timing, rhythm and tempo throughout performance.
Fair

Student is sometimes able to demonstrate proper timing, rhythm and tempo throughout performance.
Good

Student is able to demonstrate proper timing, rhythm and tempo throughout most of performance.
Great

Student is able to demonstrate proper timing, rhythm and tempo throughout entire performance.
Intent

No Effort

Student either did not perform or showed little to no effort in completing performance.
Poor

Student is almost never capable of demonstrating self control in dance performance by remaining non-verbal, Keeping self space, and keeping hands to him/her self throughout performance in order to tell story.
Fair

Student is sometimes capable of demonstrating self control in dance performance by remaining non-verbal, Keeping self space, and keeping hands to him/her self throughout performance in order to tell story.
Good

Student is capable of demonstrating self control in dance performance by remaining non-verbal, Keeping self space, and keeping hands to him/her self throughout most of performance in order to tell story.
Great

Student is capable of demonstrating self control in dance performance by remaining non-verbal, Keeping self space, and keeping hands to him/her self throughout entire performance in order to tell story.
Written Understanding

No Effort

Student can not identify any parts of the spine on a diagram.
Poor

Student can identify 1 part of the spine verbally by pointing at the location .(Differentiation)
Fair

Student can locate and identify 1 parts of the spine on a diagram.

Or, Student can identify 1 part of the spine verbally by pointing at the location. (Differentiation)
Good

Student can locate and identify 2 parts of the spine on a diagram.

Or, Student can identify 1 part of the spine verbally by pointing at the location. (Differentiation)
Great

Student can locate and identify 3 parts of the spine on a diagram.




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