Fine Arts Performance Descriptors and Classroom Assessments

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Three Pigs “Exceeds” The field test teachers suggested the following points: Knowledge: Analysis of Elements, Defense of Choices Accurately noted all the elements, body shape, facial expression movement, and voice/sound. Gave detailed and accurate descriptions with clear and logical relations between what the student chose to do and why (e.g. “When the pigs told me what their houses were made of I widened my eyes in surprise then narrowed them in disbelief.”) Communication: Writing Conventions, Write a Paragraph The paragraph was well organized progressing through time with clear connections (e.g., when this happened then I did that.) 50
Choreographic Principles and Form Performance Standard Da25A26B.G (dance) 1. Develop and perform a movement pattern in round form, emphasizing the choreographic principles of contrast, repetition and variety accordingly: • Process: Perform movement pattern, maintaining round form and remembering the sequence of movements throughout the performance. • Creative Expression: Make contrast and variety obvious through imaginative use of body actions, body parts, spatial factors and movement qualities. • Communication: Explain how the group performed its movement pattern in round form, how repetition should be used and what it looks like in a dance (with examples), and how variety and contrast were developed in the dance (with examples). 51
Page 1 and 2: Performance Descriptors and Classro
Page 3 and 4: Topics In This Presentation !Standa
Page 5 and 6: • Goals are the most general of t
Page 7 and 8: Performance Descriptors for Illinoi
Page 9 and 10: Stage B: Goals, Standards and Perfo
Page 11 and 12: Performance Standards Performance S
Page 13 and 14: Exceeds RUBRIC: Continuum of Eviden
Page 15 and 16: Group Activity One In your group:
Page 17 and 18: Masks Across Cultures Procedures 1.
Page 19: Masks Across Cultures Examples of S
Page 22 and 23: Masks Across Cultures Student Work
Page 24 and 25: Masks Across Cultures “Meets” T
Page 26 and 27: Masks Across Cultures “Exceeds”
Page 28 and 29: Fruit Salad Procedures Using the me
Page 30 and 31: Fruit Salad Examples of Student Wor
Page 32 and 33: FRUIT SALAD Name __________________
Page 34 and 35: Fruit Salad Student Work Samples Wa
Page 36 and 37: Fruit Salad “Meets” The field t
Page 38 and 39: Fruit Salad “Exceeds” The field
Page 40 and 41: Procedures Three Pigs 1. In order t
Page 42 and 43: Three Pigs Examples of Student Work
Page 44 and 45: NAME ______________________________
Page 46 and 47: Three Pigs Student Work Samples Wai
Page 48 and 49: Three Pigs “Meets” The field te
Page 52 and 53: Choreographic Principles and Form P
Page 54 and 55: Choreographic Principles and Form
Page 56: Choreographic Principles and Form E
Page 64 and 65: Contour Drawing Performance Standar
Page 66 and 67: Contour Drawing 2 Have students rev
Page 69 and 70: Contour Drawing Student Work Sample
Page 71 and 72: Contour Drawing “Meets” The fie
Page 73 and 74: Contour Drawing “Exceeds” The f
Page 75 and 76: Ensemble Rehearsal Techniques Proce
Page 77: Ensemble Rehearsal Techniques Examp
Page 81 and 82: Ensemble Rehearsal Techniques “Me
Page 83 and 84: Ensemble Rehearsal Techniques “Me
Page 85 and 86: Ensemble Rehearsal Techniques Excee
Page 87 and 88: Should You Try This At Home? Group
Page 89: If you have questions or ideas abou

Fine Arts Performance Descriptors and Classroom Assessments

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