This samples might be covered in a sequence of 15 to 20 classes.
In these examples of criterion referenced evaluation students:

• were given a framework for analyzing movement (e.g., use of space etc.)
• watched a jazz dance on video and discussed it using the framework
• watched a second jazz dance and recorded their analyses
• learned sections of a jazz dance sequence during the next few classes
• performed the sequence
• responded to the performances of others (performing techniques of others)
• learning specific qualities (e.g., use of isolation) which help to create jazz dance style
• worked in small groups to create, revise, practise and perform a sequence in jazz dance style

The teacher, in discussion with the students, decided to assess with reference to the following learning outcomes:

• create/perform a work of art demonstrating an awareness and experience of several of the basic elements and principles of the discipline used
• create/perform a work of art demonstrating the use of the basic elements and principles of the discipline to communicate specific ideas, moods, or feelings
• develop the vocabulary for the discipline studied
• identify, describe, analyze, interpret and make judgement about the basic elements and principles as used in a variety of art works
• create/perform a work of art expressing the student's own ideas, thoughts, or feelings
• identify, describe, analyze, interpret and make judgements about how ideas, thoughts, feelings or messages are communicated in a variety of others' art works

• daily effort
• problem solving skills
• contributions to the group

It was decided that students would be evaluated according to these criteria:

• To what extent does the student demonstrate the use and understanding of: Basic jazz dance technique in warm-up. Specific skills to be covered might include:
  • plié
  • tendu (brushes)
  • isolations
  • jumps
  • battements (kicks).

• Evaluate the skills listed above after students have learned the principles of a safe warm-up and participated in a jazz dance warm ups.

• Elements of Dance in written analysis. Elements to be covered might include:
  • dynamics
  • space
  • rhythm
  • characteristic steps
  • relationship of dancers
  • costumes/props used
  • musical accompaniment

Each student kept a daily journal of self-evaluation and on-going comments on creative projects and skills acquisition. Each student was given a daily mark by the teacher on his/her willingness to participate and effort shown. Written analysis of the video was assigned. The technical progress of the dancers was evaluated by the teacher using observation and videotaping. Students evaluated each other's performing techniques informally. At the end, students evaluated their own contributions to the group using a rating scale, and both teachers and students evaluated the choreography of the group.

The following is a possible process for weighting the evaluations:

The student and teacher agreed that the course components would contribute to the mark for this section of the course in the following proportions:

• Daily work: 30%
  Daily work was evaluated on the daily demonstration of
  • having appropriate clothing and materials
  • effort and participation

• Technique: 20%
  The students' basic technique of jazz dance in warm-up was rated on a scale as follows:
  
  • major errors, not safe
  • minor flaws, some sense of the necessary quality
  • correct execution and quality
• Written work: 25% (Written analysis, 5% Journal, 20%)
  

Assignment 1-Analysis

Analyze jazz dancing using elements of dance as the framework. The following could be components of a student worksheet:

• Title of the video/film or concert
• Style of dance observed
• Comments on : dynamics, use of space, rhythm, characteristic steps, relationship of dancers, costume/props used, musical accompaniment
• What did you enjoy most about this video?
• What did you enjoy least about this video?

Criteria for evaluation for this analysis could include the extent to which the student:

• describes what was seen
• provides an opinion
• supports opinion
• refers to elements of dance
• uses dance vocabulary

Areas to be evaluated:

• completeness of daily record
• recognition of own strengths and weaknesses
• consideration of creative choices made
• degree of success of the work

All students in a group receive the same mark from the teacher's evaluation using a rating scale.

Teacher criteria were based on the extent to which the piece demonstrates the use and understanding of:

• Required elements
  • isolation
  • contraction
  • syncopation
  • level changes
  • traveling steps
  • turns
• Structure
  • Use of transitions
  • Originality

3 &nbspelement is clearly presented
2 &nbspnot clear, needs more evidence, lacks some necessary quality
1 &nbsprequirement suggested but not fully shown
0 &nbspnot included

Group work/evaluation: 5%

Students use self-evaluation of their own group work and peer evaluation of the performances of other groups using the following student evaluation forms:

Group Work Self-Evaluation

1. What was the most positive accomplishment of your group? How did you achieve it?
2. What was the biggest problem your group had? Did you solve it? If not, why not?
3. Explain your attitude towards the project of the group. Did your attitude change during the project? If so, why and in what way?
4. Describe your own contribution to the group project.
5. Who helped your group most? In what way?
6. Would you change your approach to group work in the future? If so, how?

5    4   &nbsp3   &nbsp2    1

Students could evaluate informally the performance of individuals or of groups using a check list (yes/no) to be filled in as they watch a performance as follows:

Performance checklist
(informal evaluation for use by students watching their peers presentation)

Checklist: yes/no

• Did the dancer(s)remember the sequence?
• Were the movements clearly executed?
• Did the dancer(s)demonstrate strong projection and clear focus?
• Were the dynamics made clear?
• Was the rhythm clear?

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Fine Arts Coordinator

Revised: April 1995

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