Directions for Administering the
Washington Classroom-Based Performance Assessment (WCBPA)
Arts Performance Assessment
Grade 8 Dance
Moving Masterpieces
Introduction
This document contains information essential to the administration of the Washington
Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Dance,
Grade 8, Moving Masterpieces. Prior to administration, all students should have received
instruction in the skills and concepts being assessed. Please read this information carefully
before administering the performance assessment.
Test Administration Expectations
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This assessment item is to be incorporated into classroom instruction.
This assessment item is to be administered in a safe, appropriately supervised
environment following district policy and procedures.
Accommodations based upon student IEP or 504 plan determine the administration
of this assessment.
Description of the Performance Assessment
Students taking this performance assessment will respond to a performance task.
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Performance tasks ask the students to individually create and perform a solo
performance based on the criteria outlined in the task. All performances must be
recorded by videotape to facilitate scoring and to document each student’s
performance.
Short-answer questions ask the students to supply a response that may be written or
verbal. All verbal responses must be recorded to facilitate scoring and to document
each student’s performance.
Materials and Resources
Teachers will need the following materials and resources to complete this performance
assessment:
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classroom set of reproduced student tasks, including the glossary,
classroom set of reproduced student response sheets,
two contrasting art prints (see Teacher Preparation Guidelines),
one pencil per student,
video recorder and tape, and
instrumental music (optional).
Teacher Preparation Guidelines
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This assessment is a solo/individual performance.
Reproduce a classroom set of student task directions, glossary of terms, and student
response sheets found in the Student Task Booklet.
Choose visual arts prints that are contrasting (e.g., color, theme, period).
Students must perform in bare feet or appropriate dance/athletic shoes for safety.
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This assessment does not require musical accompaniment; however, if a student
would like to use musical accompaniment, provide several instrumental selections.
Prior to the assessment, allow students time to select one of the works of art.
Performance space should be at least 15' x 15'.
The student performance must be videotaped for this assessment.
As an option to a written response, video or audio recording may be used at the
teacher’s discretion. Students being recorded need to be coached to face the recording
device when responding. Students must have a copy of the response sheet when being
recorded.
Students may dictate response sheet answers for the teachers to scribe.
The teachers role during taping is to read questions. Students may use resources that
are visible in the testing classroom, but the teacher may not prompt or coach
students during the assessment.
Video setup needs to be in a defined space, so the performer can be seen at all times.
Students should be prompted to clearly say their name/number and their current
grade level into the recording device before they begin their performance.
Students need to have a three second “neutral” pause at the end of the performance
to indicate a clear ending.
Students who respond in writing must include their name/number on the response
sheet.
Recommendation for Time Management
Teachers may administer the task in the way that is most practical for their classroom and the
allotted time periods. The following three and four-day models are examples of how to
administer the task. This task should be administered in 3 to 4 days. The time frame is based
on a 45–60 minute class session for specialists and classroom teachers. Each individual
instructor should tailor the administration of the task to his/her available class time
and schedule.
Day One Estimated Time:
• 15 minutes: The teacher provides the class with the task and reads it aloud.
The students may ask questions. The teacher answers any questions asked.
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45 minutes: The students choreograph and rehearse their dance.
Day Two Estimated Time:
• 5 minutes: The students review and rehearse their dance.
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35 minutes: Each student performs their dance, which the teacher records.
Day Three Estimated Time:
• 5 minutes: The teacher distributes response sheets to the students.
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45 minutes: The students prepare their verbal or written response.
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5 minutes: The teacher collects the response sheets from the students.
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Day Four Estimated Time:
• 5 minutes: The teacher returns the response sheets to the students who
respond verbally.
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20 minutes: The teacher records the responses of the students who
respond verbally.
OR
Day One Estimated Time:
• 15 minutes: The teacher provides the class with the task and reads it aloud.
The students may ask questions. The teacher answers any questions asked.
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45 minutes: The students choreograph and rehearse their dance.
Day Two Estimated Time:
• 5 minutes: The teacher distributes response sheets to the students.
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45 minutes: Each student performs their dance, which the teacher records.
While students are performing, remaining students will prepare their verbal
or written response.
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5 minutes: The teacher collects the response sheets from the students.
Day Three Estimated Time:
• 5 minutes: The teacher returns the response sheets to the students.
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20 minutes: The teacher records the responses of the students who
respond verbally.
Test Administration
Students may have as much time as they need to complete the task. All students who
remain productively engaged in the task should be allowed to finish their work. In some cases, a
few students may require considerably more time to complete the task than most students;
therefore, you may wish to move these students to a new location to finish. In other cases, the
teacher’s knowledge of some students’ work habits or special needs may suggest that students
who work very slowly should be tested separately or grouped with similar students for the test.
Provide the class with the reproduced student tasks prior to beginning the task. The students
will receive the task that follows. Instruct the students to look at the task. Have the students
read the directions to themselves as you read them aloud. Answer any questions the students
may have before you instruct them to begin.
Say: Today you will take the Grade 8 Washington Classroom-Based
Performance Assessment (WCBPA) Arts Performance Assessment of Dance
entitled “Moving Masterpieces.”
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Moving Masterpieces
A traveling show of the visual arts will be coming to your school. The parent association
at your school wants to sponsor a dance performance to open the visual arts show. You
have been selected to choreograph a solo dance for the opening of this show. You will
choose from two works of visual arts to use as the subject of your choreography.
The parent association has asked that your dance performance be videotaped. You will
also respond to a series of questions about your dance. Your performance and response
will determine if you are selected to perform your dance at the visual arts show
opening.
The parent association explains that you must meet the following task requirements when
creating your dance:
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Choose one of the two works of art provided to use as the subject of your
choreography.
Choose four visual arts elements (color, form, line, shape, space, texture,
value/shading) from the artwork you selected.
Use movement (space, time, energy/force) to distinctly represent each of the
different visual arts elements you selected.
The parent association explains that you must meet the following task requirements when
preparing your choreographed dance:
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Maintain focus and concentration.
Perform your dance without noticeable interruption.
Use the appropriate expression and energy.
Include a clear beginning and ending.
Accurately portray the visual arts elements.
The parent association explains that you must meet the following task requirements when
responding about your performance:
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Identify the artwork you selected.
Identify the four visual arts elements that you selected.
Describe how you expressed each of the visual arts elements in your dance.
Evaluate which part of your dance best represented the work of art.
Support your opinion with specific examples.
Use dance vocabulary correctly.
You will have 45 minutes to choreograph and rehearse your dance before performing for your
teacher. Your performance will be videotaped. You will have 45 minutes to prepare your
response.
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Go On
1) Which work of art did you choose?
2) Identify the four visual arts elements you selected for your dance.
First element:
Second element:
Third element:
Fourth element:
3) Describe how you expressed each of the visual arts elements in your dance with
a movement.
Expression of first element:
Expression of second element:
Expression of third element:
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Go On
Expression of fourth element:
4) Which part of your dance best represented the work of art? Support your
opinion with specific examples.
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STOP
Washington Classroom-Based Performance Assessment (WCBPA)
Arts Performance Assessment
Grade 8
Moving Masterpieces
Dance Glossary
choreograph—to arrange or create a dance
energy/force—an element of dance; the quality of movement; how a movement is performed,
including smooth, sharp, free, contained, strong, light, sustained, percussive, etc.
focus—the ability to concentrate and keep one’s attention fixed on the matter at hand; where
the dancer is looking; where the audience’s attention is directed
locomotor movement—movement that travels through space
hop—a basic locomotor movement leaving the floor from one foot and landing on the
same foot
jump—a basic locomotor movement leaving the floor from both feet and landing on
both feet
leap—a basic locomotor movement in which weight transfers from one foot to the other
with a moment in which both feet are in the air at the same time
non-locomotor movement (axial movement)—the movement that is performed around
the axis of the body; non-locomotor movement does not travel through space
space—an element of dance; where bodies move in a dance, using levels, directions,
pathways, sizes, relationships, etc.
visual arts elements—the basic components that make up a work of art: line, shape, form,
value/shading, texture, space, color
color—an element of visual arts; the visible range of reflected light; saturation, tint,
value/shading
form—an element of visual arts; a three-dimensional object that has height, width, and
depth
line—an element of visual arts; the flat path of a dot through space used by artists to
control the viewer’s eye movement; a thin mark made by a pencil, pen, or brush
shape—an element of visual arts; a closed space made when a line connects to itself
space—an element of visual arts; the area above, below, around, and within a work of art
texture—an element of visual arts; how something feels or appears to feel; stippling,
hatching, cross hatching, scribbling, broken lines, repeating lines, and shapes
value/shading—an element of visual arts; the lightness and darkness of a line, shape, or
form
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Scoring Guide
Grade 8 Dance
Moving Masterpieces
(2005)
Introduction to the Scoring Guide
This booklet includes a training set of exemplar student responses. The responses will be used
to instruct teachers how to score student responses using the rubrics provided.
Rubrics
Creating—Choreography Rubric (4.1)
4
3
2
1
0
A 4-point response: The student demonstrates a thorough understanding of
the connections among the arts by meeting all of the four task requirements
listed below:
• represents one of the visual arts elements with a distinct dance
movement,
• represents a second visual arts element with a distinct dance movement,
• represents a third visual arts element with a distinct dance movement,
and
• represents a fourth visual arts element with a distinct dance movement.
A 3-point response: The student demonstrates an adequate
understanding of the connections among the arts by meeting three of the four
task requirements listed above.
A 2-point response: The student demonstrates a partial understanding of the
connections among the arts by meeting two of the four task requirements
listed above.
A 1-point response: The student demonstrates a minimal understanding of
the connections among the arts by meeting one of the four task requirements
listed above.
A 0-point response: The student demonstrates no understanding of the
connections among the arts by meeting none of the four task
requirements listed above.
Performing Rubric (1.2)
4
3
2
1
0
A 4-point response: The student demonstrates a thorough understanding of
dance performance and techniques by meeting all of the four task
requirements listed below:
• includes a clear beginning and ending,
• maintains focus and concentration,
• uses intentional expression and energy to clearly portray the arts
elements, and
• performs without interruptions.
A 3-point response: The student demonstrates an adequate
understanding of dance performance and techniques by meeting three of the
four task requirements listed above.
A 2-point response: The student demonstrates a partial understanding of
dance performance and techniques by meeting two of the four task
requirements listed above.
A 1-point response: The student demonstrates a minimal understanding of
dance performance and techniques by meeting one of the four task
requirements listed above.
A 0-point response: The student demonstrates no understanding of dance
performance and techniques by meeting none of the four task requirements
listed above.
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Responding Rubric (2.2)
4
3
2
1
0
A 4-point response: The student demonstrates a thorough understanding of
the performance using dance vocabulary in the response by meeting four or
five of the five task requirements listed below:
• identifies four visual arts elements of the artwork to be represented in
the dance,
• describes how the first visual arts element is expressed through dance,
• describes how the second visual arts element is expressed through dance,
• describes how the third visual arts element is expressed through dance,
and
• describes how the fourth visual arts element is expressed through dance.
A 3-point response: The student demonstrates an adequate
understanding of the performance in the response by meeting three of the
five task requirements listed above.
A 2-point response: The student demonstrates a partial understanding of the
performance in the response by meeting two of the five task requirements
listed above.
A 1-point response: The student demonstrates a minimal understanding of
the performance in the response by meeting one of the five task requirements
listed above.
A 0-point response: The student demonstrates no understanding of the
performance in the response by meeting none of the five task
requirements listed above.
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Scoring Notes
The following scoring notes should be used as guidelines when scoring this item.
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On the Responding Rubric:
• All words or ideas used to describe movements (for the last four bullets) must
correlate to the performance in order to be credited. In other words, if a student
says “I swung my arms above my head to represent the wind” but they really
did not swing their arms, then the response would not be credited for that
description.
• To be credited for the last four bullets (describing how the four visual arts
elements are expressed through dance), the response must include
movement words to earn credit.
• Please note that the exemplar student responses were not scored on question
number 4 in the response sheet. This question should be administered as an aid
to instruction and for students to reflect on their performances even though it is
not included in the rubric.
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Exemplar Responses and Annotations
Student Samples Scoring Note
Some of the samples include student work that illustrates how students interpreted
the directions. Student responses are authentic and may contain spelling errors in
order to demonstrate the type of response a teacher would see and score. Authentic
work during scoring training allows scorers to see that grammar and spelling are not
considered when a score is given, unless the scorer is unable to interpret its meaning.
Purpose of Exemplar Set
The set of exemplar papers is made up of examples of student responses that represent
each score point. Each exemplar paper has been previously scored and includes an
annotation that provides an explanation about the rationale for scoring.
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Exemplar #1
1) Which work of art did you choose?
I chose “Starry Night” by Vincent Van Gogh
2) Identify the four visual arts elements you selected for your dance.
First element:
line
Second element:
form
Third element:
texture
Fourth element:
shape
3) Describe how you expressed each of the visual arts elements in your dance with
a movement.
Expression of first element:
looping + swirling like a windmill; free
arches + curves; wheeling arms circular as if a breaking
wave
Expression of second element:
spiraling and twisting up around
myself, reaching up and out, wringing + growing
Expression of third element:
concentric; throbbing; expanding;
extending to fading limits; roundly pulsating
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Exemplar #1
Expression of fourth element:
rolling (arm) hills; leading down;
THEN: from base to tip; solid built; steady prescence;
defined; there-ness
4) Which part of your dance best represented the work of art? Support your
opinion with specific examples.
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1st element: represented swooping clouds by free
movement and rolling cloud-spiral by furling arms
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2nd element: twisting hands + arms show twisted
branches, constant upward spiral shows curving upward
growth of tree
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3rd element: pulsing, growing circles show outward
throbbing of round stars fading + extending out
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4th element: rolling arm + body movement show shape of
rolling hills leading down to village; angular, defined,
contantly moving up shows upward church steeple
reaching away from static base and up toward the sky
sustained movement implies sustained prescence of church
through ages.
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picture has feeling of swirling/swooping/roundness and
upward reaching - I tried to reflect that in the movement
style.
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Exemplar #1 Annotation
Creating—Choreography Rubric Score: 4
This performance earns the score of 4 on the Creating—Choreography Rubric for
completing all four of the task requirements. The performance represents four
visual arts elements through the use of four distinct dance elements; in this case,
the student's graceful dance represents many more than four arts elements by
maintaining a circular pattern in the dance, changing levels from very low to very
high, rolling on a low level, carving space, and changing direction. Representing
four visual arts elements through the use of four distinct dance elements earns the
performance four points on this rubric.
Performing Rubric Score: 4
This performance earns the score of 4 on the Performing Rubric for completing all
four of the task requirements. The dancer includes a very distinct beginning and
ending to the performance, maintains focus and concentration throughout, uses
intentional expression and energy, and performs without interruption. Completing
all four of those task requirements earns the performance four points on
this rubric.
Responding Rubric Score: 4
This response earns the score of 4 on the Responding Rubric for completing all five
of the task requirements. The student first identifies the four visual arts elements
that are represented in the dance (line, form, texture, shape). Additionally, the
response accurately describes how each of those visual arts elements are
represented through dance: “line” is represented through looping, swirling,
arches and curves, “form” through spiraling and twisting, and “texture” and “shape”
through throbbing, pulsing, and extending; because each of the descriptions
corresponds to the performance, each is credited. Meeting all five of the task
requirements earns the response four points on this rubric.
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Exemplar #2
1) Which work of art did you choose?
The one with the swirlies - starry night by Van Gogh
2) Identify the four visual arts elements you selected for your dance.
First element:
color
Second element:
line
Third element:
shape
Fourth element:
texture
3) Describe how you expressed each of the visual arts elements in your dance with
a movement.
Expression of first element:
I represented the strong colors with
strong movements and shapes.
Expression of second element:
I represented the curvy lines of this
picture with the movements of my arms and legs.
Expression of third element:
This picture has somewhat deformed
and curvy shapes so I incorporated this into any of my
still shapes.
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Exemplar #2
Expression of fourth element:
the texture looks really chopped up
and sketchy so I made my movements like this too.
4) Which part of your dance best represented the work of art? Support your
opinion with specific examples.
I think that the beggining of my dance best represents the
art because like the art it seems flawed yet hard
controled and sort of sketchy all at the same time. It shows
hard pounding on the floor and graceful arm movements all
in one short sequence.
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Exemplar #2 Annotation
Creating—Choreography Rubric Score: 4
This performance earns the score of 4 on the Creating—Choreography Rubric for
completing all four of the task requirements. The performance represents four
visual arts elements through the use of four distinct dance elements. In this case,
the student’s dance represents more than four arts elements by changing levels,
varying energy, swinging with percussive energy, traveling, and using movement
phrases through general space. Representing four visual arts elements through the
use of four distinct dance elements earns the performance four points on this
rubric.
Performing Rubric Score: 4
This performance earns the score of 4 on the Performing Rubric for completing all
four of the task requirements. The dancer includes a distinct beginning and ending
to the performance, maintains focus and concentration throughout, uses intentional
expression and energy, and performs without interruption. Completing all four of
those task requirements earns the performance four points on this rubric.
Responding Rubric Score: 4
This response earns the score of 4 on the Responding Rubric for completing all five
of the task requirements. The student first identifies the four visual arts elements
that are represented in the dance (color, line, shape, texture). Additionally, the
response accurately describes how each of those visual arts elements are
represented through dance: color is represented through “strong movements and
shapes,” line through curvy arms and legs, shape through still shapes, and
texture by choppy movements. Because each of the descriptions corresponds to the
performance, each is credited. Meeting all five of the task requirements earns the
response four points on this rubric.
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Exemplar #3
1) Which work of art did you choose?
I chose “Sea Battle” by Vasily Kandinsky as my work of art.
2) Identify the four visual arts elements you selected for your dance.
First element:
space
Second element: color
Third element:
line
Fourth element: shape
3) Describe how you expressed each of the visual arts elements in your dance with
a movement.
Expression of first element:
I showed space by kicking my leg out and reaching my
hands high with jazz hands and spreading my outstretched arms apart.
Expression of second element:
I expressed color by slowly falling to the ground
while waving my arms as if to be paint pouring out of a bucket. This body movement
gave dimension to my dance and was inspired by the wavy colors in the painting
Expression of third element:
I demonstrated line by putting my straight arms up
above my head and moving one arm so that it created a 90 ° angle. My straight arms
gave energy to the movement.
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Exemplar #3
Expression of fourth element:
I showed shape by putting my hands in fists and putting them
on my hips. This created two triangles. With my arms like this, I stepped forward, side, back then
side again which created a box or square which also demonstrated shape throughout the space.
4) Which part of your dance best represented the work of art? Support your
opinion with specific examples.
The part of my dance in which I demonstrated color best demonstrated my work of art. This is
because the way I fell to the ground wavily demonstrated the wavy colors in “Sea Battle.” Also,
when I was at the part of my blocking where I was on the ground, I swooped my arms around
my body as if to be a wind of color. I was inspired by the painting once again to show this art
through my dance. While doing this I used plenty of space and movement, as well as energy, which
helped make the dance more interesting. For these reasons I find my choreography for color best
represented my work of art.
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Exemplar #3 Annotation
Creating—Choreography Rubric Score: 4
This performance earns the score of 4 on the Creating—Choreography Rubric for
completing all four of the task requirements. The performance represents four
visual arts elements through the use of four distinct dance elements. In this case,
the student’s dance represents four arts elements by using level changes (going all
the way to the floor), incorporating large leg kicks, traveling through space, and
adding percussive arm movements. Representing four visual arts elements through
the use of four distinct dance elements earns the performance four points on
this rubric.
Performing Rubric Score: 4
This performance earns the score of 4 on the Performing Rubric for completing all
four of the task requirements. The dancer includes a distinct beginning and ending
to the performance, maintains focus and concentration throughout, uses intentional
expression and energy, and performs without interruption. Completing all four of
those task requirements earns the performance four points on this rubric.
Responding Rubric Score: 4
This response earns the score of 4 on the Responding Rubric for completing all five
of the task requirements. The student first identifies the four visual arts elements
that are represented in the dance (space, color, line, shape). Additionally, the
response accurately and articulately describes how each of those visual arts
elements are represented through dance: space is represented through leg kicks
and “jazz hands,” color by slowly falling while waving, line through straight arms
above the head, and shape by making triangles with the arms and walking in a
square. Because each of the descriptions corresponds to the performance, each is
credited. Meeting all five of the task requirements earns the response four points
on this rubric.
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Exemplar #4
1) Which work of art did you choose?
Ironers - by Jacob Laurence
2) Identify the four visual arts elements you selected for your dance.
First element:
Texture
Second element:
Shape
Third element:
Form
Fourth element:
Line
3) Describe how you expressed each of the visual arts elements in your dance with
a movement.
Expression of first element:
I'm using clothing, taking it on and off
for texture. The clothing is the shirt being ironed in the
picture
Expression of second element:
I'm expressing shape using the
shapes of the peoples bodies in the picture
Expression of third element:
I'm expressing form, with what the
iron looks like: It's cubed dimensions.
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Exemplar #4
Expression of fourth element:
I'm expressing line with the verticle
lines of the fence on my body.
4) Which part of your dance best represented the work of art? Support your
opinion with specific examples.
Shape - People ironing
that is what people are doing in the picture. I iron in my
dance using my hands, feet, and head, and I imatate the
bodies in the picture.
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Exemplar #4 Annotation
Creating—Choreography Rubric Score: 4
This performance earns the score of 4 on the Creating—Choreography Rubric for
completing all four of the task requirements. The performance represents four
visual arts elements through the use of four distinct dance elements. In this case,
the student’s dance represents at least four arts elements by jumping, turning,
traveling, incorporating strong, sharp, angular movements, traveling diagonally
with an extended body using the full range of motion, and contracting and
expanding—initiating the movement from different parts of the body. Representing
four visual arts elements through the use of four distinct dance elements earns the
performance four points on this rubric.
Performing Rubric Score: 4
This performance earns the score of 4 on the Performing Rubric for completing all
four of the task requirements. The dancer includes a distinct beginning and ending
to the performance, maintains focus and concentration throughout, uses intentional
expression and energy, and performs without interruption. Completing all four of
those task requirements earns the performance four points on this rubric.
Responding Rubric Score: 4
This response earns the score of 4 on the Responding Rubric for completing four of
the five task requirements. The student first identifies the four visual arts
elements that are represented in the dance (texture, shape, form, and line).
Additionally, the response accurately and articulately describes how three of those
visual arts elements are represented through dance: shape is represented by
duplicating bodies, line by the vertical lines of a fence, and texture by taking
clothing on and off. Because each of the descriptions corresponds to the
performance, each is credited. No further credit can be awarded because the
description of texture does not match the performance and the description of form
does not mention the student’s moves. Meeting four of the five task requirements
earns the response four points on this rubric.
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Exemplar #5
1) Which work of art did you choose?
I choose sea battel for my danc that Vasily Kandinsky
painted.
2) Identify the four visual arts elements you selected for your dance.
First element:
form
Second element:
line
Third element:
space
Fourth element:
shading
3) Describe how you expressed each of the visual arts elements in your dance with
a movement.
Expression of first element:
I stated my dance and ended my
dance with the same forms.
Expression of second element:
When I moved I tried to stay on a
strat line going acrost.
Expression of third element:
I crceld to show I had a limited area
for the space.
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Exemplar #5
Expression of fourth element:
I felt when I was moving my hand
throu space I was going from light to dark for shading.
4) Which part of your dance best represented the work of art? Support your
opinion with specific examples.
I think the part of my danse that best represented the art
was the starting poisitoin and ending poisition, becus I saw
the pictur on the art.
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Exemplar #5 Annotation
Creating—Choreography Rubric Score: 3
This performance earns the score of 3 on the Creating—Choreography Rubric for
completing three of the four task requirements. The performance represents three
visual arts elements through the use of three distinct dance elements. In this case,
the student’s dance represents the three arts elements by traveling through space,
incorporating dramatic and consistent arm movements, and spinning; although
there are some tiny bends in the performance, they are not considered distinct
enough to be credited as level changes. Representing three visual arts elements
through the use of three distinct dance elements earns the performance three
points on this rubric.
Performing Rubric Score: 4
This performance earns the score of 4 on the Performing Rubric for completing all
four of the task requirements. The dancer includes a distinct beginning and ending
to the performance, maintains focus and concentration throughout, uses intentional
expression and energy, and performs without interruption. Completing all four of
those task requirements earns the performance four points on this rubric.
Responding Rubric Score: 4
This response earns the score of 4 on the Responding Rubric for completing four of
the five task requirements. The student first identifies the four visual arts
elements that are represented in the dance (form, line, space, and shading).
Additionally, the response accurately describes how three of those visual arts
elements are represented through dance: line is represented by performing in a
straight line, space by circling in space, and shading by moving hands “from light
to dark.” Because each of the descriptions corresponds to the performance, each is
credited. Not credited is the description of form (keeping “the same form”) because
it is repetitive. Meeting four of the five task requirements earns the response four
points on this rubric.
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Exemplar #6
1) Which work of art did you choose?
I chose “painting with green center” for my painting!
(Picture)
2) Identify the four visual arts elements you selected for your dance.
First element:
Form
Second element:
Shape
Third element:
texture
Fourth element:
line
3) Describe how you expressed each of the visual arts elements in your dance with
a movement.
Expression of first element:
For form I twirled and swinged my
arms!
Expression of second element:
For shape I made my arms into a
circle. And my legs a triangle!
Expression of third element:
For texture I moved my arms up, and
then I moved them back and forth in a smooth motion.
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Exemplar #6
Expression of fourth element:
For line I moved my arms into a line
and a dot that was on the painting!
4) Which part of your dance best represented the work of art? Support your
opinion with specific examples.
The best part of my dance that represented the art more
was the end. I lifted my leg and touched my hand to my
toe. My right arm was out. This represented it the best
because the art had alot of pictures and one looked like a
statue of my movement. So I just expressed what I saw in
the picture!
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Exemplar #6 Annotation
Creating—Choreography Rubric Score: 3
This performance earns the score of 3 on the Creating—Choreography Rubric for
completing three of the four task requirements. The performance represents three
visual arts elements through the use of three distinct dance elements. In this case,
the student’s dance represents the three arts elements by level changes (standing
on tip toes, bending), spinning while extending the legs, and arm movements.
Representing three visual arts elements through the use of three distinct dance
elements earns the performance three points on this rubric.
Performing Rubric Score: 3
This performance earns the score of 3 on the Performing Rubric for completing
three of the four task requirements. The dancer maintains focus and concentration
throughout the performance, uses intentional expression and energy, and performs
without interruption. No further credit can be awarded because the response does
not have a clear beginning (the dance begins rather aimlessly). Completing three of
the four task requirements earns the performance three points on this rubric.
Responding Rubric Score: 4
This response earns the score of 4 on the Responding Rubric for completing all five
of the task requirements. The student first identifies the four visual arts elements
that are represented in the dance (form, shape, texture, and line). Additionally, the
response accurately describes how each of those visual arts elements are
represented through dance: form is represented through twirling and swinging the
arms, shape by making a circle with arms and a triangle with legs, texture by
moving the arms smoothly, and line by holding the arms in a line. Because each of
the descriptions corresponds to the performance, each is credited. Meeting all five
of the task requirements earns the response four points on this rubric.
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Exemplar #7
1) Which work of art did you choose?
I chose sea battle because I felt it related to my dance
better. It was a more dramatic picture ment for a slower
tune like the one I used. Thats why I choose Sea Battle by
Kandinsky.
2) Identify the four visual arts elements you selected for your dance.
First element:
Shape
Second element:
Form
Third element:
Line
Fourth element:
Shading
3) Describe how you expressed each of the visual arts elements in your dance with
a movement.
Expression of first element:
Shape
I used the circle arms at the beggining + end to represent
shape.
Expression of second element:
Form
To represent form I did the robot to show body movement.
Expression of third element:
Line
To express Line I moved left to right to use full stage.
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Exemplar #7
Expression of fourth element:
Shading
I acted like I was darking the area infront of me.
4) Which part of your dance best represented the work of art? Support your
opinion with specific examples.
The movement that best represented my dance was my
shading movement. I got the movement from the chinese
battle dancers. The dance was done before a war began to
inspire warriors. Since the picture was called sea battle it
felt well suited.
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Exemplar #7 Annotation
Creating—Choreography Rubric Score: 3
This performance earns the score of 3 on the Creating—Choreography Rubric for
completing three of the four task requirements. The performance represents three
visual arts elements through the use of three distinct dance elements. In this case,
the student’s dance represents the three arts elements by traveling through space
(left to right on stage), robotic arm movements, and level changes (on tip toes,
dipping while walking, big bends). Representing three visual arts elements through
the use of three distinct dance elements earns the performance three points on this
rubric.
Performing Rubric Score: 3
This performance earns the score of 3 on the Performing Rubric for completing
three of the four task requirements. The dancer includes a very clear beginning
and ending to the dance, uses intentional expression and energy, and performs
without interruption. No further credit can be awarded because the dancer does
not maintain his focus and concentration (at one point, he smirks and looks into
the audience, shaking his head). Completing three of the four task requirements
earns the performance three points on this rubric.
Responding Rubric Score: 3
This response earns the score of 3 on the Responding Rubric for completing three
of the five task requirements. The student first identifies the four visual arts
elements that are represented in the dance (shape, form, line, and shading).
Additionally, the response accurately and articulately describes how two of those
visual arts elements are represented through dance: form is described by doing
“the robot,” and line is described by moving left to right on the stage. Because each
description corresponds to the performance, each is credited. No further credit can
be awarded because the description of shape is not clear while the description of
shading does not include movement words. Meeting three of the five task
requirements earns the response three points on this rubric.
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Exemplar #8
1) Which work of art did you choose?
I chose the work of art green in center by Vasily
Kandinsky.
2) Identify the four visual arts elements you selected for your dance.
First element:
line
Second element:
shape
Third element:
space
Fourth element:
texture
3) Describe how you expressed each of the visual arts elements in your dance with
a movement.
Expression of first element:
My expression of line was I put my
arm straigt Forward and blasted my Finger out
Expression of second element:
my expression of shape is I made a
cross on my chest and made a seriouse Fase.
Expression of third element:
My space movement went like this.
Putting my hands out like the sun and bring them around.
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Exemplar #8
Expression of fourth element:
my last posision of texture. I made
my hands look like they where touching cloth.
4) Which part of your dance best represented the work of art? Support your
opinion with specific examples.
The part of my dance I liked was my bright sun pose for
space. I used tons of energy and power. I kind of hop
jumped when I did it to. My Focas was on a Piece of
paper on the Floor so I didn't look like I was staring in
space.
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Exemplar #8 Annotation
Creating—Choreography Rubric Score: 2
This performance earns the score of 2 on the Creating—Choreography Rubric for
completing two of the four task requirements. The performance represents two
visual arts elements through the use of two distinct dance elements. In this case,
the student’s dance represents the two arts elements by traveling through space
and incorporating arm movements; although there is some slight bending, it is not
distinct enough to be credited as a separate movement. Representing two visual
arts elements through the use of two distinct dance elements earns the
performance two points on this rubric.
Performing Rubric Score: 3
This performance earns the score of 3 on the Performing Rubric for completing
three of the four task requirements. The dancer includes a very clear beginning
and ending to the dance (a strong stance for each), uses intentional expression and
energy, and performs without interruption. No further credit can be awarded
because the dancer does not maintain her focus and concentration. Completing
three of the four task requirements earns the performance three points on this
rubric.
Responding Rubric Score: 2
This response earns the score of 2 on the Responding Rubric for completing two of
the five task requirements. The student first identifies the four visual arts
elements that are represented in the dance (line, shape, space, and texture).
Additionally, the response accurately describes how one of those visual arts
elements is represented through dance: line is described as putting the arms
straight forward and “blasting fingers,” which is credited because the description
corresponds to the performance. No further credit can be awarded because the
description of shape does not correlate to the performance, the description of space
does not talk about movement, and the description of texture is too vague to earn
any points. Meeting two of the five task requirements earns the response two
points on this rubric.
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Exemplar #9
1) Which work of art did you choose?
I chose the work of art Sea Batle as my picsher.
2) Identify the four visual arts elements you selected for your dance.
First element:
Texture
Second element:
Shape
Third element:
Space
Fourth element:
line
3) Describe how you expressed each of the visual arts elements in your dance with
a movement.
Expression of first element:
I used texture By stabing the sord
into a invisidle skren.
Expression of second element:
I made shape with my hads Like
plling out my sord and nand movement.
Expression of third element:
The fokis of my space is the sord dool
in my play
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Exemplar #9
Expression of fourth element:
I used line By moving from stage Left
to stage right
4) Which part of your dance best represented the work of art? Support your
opinion with specific examples.
The good thing that helped my praformince is that the Batal
of the sea. I am Flthing invaders on my ship and I am
surawndid that is wy I cept on spining in gercals. Then I
forced my self on the enemys ship.
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Exemplar #9 Annotation
Creating—Choreography Rubric Score: 2
This performance earns the score of 2 on the Creating—Choreography Rubric for
completing two of the four task requirements. The performance represents two
visual arts elements through the use of two distinct dance elements. In this case,
the student’s dance represents the two arts elements by traveling across the stage
with skippy, small steps and adding arm movements. Representing two visual arts
elements through the use of two distinct dance elements earns the performance
two points on this rubric.
Performing Rubric Score: 1
This performance earns the score of 1 on the Performing Rubric for completing one
of the four task requirements. The dancer does maintain focus and concentration
throughout the performance, earning one point. No further credit can be awarded
because the performance does not have a clear beginning and ending (the ending is
weak), does not use intentional expression and energy (expression could be more
consistent and better throughout), and is not performed without interruption
(there is one big pause in the middle, when the performance appears to be over).
Completing one of the four task requirements earns the performance one point on
this rubric.
Responding Rubric Score: 2
This response earns the score of 2 on the Responding Rubric for completing two of
the five task requirements. The student first identifies the four visual arts
elements that are represented in the dance (texture, shape, space, and line).
Additionally, the response accurately describes how one of those visual arts
elements is represented through dance: line is described as moving from stage left
to stage right, which is credited because the description corresponds to the
performance. No further credit can be awarded because the remaining descriptions
either do not correlate to the performance or are too vague to be credited. Meeting
two of the five task requirements earns the response two points on this rubric.
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Exemplar #10
1) Which work of art did you choose?
I choose to do Green Center because I was able to easily
dance for the four visual arts.
2) Identify the four visual arts elements you selected for your dance.
First element:
line
Second element:
shape
Third element:
form
Fourth element:
space
3) Describe how you expressed each of the visual arts elements in your dance with
a movement.
Expression of first element:
Expression of second element:
I started and finished with a line.
The second step was a circle, which
is a shape.
Expression of third element:
The circle had form.
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Exemplar #10
Expression of fourth element:
I had space because I take up
space.
4) Which part of your dance best represented the work of art? Support your
opinion with specific examples.
I think the circle best represents the work of art because
there are lots of circles in the drawing.
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Exemplar #10 Annotation
Creating—Choreography Rubric Score: 1
This performance earns the score of 1 on the Creating—Choreography Rubric for
completing one of the four task requirements. The performance represents one
visual arts element through the use of one distinct dance element; the student’s
dance represents the one arts element with a single, non-locomotor spin with arm
movements. While that is credited, it is also the only distinct movement in the
performance. Representing one visual arts element through the use of one distinct
dance element earns the performance one point on this rubric.
Performing Rubric Score: 2
This performance earns the score of 2 on the Performing Rubric for completing two
of the four task requirements. The dancer does include a clear beginning and
ending and performs without interruptions. No further credit can be awarded
because the dancer does not maintain focus and concentration and does not use
intentional energy and expression (minimal effort was made in the performance).
Completing two of the four task requirements earns the performance two points on
this rubric.
Responding Rubric Score: 1
This response earns the score of 1 on the Responding Rubric for completing one of
the five task requirements. The student earns one point for identifying the four
visual arts elements that are represented in the dance (line, shape, form, and
space). No further credit can be awarded because none of the descriptions of how
those visual arts elements are represented use movement words; no credit can be
awarded unless those visual arts elements are described through movements seen
in the dance. Meeting one of the five task requirements earns the response one
point on this rubric.
159