TEACHER'S SCORING SHEET FOR CULTURAL TRADITIONS EXERCISE

Student's Name ______Student's Group Number ______Date ______Cultural Tradition Selected ______Teacher's Name ______

Mark a single score for each of the four components (Creating, Performing, Responding, and Group Dynamics) in the space next to the description that best fits the student's performance and again in the box at the bottom of each column.

Level Score Creating Score Performing Score Responding Score Group Dynamics • The dance has clear beginning, middle, and • Performs with full commitment/intensity • Student expands and elaborates in • Student actively participates in group by end. (projects while performing; remembers describing key elements using dance sharing ideas/movements, listening and • Use of time, space and force elements extended movement sequence). vocabulary: Space-level, direction, shape, responding, leading initiatives, and enhances the theme. • Demonstrates principles of alignment, pathway, focus, range; Time-beat, accent, expanding on ideas of others. • Vocal and/or rhythmic accompaniment are balance and control. tempo, duration; Force-attack: 4 fully integrated into the dance which • Uses variety in elements of space, time and sharp/smooth, weight: heavy/light, clearly reflect the cultural tradition. force. strength: tight/loose, flow: free-flowing, • Uses movements which blend with the bound, or balanced. accompaniment throughout the performance. • Student draws parallels, discussing more • Is always aware of self and others and than one connection to cultural traditions. responds to changing relationship. • The dance has a clear beginning middle, • Performs expressively with commitment • Student identifies and describes key • Student participates in group by sharing and end. (projects while performing; remembers elements using dance vocabulary: Space- ideas/movements, listening and • Efficient use of time, space and force extended movement sequence). level, direction, shape, pathway, focus, responding, following initiatives of 3 elements relates to the theme. • Demonstrates principles of alignment, range; Time-beat, accent, tempo, duration; others, and accepting ideas of others. • Vocal and/or rhythmic accompaniment balance and control. Force-attack: sharp/smooth, weight: relate to the dance and reflect the cultural • Uses some variety in elements of space, time heavy/light, strength: tight/loose, flow: theme. and force. free-flowing, bound, or balanced. • Uses movements which blend with the • Student makes a connection to cultural accompaniment occasionally. traditions. • Is aware of self and others and responds to changing spatial relationships. • The dance has unclear delineation between • Performs with some projection, but has • Student identifies some of the elements • Student participates in a passive manner beginning, middle, and end. difficulty remembering sequences. using dance vocabulary: Space-level, by accepting ideas/movements of others, • Efficient use of time, space and force • Demonstrates principles of alignment, direction, shape, pathway, focus, range; listening and responding in a limited 2 elements is evident but does not clearly balance, and control with some commitment. Time-beat, accent, tempo, duration; Force-- manner. relate to cultural theme. • Varies space, time, and force elements attack: sharp/smooth, weight: heavy/light, • Vocal and/or rhythmic accompaniment infrequently. strength: tight/loose, flow: free-flowing, exists and reflects the cultural theme. • Demonstrates limited awareness of self and bound, or balanced. changing spatial relationships. • Student attempts to make a connection to cultural traditions. • The dance shows little evidence of • Performs with no projection, doesn't • Student describes dance using general • Student shares few ideas and shows little beginning, middle, and end. remember movement sequences. vocabulary rather than dance vocabulary. response to ideas of others. • Use of dance elements is minimal (time, • Demonstrates minimum physical • Student describes dance with no space, force). commitment and control. relationship to cultural traditions. 1 • Disconnected or little use of vocal and/or • Has no variation in space, time, and force rhythmic accompaniment. element • Demonstrates little or no awareness of spatial relationships. • Not Scorable - Evidence is not relevant to • Not Scorable - Evidence is not relevant to • Not Scorable - Evidence is not relevant to • Not Scorable - Evidence is not relevant task requirements or is too minimal to rate task requirements or is too minimal to rate task requirements or is too minimal to rate to task requirements or is too minimal to student performance. student performance. student performance. rate student performance.

Score for Creating Score for Performing Score for Responding Score for Group Dynamics