Task Details
Applying Vocabulary to Describe a Masterwork
In this task, students will demonstrate their ability to apply dance elements vocabulary words to describe a dance masterwork. Before delivering this task, students should experience defining and explaining dance elements, and they should be able to describe details of a dance masterwork using the dance elements vocabulary words included in this performance task. They should experience discussing and writing their understandings of the vocabulary words with a variety of dance genres, styles, and/or techniques. Use the Sorting Dance Elements Vocabulary Worksheet and the Writing About Dance Practice Page to prepare students for this assessment.
This page contains an 'at a glance' overview of this task, downloadable documents, links to suggested dance masterwork recordings, and the task rubric with student work samples and rating justifications for each proficiency level.
Proficiency Level(s)
- Novice
Targeted Grade Level(s)
- Upper Elementary
- Middle School
Prompt(s)
- Lower Level Dance Masterwork (3rd-5th Grade)
“Wade in the Water” from Revelations, choreographed by Alvin Ailey, performed by Alvin Ailey American Dance Theatre, and recorded at Jacob's Pillow - Middle or Upper Level Dance Masterwork (6th-12th Grade)
The Blues Project, choreographed by Michelle Dorrance, performed by Dorrance Dance Company, and recorded at Jacob's Pillow in 2013
Classroom Piloting Status
- Piloted
Standard(s)
| Content Area | Artistic Process | Standard |
|---|---|---|
| Dance | Responding | 5. I can describe, analyze, and evaluate a dance. |
Benchmark(s) and Indicator(s)
| Benchmark | Indicator |
|---|---|
| D.R.NH.5 - I can identify and describe patterns and explain how movement communicates an idea. | D.R.NH.5.1 - I can identify and describe movement qualities and patterns in a dance. |
| - | D.R.NH.5.2 - I can observe a dance and use dance vocabulary to explain its meaning |
Rubric and Sample Student Work
| UNDERSTANDING AND APPLYING DANCE VOCABULARY | |||
| Proficiency Level | Description | Sample Student Work | Justification |
|---|---|---|---|
| Exemplary | All writing demonstrates clear, strong understanding of dance elements vocabulary words:
|
Exemplary Sample 1 |
Sample 1 The student explained all three terms accurately, used the vocabulary words correctly, and included several keywords in the paragraphs, including smooth/choppy for flow and slow for tempo. The student referenced details about specific moments from the masterwork in each paragraph, such as one dancer's smooth waist rotation. Sample 2 The student used all three words correctly and gave precise explanations of their meanings. All three paragraphs included details and specific examples of how the words were used, including some descriptions of the moment in the dance when it occurred. |
| Proficient | Most writing demonstrates clear, strong understanding of dance elements vocabulary words:
|
Proficient Sample 1 Proficient Sample 2 Proficient Sample 3 |
Sample 1 The student's explanations for tempo and relationships were accurate, but they confused pathway with the meaning of direction. The student included details from the masterwork, such as changes in relationships, but these details were not specific. Sample 2 The student provided accurate details and examples of how and when the vocabulary words were used in the excerpt, but the explanations of the meanings of the words were not as comprehensive as would be needed for an Exemplary rating. For example, relationship was explained as "basically partner work," and attack as "going hard on the dance.” Sample 3 The student's explanations for tempo and relationships were accurate, but they confused pathway with the meaning of direction. The student included details from the masterwork, such as changes in relationships, but these details were not specific enough to be rated Exemplary. |
| Approaching Proficient | Some writing demonstrates clear understanding of dance elements vocabulary words:
|
Approaching Proficient Sample 1 Approaching Proficient Sample 2 |
Sample 1 The student did not include explanation statements for any vocabulary word, but they did use keywords that indicated some understanding (e.g., "close to the ground" for levels and "moving smoothly across the stage" for flow). The paragraph for weight is incorrect, and the reference to the dance getting "extreme" is inaccurate. Sample 2 The student used all three words correctly but only provided precise explanations for the meanings of texture and levels. The details from the masterwork were vague and did not reference specific moments in the dance. |
| Emerging | Writing demonstrates limited understanding of dance elements vocabulary words:
|
Emerging Sample 1 Emerging Sample 2 |
Sample 1 The student did not demonstrate understanding of dance elements vocabulary words. The explanations for pathways and flow are incorrect and include minimal details specific to the dance masterwork. The writing for levels includes a partial explanation and no details from the masterwork. Sample 2 This writing contains a mix of correct explanations with incorrect references, and vise versa. The student used the words correctly but only provided correct explanations for the meanings of texture and levels. The references to the masterwork were vague and did not include specific information about the dance. |
| Needs Major Support | The student’s writing is off-topic, does not specifically refer to details of the masterwork, and/or does not demonstrate an understanding of dance elements vocabulary words. |
Needs Major Support Sample 1 |
Sample 1 The writing does not demonstrate any understanding of the dance vocabulary. Explanations are incorrect, including incorrect descriptive words. For example, tempo includes flow, flow includes slow, and pathways mentions flow. No specific references to the excerpt were included. |
