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Dance Choreography Project 
Dance Choreography Project
Students are to create a dance in groups that is at least 2 minutes long but no longer than 3. The dance needs to have a noticeable beginning, middle, and end. Students will apply the creative process to the composition of short dance pieces, using the elements of dance to communicate feelings and ideas. Students will generate individual phrases throughout the unit and collaboratively combine each phrase into a dance.
Rubric Code: ZXWXC8B
By lrserrano14
Ready to use
Public Rubric
Subject: Dance  
Type: Project  
Grade Levels: 9-12

Powered by iRubric Dance Composition
  Emerging

2 pts

Approaching

3 pts

Proficient

4 pts

Mastery

5 pts

Structure/ Craft

Emerging

The dance does not contain a visible beginning, middle and ending. Tools of composition have not been considered.
Approaching

The beginning and the ending of the dance are the same. Two of the basic tools were used in creating movement.
Proficient

The dance contains 2 of the 3 separate parts. Basic tools were used in creating movement.
Mastery

The dance contains a visible beginning, middle and end. Tools were used in deriving movement and images.
Space

Emerging

Facings, levels, shapes, focus and size are flat and lack interest. Use of space is 2 dimensional and underdeveloped.
Approaching

Facings, levels, shapes, focus and size are minimally manipulated.
Proficient

Facings, levels, shapes, focus and size were full and complete. Phrasings and facings were full and complete.
Mastery

Facings, levels, shapes, focus and size are interesting and enhance ideas. Use of space was defined.
Time/ Dynamics

Emerging

Changes in timing have not been utilized. Counts were inconsistent and rhythmic phrasing was undynamic and not well thought out. Flow is missing.
Approaching

Timing was explored but phrasing was inconsistent. Rhythmic phrasing was apprehensive. Dynamics are lacking.
Proficient

Exploration of rythm and music is evident. Movement has a voice of its own. Dynamics add to the value fo the movement.
Mastery

Rhythm is interesting and adds depth to work. Movement has value without music. Dynamics are strong and enhance phrases.
Motivation/ Movement Intention

Individual written work on phrases throughout process is taken into account.
Emerging

Concept was unclear.
Thoughts seem unorganized and movement was unclear.
Approaching

Work is not conveying concept. Ideas seem to flow in a difficult manner. Idea was in the head but not in the body.
Proficient

Work is conveying concept and sculpting of movement was adequate. Sculpting of movement was adequate.
Mastery

Concept is clear. Work was well crafted and well thought out.
Rehearsal Process

Emerging

Wastes rehearsal time. Does not have control of group. Does not come in prepared with mterial a majority of the time.
Approaching

Does not start on time. Comes in with ideas but the movement is not set.
Problems communicating with dancers.
Proficient

Starts on time. Has a clear picture of movement conepts. Works well with dancers.
Mastery

Always available to work with dancers. Dancers time used efficiently. Always has material prepared to set on dancers.
Class Work

includes revision process
Emerging

Group did not make effective use of class time and was typically off task.
Deadlines met 60-70%.
Unprepared for class. Closed to suggestions. Did not see change as positive. Negative reception to corrections. Unable to view work and correct or improve.
Approaching

Group somewhat made effective use of class time but was sometimes off task.
Deadlines met 70-80%
Only did minimal of what was asked. Not able to look at work that needs improvement. Seemed unfocused.
Proficient

Group made effective use of the class most of the time.
Deadlines met 80-90%. Open to suggestions for most part. At times unable to view work and make necessary changes.
Mastery

Group made effective use of class time by being on task all of the time.
Deadlines met 100%.
Open to suggestions. Able to look at work and make improvements using the tools.



Keywords:
  • Dance



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