Appendix D: Evaluation Example

Grade 8

Topic: Hip-Hop

Prescribed Learning Outcomes:

Elements of Movement

It is expected that students will:

demonstrate dance techniques associated with particular genres

Creation and Composition

It is expected that students will:

create movement in response to the expressive elements of sound and music
choreograph a movement sequence for a variety of environments and purposes
apply the creative process to revise and refine dance

Presentation and Performance

It is expected that students will:

rehearse and perform dance for a specific environment
demonstrate skills and attitudes appropriate to a range of dance experiences as performer, participant, and audience
use established criteria to analyse the work of self and others

The teacher also assessed students´ participation and group communication skills.

Planning for Assessment

This unit focussed on a street dance form related to jazz dance. Because of its origin in popular culture, the steps and the style of hip-hop are constantly changing. Before beginning the creative work, students had been introduced to some basic steps of hip-hop, had practised simple sequences, and had been introduced to performing skills.

Throughout the unit, students made daily records in their dance journals, where they described and responded to the day´s activity and assessed their own work.
Students researched new movements by watching videotapes of hip-hop performances. After discussing what constitutes a hip-hop style, they worked in partners to transform dance steps selected from other dance forms (e.g. Charleston) into new steps. They also created their own hip-hop steps and improvised to suitable music.
Following a teacher-lead discussion of how the elements of movement can be used to make choreography more interesting, groups of four created short hip-hop sequences (each dancer contributing 8 to 16 counts of material). Over several lessons, following the task requirements and criteria provided, the pairs refined their sequences. After a review of performing techniques, each group gave a practice performance for another group, received feedback, then performed for videotaping.
The teacher evaluated the extent to which students had attained the learning outcomes by assessing:
- choreography (group)
- performance (individual)
- dance journal (individual)

Defining the Criteria

The teacher and students discussed and agreed on the following criteria for evaluation. Students recorded the criteria in their journals, and had copies of the checklists and rating scales to guide them as they worked.

Choreography

movements are appropriate to style
shows sensitivity to sound and music
effective structure (clear beginning, smooth transitions, strong and clear ending)
conscious use of elements of movement (variety in level, rhythm, body parts; change in focus, dynamics; interesting floor pattern)
demonstrates originality and creativity

Performance

dance memory
clear dynamics
accurate rhythm
skills executed
stage presence

Journal

complete
reflections or comments show evidence of attempts to refine dance
entries show understanding of students´ own strengths and weaknesses
entries indicate commitment to refining performance

Assessing and Evaluating Student Performance

As the groups created their dance sequence, they referred to the choreography checklist to ensure that their sequence met the established criteria. They used the checklists to give feedback to other groups during practices. After revisions and practice the dances were videotaped.

The teacher used the checklists to record and comment on specific features of the choreography and performance before assigning overall grades. The same checklists and ratings were adapted and used for similar assignments throughout the course.

Journals

The teacher also collected, responded to, and assigned one of the following ratings to students´ journals:

Committed
Entries are complete; comments are detailed and thoughtful. Shows awareness of own strengths and weaknesses, and a commitment to refining and improving own work.
Developing
Entries are complete and include some detail. Some self-analysis; may be somewhat vague or frequently repeat the same comments.
Minimal
Most required entries are included, but they are often extremely brief. Little detail or analysis.
Requirement not Completed
This course requirement has not been met. Entries are frequently missing or incomplete.

Checklist and Feedback Sheet for Choreography and Performance
Instructions: Rate each item on the checklist using the three-point scale provided and record comments and observations that can help the dancers refine and revise their work.		Ratings: 3 strong 2 satisfactory 1 partial ND not demonstrated
CHOREOGRAPHY	Rating	Comments/suggestions
*Structure* clear beginning smooth transitions between steps strong/clear ending
*Conscious use of elements of movement* variety in levels interesting floor pattern variety in rhythm change in focus of group variety in body parts used change in dynamics
*Style and Music* movements appropriate to style shows sensitivity to sound and music
*Creativity* innovative; unusual content or staging
PERFORMANCE	Rating	Comments/suggestions
*Performance (may be individual or group)* dance memory clear dynamics accurate rhythm clear execution of skills stage presence
Summary/Overall Ratings:
Instructions: Review the Checklist and Feedback Sheet for Choreography and Performance, then assign an overall rating for each.
Choreography	5 most elements are strong; several interesting/innovative features 4 some elements are strong; some interesting/innovative features 3 meets all requirements 2 attempts most requirements; often uneven 1 evidence of some required features
Performance	5 outstanding: most features are strong 4 good: requirements met; some strong features 3 satisfactory: evidence of most requirements 2 developing: evidence of some requirements; often uneven 1 minimal: evidence of some requirements and features

Table of Contents

Maintained by: Fine Arts Coordinator - Dance

Revised: January 25, 1999

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