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