BC Education - Appendix D: K to 7 Samples

Dance Sample 4: Grade 5

Topic:

Line Dance

Prescribed Learning Outcomes:

Elements of Movement

It is expected that students will:

use the elements of movement in combination
identify techniques associated with particular dance styles
demonstrate the principles of movement in dance

Creation and Composition

It is expected that students will:

create movement sequences based on choreographic forms

Presentation and Performance

It is expected that students will:

rehearse dance for presentation
apply established criteria to analyse their own and others' work

Dance and Society

It is expected that students will:

describe personal opportunities for dance in the local community

Overview

The teacher developed a line dance unit. Evaluation was based on 3-D sculptures, journal entries, and line dance performances.

Planning for Assessment and Evaluation

As part of the warmup activity, the teacher played line dance music and demonstrated steps from the dance to familiarize students with it.
The teacher introduced specific steps, demonstrating each one separately (e.g., pigeon toe, grapevine). Steps were done slowly at first, using counts, then at the proper tempo. Students repeated the steps and described their actions using dance vocabulary.
Once students learned the individual steps, the teacher introduced the two parts of the basic step pattern, one part at a time. Then the teacher combined the two parts to establish the continuity of the line dance.
The teacher continued to reinforce the movements, using key words and counts to cue the steps and directional changes. As a visual aid, the teacher also displayed a chart that defined and illustrated each step.
The teacher then introduced music, and students practised the line dance several times. After students had demonstrated the dance independently, they learned the quarter turn.
The teacher instructed students in small groups to create endings to the line dance and present them to the class. As students practised, the teacher worked with them to revise and refine their dance.
Students chose one ending to practise as a whole class, collected appropriate props and clothing, and performed the line dance for their families and friends.
Students worked in small groups to create eight 3-D figures (with particular focus on body movement) representing eight steps in a line dance. They used newspaper or tin foil to create their figures, and labelled each sculpture with a description of the step represented.
Throughout the unit, students used their journals to describe and respond to the dance activities and assess their own work. As a class, they also discussed future opportunities they might have to use the skills they had learned from the line dance.

Defining the Criteria

The teacher reviewed the prescribed learning outcomes for these activities, explained the requirements for each task, and discussed key criteria.

3-D Sculptures

figures accurately represent eight steps in a line dance
descriptions identify steps using appropriate dance terminology
figures are dressed appropriately according to the style of dance

Journal

complete
shows evidence of attempts to refine dance
shows understanding of student's strengths and weaknesses
indicates commitment to refining performance
makes personal connections between the line dance and future dance opportunities

Line Dance

demonstrates accurate starting position
demonstrates accuracy in dance steps
performs in unison, with matching steps and straight lines
uses accurate body positions such as hands on hips, straight back, no bobbing, head up
portrays an accurate persona reflective of the dance style
dresses appropriately according to the style of the line dance

Assessing and Evaluating Student Performance

3-D Sculptures

The teacher displayed the 3-D figures and asked two or three students to provide feedback to the artists. Students used peer feedback sheets, which listed the 3-D sculpture criteria. They observed the sculptures, recorded evidence of criteria, and listed two questions for the artists. Artists collected the peer feedback sheets and summarized the comments. They also evaluated their own sculptures. The teacher took photographs and included them in students' portfolios.

Journal

The teacher collected students' journals and assigned one of the following ratings to each:

1Relevant, accurate, and insightful.
0Incomplete or inappropriate.

Line Dance

The teacher used a rating scale to evaluate student performance in the line dance.

Line Dance

Criteria	Not Evident	Minimal	Competent	Strong
demonstrates accurate starting position
demonstrates accuracy in dance steps
performs in unison, with matching steps and straight lines
uses accurate body positions such as hands on hips, straight back, no bobbing, head up
portrays an accurate persona reflective of the dance style
dresses appropriately according to the style of the line dance

Comments and Suggestions:

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