Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

DANCE AssessmentPerformance Event D.E412

Active Listening and Notation

High SchoolLevel 3

Teacher BookletTeacher DirectionsStudent Directions

Teacher Scoring RubricStudent Checklist

Notation Page

©2018. Please reference the Licensing Statement on this page.

Licensing Statement

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ACKNOWLEDGEMENTS

USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 1)This assessment can be used to demonstrate arts educator effectiveness by changing the prompt (such as musical selection, play, work of art) used, if any, and repeating the item one or more times either in the current school year or the next one. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.

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OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENTStudents will create a brief solo phrase visually representing a musical selection.

Note: Three to four students may present their solos simultaneously. Through the use of video recording the instructor may then view each solo individually for evaluation.

SUGGESTED TOTAL TIMEThis assessment has four parts to it. The assessment should take one 50-minute class period to complete.

o Part 1–Active Listening and Methods of Notationo Part 2–Improvisationo Part 3–Setting Movement o Part 4–Showing the Composition

LIST OF REQUIRED MATERIALS The materials required for this assessment are:

o Student Bookletso Pens or pencilso Sound playback equipment

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Michigan Student Learning Standards Assessed

Performance Standard(s)

C.1–Students create solo and ensemble movement phrases and choreography, contribute choreography consistent with the style and intent of a performance theme, craft thoughtful movement phrases and dances with a point of investigation and links to core content and technical acuity, and attention to space, time, and energy. Advanced students can create with technical rigor, stylistic nuance, and a sense of choreographic voice.

Content Standard

ART.D.II.HS.1–Create and perform combinations and variations in a broad dynamic range.

VPAA Guidelines

C.3–Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.

Intended Students

Third-year (Level 3) dance students

Alignment to National Core Arts Standards

Anchor Standard

DA:Cr1–Generate and conceptualize artistic ideas and work.

o Video-recording and playback equipmento LCD projector and screen for viewing student presentationso Examples of appropriate music selections include: “Hora Decubitus” by Charles Mingus,

“Libertango” by Astor Piazzolla, and “Spring” by Vivaldi.

ASSESSMENT SETUPFor this assessment, the performance space should feature an X in the center of the room. A video camera should be pre-set and spaced in full frame in order to capture multiple dancers simultaneously.

The instructor should identify a selection of music, as well as a specific portion of the selection, that students will represent visually. See above for suggestions of music to use in this assessment.

DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections for teachers are in regular text. Directions to be read to students are in bold.

Students will need a Student Booklet and a pen or pencil, as well as access to studio space. When ready to begin, say:

You each should have a Student Booklet. Begin by filling in the information requested on the front cover.

Pause while students complete the requested information. Then say:

Now turn to page 2 in your Booklet and follow along as I read the directions aloud.

Pause while students turn to page 2 in their Booklets. Then say:

This assessment has four parts to it:

o Part 1–Active Listening and Methods of Notationo Part 2–Improvisationo Part 3–Setting Choreographyo Part 4–Showing the Composition

The directions for each part are given in the Student Booklet.

PART 1– ACTIVE LISTENING AND METHODS OF NOTATIONToday you will create composition sketches that visually represent a brief portion of a musical selection. You will hear the musical selection two times. Listen for multiple instruments to represent in your sketches.

Pause while you play the selection the first time. After you have played it once, say:

The second time you listen to the music, you may want to graph or notate the musical changes according to the counts. Do this in a way that makes sense to you. Turn to

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page 5 in your Student Booklet for a page on which to notate the music and plan your improvisation.

The musical selection will be played for the second time. Continue to plan your improvisation.

Play the musical selection.

PART 2–IMPROVISATIONSpread out in the dance space. You will now hear the musical selection two more times. As you listen, begin to improvise movement that may be used as you set your choreography.

Play the musical selection. Pause as the music plays, then say:

The musical selection will be played for the second time. Continue to improvise.

PART 3–SETTING CHOREOGRAPHYYou will now set the choreography that represents the musical score. Turn to page 4 of your Student Booklet to read the Teacher Scoring Rubric that will be used to evaluate your work. Review the criteria for Level 4, the highest level of performance.

Pause for students review the rubric, and then say:

The following elements should be included in the movement phrase:

Stationary movement Locomotor movement Direction change Level change Rhythm change Dynamic Change

You will have 15 minutes to set and rehearse your choreography. Your teacher will continue to play the musical selection while you work. Complete the checklist on page 2 during this time as well.

Continue to revise and rehearse until time is up.

Play the musical selection again every couple of minutes. When 5 minutes are remaining, say:

You have 5 minutes remaining to revise and rehearse.

After 5 minutes, say:

Time is up, please exit the performance space and have a seat.

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PART 4–SHOWING THE COMPOSITIONSet up the video recording equipment in order to record student performances. When ready to start, say:

Part 4 of your assessment is the presentation of your choreography. In order for all of you to present your work, groups of three to four students will perform at the same time. Your presentations will be recorded so that the teacher can evaluate your work individually outside of class.

Divide the class into groups of three to four students. Then say:

When your group takes the space, please spread out. If your group has three performers, please use a V formation. If there are four performers, please stagger your lines so each dancer has a window to see the video camera.

Record the performance of each group. Then say:

Thank you for your performances. Please turn in your Student Booklet.

[This page is on page 5 of the Student Booklet, where one full blank page is provided.]NOTATION PAGE

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TEACHER SCORING RUBRIC

Dimension 1 2 3 4

Stationary Movement

Did not meet expectations.

Somewhat met expectations.

Met expectations.

Exceeded Expectations.

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Dimension 1 2 3 4

Locomotor Movement

Did not meet expectations.

Somewhat met expectations.

Met expectations.

Exceeded Expectations.

Direction Did not meet expectations.

Somewhat met expectations.

Met expectations.

Exceeded Expectations.

Level Did not meet expectations.

Somewhat met expectations.

Met expectations.

Exceeded Expectations.

Rhythm Change

Did not meet expectations.

Somewhat met expectations.

Met expectations.

Exceeded Expectations.

Dynamic Change

Did not meet expectations.

Somewhat met expectations.

Met expectations.

Exceeded Expectations.

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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.

D.E412 Teacher _______________________________ Class _________________________

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STUDENT NAME STATIONARY MOVEMENT

LOCOMOTOR MOVEMENT DIRECTION LEVEL RHYTHM

CHANGEDYNAMIC CHANGE