BC Education - Dance 11 and 12 - Appendix D: Assessment and Evaluation

Sample 1: Performance Grade 11

Topic: Present a Dance

Prescribed Learning Outcomes:

Presentation and Performance

It is expected that students will:

rehearse dances with attention to technical accuracy and aesthetic quality
demonstrate performance skills as appropriate to a given style
demonstrate a clear interpretation of choreographic intent
apply stagecraft to enhance performance
demonstrate skills and attitudes appropriate to the collaborative process of presenting dance:
- commitment to the rehearsal process
- respect for others' contributions
- body and mind management
- arts administration and production tasks
adapt a performance for a given environment

Dance and Society

It is expected that students will:

demonstrate the skills and attitudes necessary to participate as a dance performer within society:
- accepting direction
- giving and receiving constructive criticism
- taking appropriate risks
- setting and revising personal goals for performance
- practising individual and group rights and responsibilities in dance performance
- respecting diversity

Overview

Students prepared a public performance of their work. Evaluation was based on self- and teacher assessment of:

preparation for the performance
individual contributions to the performance

Planning for Assessment and Evaluation

After compiling a repertoire of dances, students prepared a public performance of their work. Class time was spent brainstorming and assigning the various production tasks, such as setting and striking props or set pieces, printing tickets, and designing and printing posters.
The teacher asked students to list appropriate skills and attitudes required in the collaborative process of preparing and presenting a dance performance.
Students also used their class time to discuss the expectations for appropriate backstage conduct and the demands of technical and dress rehearsals. Students then role-played appropriate and inappropriate backstage behaviour.
As a class, students discussed appropriate management of costumes, props, and time, as well as effective relaxation techniques. These criteria were used as a basis for self-assessment after the rehearsals and performance.

Defining the Criteria

The teacher and students discussed and agreed on the following evaluation criteria for rehearsals and the performance. Students recorded the criteria in their journals.

Preparation for the Performance

willingly attends all rehearsals on time, and brings everything needed for the rehearsals
demonstrates individual commitment to the processes of rehearsal and performance
consistently sets high standards and works to meet them
seeks and accepts constructive feedback
respects the contributions of others
willingly contributes to tasks
demonstrates energy and enthusiasm
effectively meets all required deadlines

Individual Contribution to the Performance

arrives on time
consistently maintains a calm attitude backstage
attends to responsibilities efficiently
uses relaxation routines (if needed) effectively
follows stage manager's directions accurately
effectively demonstrates accuracy, focus , energy, and joy in performing

Assessing and Evaluating Student Performance

The teacher and students used rating scales and checklists to assess specific aspects of preparation and performance. Students had copies of the checklists and rating scales to guide them as they worked. The checklists were used to assess rehearsal work habits, offstage behaviour on performance night, and performance quality. Copies were also posted on the studio wall for easy reference during the rehearsal weeks.

As the preparations progressed, students were encouraged to refer to the posted checklists and to monitor their contributions in relation to the agreed-upon expectations. The teacher also observed and guided students as necessary. After the performance had taken place, the teacher met with each student to review her or his self-assessments and used a rating scale to help them agree on an overall grade.

**Preparation for the Performance**
Criteria	Rating
I attended every rehearsal.
I consistently arrived on time and remembered to bring everything I needed, especially to the dress rehearsal.
I set high standards for myself and worked consistently to meet them, even when it meant practising the same thing many times.
I tried to do something useful during enforced "wait time."
I maintained a positive, enthusiastic attitude.
I was eager to be coached and accepted criticism gracefully.
I made sure I did nothing to waste others' time or hold up the rehearsal.
I performed with as much commitment, energy, and focus as I would if there were an audience.
I respected the needs and contributions of the stage manager and technical crew.
My production task was________. I treated this task seriously and met all required deadlines.

Key:
3—STRONGLY Evident
2—Competent
1—Developing
ND—Not Demonstrated

**Individual Contribution to the Performance**
Criteria	Rating
I arrived at the call time or earlier.
I maintained a calm attitude backstage and looked after my responsibilities quietly.
I brought everything I needed.
I made sure I didn't interrupt other performers' concentration as they prepared to go onstage.
I calmed my own nervousness by following a relaxation routine I'd learned.
I followed the stage manager's directions without question.
I gave one of my best performances onstage: accurate, focus sed, energetic, and joyful.
Three important things I have learned from doing this performance are:

Key:
3—STRONGLY Evident
2—Competent
1—Developing
ND—Not Demonstrated

**Overall Performance**
Rating	Criteria
A	All criteria are clearly evident. The student consistently goes beyond the requirements of the production and performance tasks to enhance the production.
B	Meets all criteria and occasionally goes beyond the requirements of the production.
C+	Meets most criteria.
C	Attempts to meet criteria; most are satisfactory. Not consistent.
I/F	Criteria are not yet demonstrated. Some attempt was made, but the required learning has not been observed.

Revised: January 25, 1999

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