Fine Arts Performance Descriptors and Classroom Assessments

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Choreographic Principles and Form Procedures 1. In order to understand the sensory elements, organizational principles and expressive qualities of the arts (25A) and apply skills and knowledge necessary to create and perform in one or more of the arts (26B), students should experience sufficient learning opportunities to develop the following: • Give examples of chorographic principles (i.e., contrast, repetition, transition, variety, balance) and musical choreographic forms (i.e., AB, canon, rondo, theme and variation). • Perform with others in unison and canon and with spatial clarity. • Structure phrases and sections of dances based on teacher’s framework. • Describe and practice round form. Note: Define the principles, list possibilities on the board for each and ask for suggestions from class. • Repetition: original pattern always there in some form. Repeat action using different body parts, same action on other side of the body, additional actions, i.e., bending, stretching, and jumping. • Variety: Using space in different ways (direction, level, size) • Contrast: Performing actions in opposite qualities (e.g., quick/slow, strong/light, sustained/percussive, swinging/collapsing). 52
Choreographic Principles and Form Procedures 2 Have students review and discuss the assessment task and how the rubric will be used to evaluate their work. 3 Explain the task assignment: • Groups of four will create simple walk patterns into four part round form, all will face the same direction throughout the pattern and follow identical floor patterns (see example below). • Students will be accompanied by a percussion instrument of the teacher’s choice. The accompaniment will help dancers maintain the same tempo/speed of movement. • Part 1 – Four very slow forward walks on a straight pathway the legs and feet are the only active part of the body. The pattern will start with the left foot. • Part 2 – Travel sideways to the left, four counts, on a straight pathway showing contrast and variety in the traveling pattern and placing emphasis on the way body parts move. • Part 3 – Travel backward, four counts, on a straight pathway showing contrast and variety in the traveling pattern and placing emphasis on the way body parts move. • Part 4 – Travel sideways to the right, four counts, on a straight pathway showing contrast and variety in the traveling pattern and placing emphasis on the way body parts move. • Each dancer will have returned to their original starting place. 53
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 50 and 51: Three Pigs “Exceeds” The field
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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