sample lesson with assessment

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Directions for Administering the Washington Classroom-Based Performance Assessment (WCBPA)

Arts Performance AssessmentGrade 5 Dance

Shape It Up

Introduction

This document contains information essential to the administration of the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Dance,Grade 5, Shape It Up. Prior to administration, all students should have received instructionin the skills and concepts being assessed. Please read this information carefully beforeadministering the performance assessment.

Test Administration Expectations

• This assessment item is to be incorporated into classroom instruction.• This assessment item is to be administered in a safe, appropriately supervised

environment following district policy and procedures.• Accommodations based upon student IEP or 504 plan determine the administration

of this assessment.

Description of the Performance Assessment

Students taking this performance assessment will respond to a performance task.

• Performance tasks ask the students to individually create and perform a soloperformance based on the criteria outlined in the task. All performances must berecorded by videotape to facilitate scoring and to document each student’sperformance.

• Short-answer questions ask the students to supply a response that may be written orverbal. All verbal responses must be recorded to facilitate scoring and to documenteach student’s performance.

Materials and Resources

Teachers will need the following materials and resources to complete this performanceassessment:

• classroom set of reproduced student tasks, including the glossary,• classroom set of reproduced student response sheets,• one pencil per student,• video recorder and tape,• a variety of instrumental musical selections (see Teacher Preparation

Guidelines), and• audio recorder/player.

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Teacher Preparation Guidelines

• This assessment is a solo/individual performance.• Reproduce a classroom set of student task directions, glossary of terms, and student

response sheets found in the Student Task Booklet.• Students must perform in bare feet or appropriate dance/athletic shoes for safety.• Prior to the assessment, allow the students time to select a geometric shape to be

used in their dance.• Provide an instrumental musical selection (without words) for each of three tempos:

fast, medium, and slow. Prior to the assessment, allow students who want to use amusical accompaniment to select from these options.

• The students should select their preferred tempo for the performance after thechoreography is completed.

• The student performance must be videotaped for this assessment.• As an option to a written response, video or audio recording may be used at the

teacher’s discretion. Students being recorded need to be coached to face the recordingdevice when responding. Students must have a copy of the response sheet when beingrecorded.

• Students may dictate response sheet answers for the teachers to scribe.• The teachers role during taping is to read questions. Students may use resources

that are visible in the testing classroom, but the teacher may not prompt or coachstudents during the assessment.

• Video setup needs to be in a defined space so the performer can be seen at all times.• Students must have a copy of the response sheet when responding on the video.• Students should be prompted to clearly say their name/number and their current

grade level into the recording device before they begin their performance.• Students who respond in writing must include their name/number on the response

sheet.

Recommendation for Time Management

Teachers may administer the task in the way that is most practical for their classroom and theallotted time periods. The following three-day model is an example of how to administerthe task. This task should be administered in 2 to 3 days. The time frame is based on a 45–60minute class session for specialist and classroom teachers. Each individual instructor shouldtailor the administration of the task to his/her available class time and schedule.

Day One Estimated Time:• 15 minutes: The teacher provides the class with the task and reads it aloud.

The students may ask questions. The teacher answers any questions asked.

• 20 minutes: The students have approximately 20 minutes to create theirdance and rehearse their performance.

Day Two Estimated Time:• 5 minutes: The students review and rehearse their dance.

• 35 minutes: Each student performs their dance lesson, while the teacherrecords.

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Day Three Estimated Time:• 5 minutes: The teacher distributes response sheets to the students.

• 10 minutes: The students have 10 minutes to prepare their verbal or writtenresponse.

• 5 minutes: The teacher collects papers of students who respond in writing.

• 20 minutes: The teacher records the responses of the students who respondverbally.

Test Administration

Students may have as much time as they need to complete the task. All students whoremain productively engaged in the task should be allowed to finish their work. In some cases, afew students may require considerably more time to complete the task than most students;therefore, you may wish to move these students to a new location to finish. In other cases, theteacher’s knowledge of some students’ work habits or special needs may suggest that studentswho work very slowly should be tested separately or grouped with similar students for the test.

Provide the class with the reproduced student tasks prior to beginning the task. The studentswill receive the task that follows. Instruct the students to look at the task. Have the studentsread the directions to themselves as you read them aloud. Answer any questions the studentsmay have before you instruct them to begin.

Say: Today you will take the Grade 5 Washington Classroom-BasedPerformance Assessment (WCBPA) Arts Performance Assessment of Danceentitled “Shape It Up.”

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Shape It Up

The director explains that you must meet the following task requirements when creatingyour dance:

• Choose a geometric shape (e.g., circle, triangle, trapezoid).• Create a dance that shows the form and qualities of this shape.• Choose music with either a fast, medium, or slow tempo from the selections provided

to accompany your choreography.

The director explains that you must meet the following task requirements when performingyour dance:

• Identify a geometric shape used in your dance.• Show your geometric shape in at least four different ways, using the elements of

dance (space, time, energy/force).• Maintain focus and concentration.• Perform your dance without noticeable interruption.• Use the appropriate energy.• Include a clear beginning and ending.

The director explains that you must meet the following requirements when responding aboutyour performance:

• Identify your geometric shape.• Describe at least four ways that you showed your shape in your dance.• Use dance vocabulary correctly.

You will have 20 minutes to create and rehearse your dance before performing for yourteacher. Your performance will be videotaped. You will have 10 minutes to prepare yourresponse.

The director of a popular children’s television show is going to make an educational showfor younger children about mathematics. The director is looking for older students tohelp create and perform the lessons. The first lesson about geometric shapes is called“Shape It Up,” and you have been asked to prepare and perform part of the lesson.

Your job is to create a dance that clearly shows the form and qualities of one geometricshape. After you create your dance, if you want to use music, you may choose music witheither a fast, medium, or slow tempo to fit your idea. Your teacher will videotape yourperformance and will ask you to respond by explaining your dance.

GoOn

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1) What is the geometric shape you chose to create in your dance?

2) Using the elements of space, time, energy/force, what are the four ways that youshowed your geometric shape in your dance?

First way:

Second way:

Third way:

Fourth way:

STOP

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Washington Classroom-Based Performance Assessment (WCBPA)Arts Performance Assessment

Grade 5 Shape It Up

Dance Glossary

elements of dance—space, time, energy/force

energy/force—an element of dance; the quality of movement; how a movement is performed,including smooth, sharp, free, contained, strong, light, sustained, percussive, etc.

light energy—a movement quality that uses minimal muscle actionsharp energy—sudden, strong quality in movementsmooth energy—continuous, sustained quality in movementstrong energy—a movement quality that uses firm muscle action

focus—the ability to concentrate and keep one’s attention fixed on the matter at hand; wherethe dancer is looking; where the audience’s attention is directed

geometric shape—any shapes that are based on math principles, such as a circle, triangle,trapezoid, etc.

space—an element of dance; where bodies move in a dance, using levels, directions,pathways, sizes, relationships, etc.

tempo—the pace at which a piece of music or dance is performed

time—an element of dance; when and how a dance includes tempo, rhythm, duration,speed, etc.

Scoring Guide

Grade 5 Dance

Shape It Up (2005)

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4 A 4-point response: The student demonstrates a thorough understanding of choreography by meeting all of the four task requirements listed below:• creates a movement to express the selected geometric shape in one way,

using the elements of time, space, and/or energy,• creates a movement to express the selected geometric shape in a

second way, using the elements of time, space, and/or energy,• creates a movement to express the selected geometric shape in a third

way, using the elements of time, space, and/or energy, and• creates a movement to express the selected geometric shape in a

fourth way, using the elements of time, space, and/or energy.3 A 3-point response: The student demonstrates an adequate

understanding of choreography by meeting three of the four task requirements listed above.

2 A 2-point response: The student demonstrates a partial understanding of choreography by meeting two of the four task requirements listed above.

1 A 1-point response: The student demonstrates a minimal understanding of choreography by meeting one of the four task requirements listed above.

0 A 0-point response: The student demonstrates no understanding of choreography by meeting none of the four task requirements listed above.

Introduction to the Scoring Guide

This booklet includes a training set of exemplar student responses. The responses will be usedto instruct teachers how to score student responses using the rubrics provided.

Creating—Choreography Rubric (1.1.1)

4 A 4-point response: The student demonstrates a thorough understanding of performance skills and techniques by meeting all of the five task requirements listed below:• includes a clear beginning or entrance,• includes a clear ending or exit,• maintains focus throughout the dance,• performs without any interruptions, and• uses intentional energy throughout the performance.

3 A 3-point response: The student demonstrates an adequate understanding of performance skills and techniques by meeting four of the five task requirements listed above.

2 A 2-point response. The student demonstrates a partial understanding of performance skills and techniques by meeting three of the five task requirements listed above.

1 A 1-point response: The student demonstrates a minimal understanding of performance skills and techniques by meeting two of the five task requirements listed above.

0 A 0-point response: The student demonstrates no understanding of performance skills and techniques by meeting one or none of the five task requirements listed above.

Performing Rubric (1.2)

Rubrics

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4 A 4-point response: The student demonstrates a thorough understanding of responding to the performance by meeting all of the five task requirements listed below:• identifies the geometric shape that is actually in the dance,• describes, using dance vocabulary, one way a dance element showed the

geometric shape in the dance,• describes, using dance vocabulary, a second way a dance element showed

the geometric shape in the dance,• describes, using dance vocabulary, a third way a dance element showed

the geometric shape in the dance, and• describes, using dance vocabulary, a fourth way a dance element showed

the geometric shape in the dance.

3 A 3-point response: The student demonstrates an adequate understanding of responding to the performance by meeting four of the five task requirements listed above.

2 A 2-point response: The student demonstrates a partial understanding of responding to the performance by meeting three of the five task requirementslisted above.

1 A 1-point response: The student demonstrates a minimal understanding of responding to the performance by meeting two of the five task requirements listed above.

0 A 0-point response: The student demonstrates no understanding of responding to the performance by meeting one or none of the five task requirements listed above.

Responding Rubric (2.3)

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Exemplar Responses and Annotations

Student Samples Scoring Note

Some of the samples include student work that illustrates how students interpreted the directions. Student responses are authentic and may contain spelling errors in order to demonstrate the type of response a teacher would see and score. Authenticwork during scoring training allows scorers to see that grammar and spelling are notconsidered when a score is given, unless the scorer is unable to interpret its meaning.

Purpose of Exemplar Set

The set of exemplar papers is made up of examples of student responses that representeach score point. Each exemplar paper has been previously scored and includes anannotation that provides an explanation about the rationale for scoring.



First way:

Second way:

Third way:

Fourth way:

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Exemplar #1

Circle

Was I did a spin because I was thinking of apottery wheel. Spining round and round.

I bent down to show the sun going down. For night.Also the sun is a circle with triangels.

I came up to show the moon coming into place.Glittering on the houses.

Was I put my arms in a circle and put them bymy was to show the sun comeing up agin. To warm the earth.

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Exemplar #1 Annotation

Creating—Choreography Rubric Score: 4This performance earns the score of 4 on the Creating—Choreography Rubric forcompleting all four of the task requirements. The performance uses the elements oftime, space, or energy to express the selected geometric shape in four distinct ways.The circle is represented through circling arms, jumping in a circle, mid-level armmovements in circular motion with tilted body, and tilting up to a high level,ending in a circle. Completing all four task requirements earns the performancefour points on this rubric.

Performing Rubric Score: 4This performance earns the score of 4 on the Performing Rubric for completing allfive of the task requirements. The performance includes a clear beginning and aclear ending, maintains focus, is performed without interruptions, and usesintentional energy. Completing all five task requirements earns the performancefour points on this rubric.

Responding Rubric Score: 4This response earns the score of 4 on the Responding Rubric for completing all fiveof the task requirements. The response meets the first task requirement by identifying the geometric shape shown in the dance (“circle”). Additionally, theresponse meets four more task requirements by describing (using dance vocabulary) four distinct ways a dance element showed the geometric shape in the performance: there was a spin because the student “was thinking of a potterywheel,” and movements were made to show “the sun going down,” the “mooncoming into place,” and the “sun comeing up agin.” Completing all five taskrequirements earns the response four points on this rubric.



First way:

Second way:

Third way:

Fourth way:

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Exemplar #2

petgon

I use time by going fast middle do my turn toget up from the floor and made petgon like this

I use smooth energy by going part by part likethis first the knee then the body.

I use force by going lightly turn like this that why I use it.

I use space by going turning one time then smoothly fall down and turn agian.

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Creating—Choreography Rubric Score: 4This performance earns the score of 4 on the Creating—Choreography Rubric forcompleting all four of the task requirements. The performance uses the elements oftime, space, or energy to express the selected geometric shape in four distinct ways.The pentagon (although the student might say “hexagon” verbally, his writtenresponse and his performance indicate the pentagon) is represented through apentagon shape to begin, walking in that shape, changing level and direction,ending in a different pentagon shape. Completing all four of the task requirementsearns the performance four points on this rubric.

Performing Rubric Score: 4This performance earns the score of 4 on the Performing Rubric for completing allfive of the task requirements. The performance includes a clear beginning and aclear ending, maintains focus, is performed without interruptions, and usesintentional energy. Completing all five of the task requirements earns theperformance four points on this rubric.

Responding Rubric Score: 3This response earns the score of 3 on the Responding Rubric for completing four ofthe five task requirements. The response meets the first task requirement by identifying the geometric shape shown in the dance (pentagon). Additionally, theresponse meets three more task requirements by describing (using dancevocabulary) three distinct ways a dance element showed the geometric shape in theperformance: there are three separate diagrams that show specific ways the shapewas maintained, each of which is acceptable. No further credit can be awardedbecause the written response indicates “light” force was seen in the dance but thatis not credited because it does not correlate to the strong force seen in theperformance. Completing four of the five task requirements earns the responsethree points on this rubric.



First way:

Second way:

Third way:

Fourth way:

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Exemplar #3

My shape was a triangle.

My beggining shape is a triangle because myshape was a triangle. It was in the shape as a triangle Iput my hand in the air like a point. My feet was out forthe other two points of a triangle.

From that beggining I brought my hands down tomy chin (my fingers). Then moved my head side to side threetimes because a triangle has 3 points, the top and the 2sides on the bottom.

Next, I moved forward from side to side in arunning position. I jumped 3 times because a triangle has3 angles. I then stood upside down and spread my legsapart.

My last shape was I put my hands in the air and put on my chest forward. That was my ending shape!

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Creating—Choreography Rubric Score: 4This performance earns the score of 4 on the Creating—Choreography Rubric forcompleting all four of the task requirements. The performance uses the elements oftime, space, or energy to express the selected geometric shape in four distinct ways.The triangle is represented through the arm and leg shape to begin, an invertedtriangle with the legs when student is on the ground, the zigzag pathway of thedance coming forward, and the double set of triangles as the ending shape.Completing all four of the task requirements earns the performance four points onthis rubric.

Performing Rubric Score: 3This performance earns the score of 3 on the Performing Rubric for completing fourof the five task requirements. The performance includes a clear beginning and aclear ending (arms above the head in a still triangle position for both), maintainsfocus, and uses intentional energy. No further credit can be awarded because theperformance does include an interruption (there is a hesitation after the first non-locomotor movement before he moves again). Completing four of the five taskrequirements earns the performance three points on this rubric.

Responding Rubric Score: 4This response earns the score of 4 on the Responding Rubric for completing all fiveof the task requirements. The response meets the first task requirement by identifying the geometric shape shown in the dance (“triangle”). Additionally, theresponse meets four more task requirements by describing (using dance vocabulary) four distinct ways a dance element shows the geometric shape in theperformance. Completing all five task requirements earns the response four pointson this rubric.



First way:

Second way:

Third way:

Fourth way:

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Exemplar #4

Shevron

I started in a low shevron. I touched my toes andstarted as close to them as posible. This formed a shevronwith my legs. Also I lowered my head to not show the faceto start.

After that I stoud and made two differentshevrons. The first with my hands to also make the shapeclearer. The second I made with my arms and head.

Next I pulled my armes in inorder to to form ashevron. Also I pull out the front of my arms. Then Ispined in genral space.

Finaly I ja bed in the air. This was becuse asevron is sharp and pointy. Then went back to the begingshape.

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Creating—Choreography Rubric Score: 3This performance earns the score of 3 on the Creating—Choreography Rubric forcompleting three of the four task requirements. The performance uses the elementsof time, space, or energy to express the selected geometric shape in three distinctways. The chevron is represented through the beginning arrow-like shape, thehigh-level chevron, and the arms moving back and forth. No further credit can beawarded because a fourth distinct shape is not given, the fourth shape in thisperformance is simply the repetition of the first shape. Completing three of thefour task requirements earns the performance three points on this rubric.

Performing Rubric Score: 4This performance earns the score of 4 on the Performing Rubric for completing allfive of the task requirements. The performance includes a clear beginning and aclear ending, maintains focus, is performed without interruptions, and usesintentional energy. Completing all five task requirements earns the performancefour points on this rubric.

Responding Rubric Score: 4This response earns the score of 4 on the Responding Rubric for completing all fiveof the task requirements. The response meets the first task requirement by identifying the geometric shape shown in the dance (“chevron”). Additionally, theresponse meets four more task requirements by describing (using dance vocabulary) four distinct ways a dance element shows the geometric shape in theperformance. Completing all five task requirements earns the response four pointson this rubric.



First way:

Second way:

Third way:

Fourth way:

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Exemplar #5

circle.

I connected my hands together to form a circle.Then I rotated around the room. I walked gentle aroundand around.

Next I made my hands to form a smaller circle.I was standing still for a moment. Then I made the smallercircle around and twisting my body.

I move my body softly around and around, tringto keep consintration. I walked gentley across the room.

I placed my body still as I formed my hand intoan another circle. Then I ended my dance.

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Creating—Choreography Rubric Score: 4This performance earns the score of 4 on the Creating—Choreography Rubric forcompleting all four of the task requirements. The performance uses the elements oftime, space, or energy to express the selected geometric shape in four distinct ways.The circle is represented through the circular pattern with arms and body turning,drawing the pathway on the floor, swinging of arms back and forth in circle, endingin a circle shape. Completing all four task requirements earns the performancefour points on this rubric.

Performing Rubric Score: 2This performance earns the score of 2 on the Performing Rubric for completingthree of the five task requirements. The performance includes a clear beginningand a clear ending, and it is performed without interruptions. The dancer does notmaintain focus (the arms are moving almost separately from the body, almost separately from the dance) and does not use intentional energy. Completing threeof the five task requirements earns the performance two points on this rubric.

Responding Rubric Score: 4This response earns the score of 4 on the Responding Rubric for completing all fiveof the task requirements. The response meets the first task requirement by identifying the geometric shape shown in the dance (“circle”). Additionally, theresponse meets four more task requirements by articulately describing (usingdance vocabulary) four distinct ways a dance element shows the geometric shape inthe performance. Completing all five task requirements earns the response fourpoints on this rubric.



First way:

Second way:

Third way:

Fourth way:

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Exemplar #6

My Shap is a half surcL

first I walkt in the shape of a U TWiS.

The cekond thing I did wos lay down and mackeThe Shape of a half circl

The Third Thing I did was lay down and Bend myBack Till My feet Tochd The Back of my head

The forth Thing I did wos mack a half circl onThe ground.

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Creating—Choreography Rubric Score: 3This performance earns the score of 3 on the Creating—Choreography Rubric forcompleting three of the four task requirements. The performance uses the elementsof time, space, or energy to express the selected geometric shape in three distinctways. The half circle is represented through the body arc on a low level, the shapeof touching foot to head on ground, and the bridge. No further credit can beawarded because a fourth distinct shape is not given, the shape made whilewalking a pathway on the ground is not clear, and the final ending shape is arepeat of an earlier move. Completing three of the four task requirements earnsthe performance three points on this rubric.

Performing Rubric Score: 2This performance earns the score of 2 on the Performing Rubric for completingthree of the five task requirements. The performance includes a clear ending,maintains focus, and uses intentional energy. No further credit can be awardedbecause the performance does not include a clear beginning (the dance beginswithout pause) and is not performed without interruptions (the ending shape is interrupted). Completing three of the five task requirements earns theperformance two points on this rubric.

Responding Rubric Score: 3This response earns the score of 3 on the Responding Rubric for completing four ofthe five task requirements. The response meets the first task requirement by identifying the geometric shape shown in the dance (half circle). Additionally, theresponse meets three more task requirements by describing (using dancevocabulary) three distinct ways a dance element shows the geometric shape in theperformance by walking in that shape, laying down to make the shape, andbending back to make the shape. No further credit can be awarded because theother written response (making the shape on the ground) is simply a repeat of anearlier description. Completing four of the five task requirements earns theresponse three points on this rubric.



First way:

Second way:

Third way:

Fourth way:

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Exemplar #7

The geometric shape I chose was a rhombus.

The first way I used my geometric shape was byhaving a low space. The way that is posuble is becuse ofmy level. My level was verry low. The geometric shape wasbeing made with my legs.

The second way that my geometric shape was madeis by making a flowpater on the growen with my feet. I didnot us alot of spase. I took smole stinpes

The third way that my geometrie shape was madeis, I made a rhombus with my hands in the ari.

The fourth way that I made my shape is I endedwith woth I startid with.

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Creating—Choreography Rubric Score: 3This performance earns the score of 3 on the Creating—Choreography Rubric forcompleting three of the four task requirements. The performance uses the elementsof time, space, or energy to express the selected geometric shape in three distinctways. The diamond is represented through beginning with the diamond shape,walking in a diamond on the floor, and making the shape with arms whilestanding. No further credit can be awarded because a fourth distinct shape is notgiven; the fourth shape is a repeat of the beginning move. Completing three of thefour task requirements earns the performance three points on this rubric.

Performing Rubric Score: 1This performance earns the score of 1 on the Performing Rubric for completing twoof the five task requirements. The performance includes a clear ending andmaintains focus throughout. No further credit can be awarded because theperformance does not include a clear beginning (the dance begins by moving intoand out of the shape without pause), is not performed without interruptions (aninterruption occurs near the end, where the student looks unsure of what to do),and does not use intentional energy (the student is not invested in the performanceand energy level drops). Completing two of the five task requirements earns theperformance one point on this rubric.

Responding Rubric Score: 3This response earns the score of 3 on the Responding Rubric for completing four ofthe five task requirements. The response meets the first task requirement by identifying the geometric shape shown in the dance (“rhombus” or diamond).Additionally, the response meets three more task requirements by describing(using dance vocabulary) three distinct ways a dance element shows the geometric shape in the performance: using “low space,” the flow pattern on theground with the feet, and using hands in the air to make a rhombus. No furthercredit can be awarded because the response does not include a fourth distinctshape, instead uses what “I startid with.” Completing four of the five taskrequirements earns the response three points on this rubric.



First way:

Second way:

Third way:

Fourth way:

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Exemplar #8

The sape that I chose was a rectangle.

I walked on to the stage in a rectangle like shapeand I was walking in a slow tempo. I had my hands upwhen I was walking.

Then I went on the floor and did a straight andsidways rectangle. I was using the space by going arounduntil I got to the place I started at.

After I did that I did a brige and I stayedthere for about four seconds. I was in about a mediumspace.

The last Thing I did was I walked in a slow andfast tempo of a rectangle. I took 5 steps left and 10 stepsright.

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Creating—Choreography Rubric Score: 3This performance earns the score of 3 on the Creating—Choreography Rubric forcompleting three of the four task requirements. The performance uses the elementsof time, space, or energy to express the selected geometric shape in three distinctways. The rectangle is represented through walking in a straight pathway witharms in a rectangle, forming the body in a rectangle shape while opening andclosing legs, and following the lines on the floor while walking in rectangle pattern.No further credit can be awarded because a fourth distinct shape is not given.Completing three of the four task requirements earns the performance three pointson this rubric.

Performing Rubric Score: 0This performance earns the score of 0 on the Performing Rubric for completing oneof the five task requirements. The performance does complete one taskrequirement by performing without interruptions. No further credit can beawarded because the performance does not include a clear beginning or a clearending (no maintaining of a final position), does not maintain focus (the performerfiddles with her hair), and does not use intentional energy. Completing one of thefive task requirements earns the performance zero points on this rubric.

Responding Rubric Score: 4This response earns the score of 4 on the Responding Rubric for completing all five of the task requirements. The response meets the first task requirement by identifying the geometric shape shown in the dance (“rectangle”). Additionally, theresponse meets four more task requirements by describing (using dancevocabulary) four distinct ways a dance element shows the geometric shape in theperformance: walking “like a rectangle” on the floor with a straight and sidewaysrectangle, and walking in “slow and fast tempo of rectangle.” Although only threedistinct movements are credited on the first rubric, four descriptions of movementsare credited here because the response clearly shows an appropriate thoughtprocess. Completing all five task requirements earns the response four points onthis rubric.



First way:

Second way:

Third way:

Fourth way:

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Exemplar #9

My geometric shape is circle

First I stand still and spin in a circle in oneplace in a smoth and nice motion in my dance.

Then I stop and walk around two times to make acircle and spin while I do that then spin the other way.

Next I Jump up and down in a circluer form.While my hands are the side of my.

Then I stand still like a tree.

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Creating—Choreography Rubric Score: 2This performance earns the score of 2 on the Creating—Choreography Rubric forcompleting two of the four task requirements. The performance uses the elementsof time, space, or energy to express the selected geometric shape in two distinctways. The circle is represented through turning in a circle and turning one arm ina circular pattern. No further credit can be awarded because a third or fourthdistinct shape is not given; the other movements are unclear. Completing two ofthe four task requirements earns the performance two points on this rubric.

Performing Rubric Score: 2This performance earns the score of 2 on the Performing Rubric for completingthree of the five task requirements. The performance includes a clear beginningand ending and maintains focus. No further credit can be awarded because theperformance is not performed without interruptions (there are stops and startsthroughout) and does not use intentional energy. Completing three of the five taskrequirements earns the performance two points on this rubric.

Responding Rubric Score: 1This response earns the score of 1 on the Responding Rubric for completing two ofthe five task requirements. The response meets the first task requirement by identifying the geometric shape shown in the dance (“circle”). Additionally, theresponse meets one more task requirement by describing (using dance vocabulary)one distinct way a dance element shows the geometric shape in the performance.No further credit can be awarded because the other written responses either do notcorrelate to the performance (the student did not stay in one spot and did not“jump”) or do not describe a circle. Completing two of the five task requirementsearns the response one point on this rubric.



First way:

Second way:

Third way:

Fourth way:

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Exemplar #10

a rectangle,

lay flat on the ground and fold my legs.

run in a rectangle 4 times

do 4 Jumping Jacks

lay flat on the ground.

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Creating—Choreography Rubric Score: 0This performance earns the score of 0 on the Creating—Choreography Rubricbecause it does not create any movements to represent a specific shape. Themovements in the performance are not consistent or clear and do not clearlyrepresent a certain shape. Without creating movements to represent a shape, nopoints can be earned on this rubric.

Performing Rubric Score: 4This performance earns the score of 4 on the Performing Rubric for completing allfive of the task requirements. The performance includes a clear beginning and aclear ending (on the ground in both cases), maintains focus, is performed without interruptions, and uses intentional energy. Completing all five task requirementsearns the performance four points on this rubric.

Responding Rubric Score: 0This response earns the score of 0 on the Responding Rubric because it does not correlate to the performance. Although the response states that the dance represented a “rectangle,” it was not clearly seen. The response includes writtenanswers (“jumping jacks,” “lying flat”) that do not represent a rectangle or which (“run in a rectangle”) does not correlate to the dance (the student actually ran in acircle). Without providing answers that correlate to the performance, no points canbe earned on this rubric.

sample lesson with assessment

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