Draft-Revised 1-14-09 and Reviewed 1-14-09

Dance Grade 5 Poetry in Motion

Grade 5 Dance Poetry in Motion (2005) Revised (2008)

Student Name / ID #_______________ Student Score Circle number Creating - 4 3 2 1 0 Performing - 4 3 2 1 0 Responding - 4 3 2 1 0
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Draft-Revised 1-14-09 and Reviewed 1-14-09

Dance Grade 5 Poetry in Motion

Directions for Administering the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment Grade 5 Dance Poetry in Motion (Revised 2008) Introduction This document contains information essential to the administration of the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Dance Grade 5, Poetry in Motion. 1. Prior to administration as an assessment, all students should have received instruction in the skills and concepts being assessed. 2. Please read this information carefully before administering the performance assessment. 3. This CBPA may be used as an integral part of instruction, and/or formative assessment, summative assessment, culminating project, alternative education packets of instruction, lesson plans, substitute plans, pre- and postassessment, accumulating student learning data, individual student portfolio item, use of data teaming and individual/district professional development, professional learning communities, and in whatever capacity the teacher finds useful to improve arts and all instruction and student learning. Test Administration Expectations The skills assessed by this item should be authentically incorporated into classroom instruction. This assessment item is to be administered in a safe, appropriately supervised classroom environment following district policy and procedures. All industry and district safety policies and standards should be followed in the preparation and administration of the CBPAs in dance, music, theatre, and visual arts. Accommodations based upon student IEP or 504 Plan may require additional assessment administration modifications. Culture, diversity, and religious mores/rules may require additional assessment administration modifications. Description of the Performance Assessment Students taking this performance assessment will respond to a performance task.

Draft-Revised 1-14-09 and Reviewed 1-14-09 Dance Grade 5 Poetry in Motion 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 to facilitate scoring and to document each students 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 students performance.

Materials and Resources Teachers will need the following materials and resources to complete this performance assessment: classroom set of reproduced student tasks, including the glossary, classroom set of reproduced student response sheets, poetry selections (see Teacher Preparation Guidelines), a variety of music selections, if music is going to be offered for performance, one pencil per student, recording device, and audio recorder/player (optional, for verbal responses).

Musical Accompaniment Guidelines If musical accompaniment is used, it should meet the following criteria: No lyrics. At least two minutes long. Teachers may choose any genre of music to use with this task. It is recommended that teachers use a genre with which students have some familiarity. Teachers may provide each student with 3-4 choices of music selections that include a variety of tempos and dynamics. The students should select their preferred music for the performance after the choreography is completed. They may also choose silence. Teacher Preparation Guidelines 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. This assessment item presents a problem which can be solved by using the basic elements (EALR 1.1) with any dance style or genre, such as ballet, ballroom, creative movement, drill, ethnic, folk, hip-hop, historical, jazz, modern, musical theatre, and tap. Any style of movement can be performed with a variety of space, time, and energy elements, chosen to express the particular ideas, feelings, and/or images asked for in the assessment. If a teacher works within a particular dance styles or genre, that dance style or genre may influence the choice of poetry. Choose poems that meet the following criteria: short, engaging, and understandable to a fifth grade student; suggestive of movement through the use of lively verbs, descriptive adjectives, and adverbs. Haiku are particularly effective choices. Following are some further recommendations: Winter 3

Draft-Revised 1-14-09 and Reviewed 1-14-09 Dance Grade 5 Poetry in Motion Moon, April Rain Song, and Dream Variations by Langston Hughes, First Snow by Marie Louise Allen, Crickets by Valerie Worth, Something Told the Wild Geese by Rachel Field, Spring Is by Bobbi Katz, How Many, How Much by Shel Silverstein, I Heard a Bird Sing by Oliver Herford, Bubbles by Barbara Juster Estensen, A Round by Eve Merriam. Remind students to perform each movement to its fullest extent. An example of fullest extent for a jumping jack would be an x with arms and legs fully stretched and spread out to create a full x. A wilted x is the opposite, with arms and legs not fully extended. A wilted x is not acceptable. Instruct students to include five (5) parts in their dance: A beginning, three different movements or movement phrases, and an ending. The recording setup needs to be in a defined space so that the performer can be seen at all times. Students must perform in bare feet or appropriate dance/athletic shoes for safety. As an option to a written response, recording maybe used at the teachers discretion. Students being recorded need to be coached to face the recording device when responding. Students may have a copy of the response sheet when being recorded, or the teacher can state the questions. Students may dictate response answers for the teacher 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. Suggestions for Time Management Students may have as much time as they need to complete the task. Time suggestions are a guide and may be shortened or lengthened to meet individual class and student circumstances. It is recommended and encouraged that the teacher reviews the glossary and scoring rubrics with the students. A suggested timeframe is the following three-day model: Day One Suggested Time: 15 minutes: The teacher provides the students with the task and reads it aloud. It is recommended and encouraged that the teacher reviews the glossary and scoring rubrics with students. The students may ask questions. The teacher answers any questions asked. 10 minutes: The teacher reads the poem choices (2 or 3) with the students, ensuring that students understand all vocabulary. 15 minutes: The students choose their poem and choreograph their dance. Day Two Suggested Time: 10 minutes: The students rehearse their dance. If music is desired, use 5 minutes to familiarize students with the musical selections. 30 minutes: Each student performs his or her dance individually, while others are doing activities in another room, under supervision. Note: If another teacher is not available to assist supervision, students not performing are to exhibit appropriate audience behavior and personal management during the 4

Draft-Revised 1-14-09 and Reviewed 1-14-09 Dance Grade 5 Poetry in Motion dance performance assessment of their peers. Each student performs their dance as if the recorder were the audience. Day Three Suggested Time: 15 minutes: The student prepares his or her verbal or written response. 20 minutes: (Optional) The teacher records the responses of students who need to 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 teachers 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 pages, which may include the cover page, student prompt, response sheet, rubrics, templates, glossary, and any other required materials prior to beginning the task. Students may highlight and write on these materials during the assessment. Instruct the students to look at the following student pages. Have the students read the directions to themselves as you read them aloud. Answer any clarifying questions the students may have before you instruct them to begin. If this assessment is used for reporting purposes, circle the scoring points on the cover page of the individual student pages. Say: Today you will take the Grade 5 Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Dance entitled Poetry in Motion

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Dance Grade 5 Poetry in Motion

Grade 5 Dance Poetry in Motion

During Poetry Month, the librarian at the public library asked children to vote for their favorite poems. You have been asked to create a dance for a special evening event about one of the winning poems. Your task is to use movement to show ideas, feelings, or images from the poem. The librarian will give you two poems, and you will choose the poem that interests you the most. Taking your ideas from the words and images in the poem, you will create a short dance that expresses your ideas. The librarian will record your performance and will ask you to explain the ideas your dance expresses.

The librarian explains that you must meet the following requirements when you create your dance choreography: Choose one of the poems provided. Choose three words, ideas, and/or images from your selected poem to express in your dance. Create a dance that is no longer than 1 minute. Use movements that express each word, idea, and/or image and organize them into one dance. Create a beginning and ending for your dance.

The librarian explains that you must meet the following requirement when you perform your dance choreography: Perform your beginning and ending shapes clearly. Perform movement with intentional energy throughout. Perform movement to the fullest extent. Maintain focus and concentration throughout the dance. Perform your dance without interruption.

The librarian requires you to respond about your dance. In your response, you must: Identify three words, ideas, and/or images from the poem that you showed in your dance. Describe how you expressed the words, ideas, and/or images in your dance. Use dance vocabulary correctly.

The librarian will give you time to create and rehearse your dance. After you perform, you will have time to respond in writing or verbally about the ways that you have expressed words, ideas, and/or images from your poem in your dance.

Draft-Revised 1-14-09 and Reviewed 1-14-09

Dance Grade 5 Poetry in Motion

Grade 5 Dance Poetry in Motion

Each student should complete the following short answer response sheet. Name: ________________________________________________________________ Poem and poet: ________________________________________________________ 1) What three words, ideas, and/or images did you choose from the poem to express in your dance? 2) How did you use movement to express each word, idea, and/or image in your dance? Word, idea and/or image from the poem How did you express word, idea, or image in your dance?

Draft-Revised 1-14-09 and Reviewed 1-14-09

Dance Grade 5 Poetry in Motion

Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment Grade 5 Dance Poetry in Motion
Dance Glossary choreographto arrange, compose, or create a dance concentrationthe act or process of applying close, undivided attention elements of dancespace, time, energy/force energy/forcean element of dance; the quality of movement; how a movement is performed, including smooth, sharp, free flow, bound flow, strong, light, sustained, percussive, etc. light energya movement quality that uses minimal muscle action sharp energysudden, percussive quality in movement smooth energycontinuous, sustained quality in movement strong energya movement quality that uses firm muscle action free flow energyan uncontrolled, unrestricted quality of movement bound flow energya contained, controlled quality of movement focus1. the ability to concentrate and keep ones attention fixed on the matter at hand; 2. where and how the dancer is looking or relating (single, multi, direct, indirect); 3. where the audiences attention is directed fullest extentrefers to full physical engagement and commitment to performance quality, such as a jumping jack x with arms and legs fully stretched and spread out to create a full X. intentional energyenergy/force that is purposeful in expressing intended ideas and feelings. spacean element of dance; where bodies move in a dance, using levels, directions, pathways, sizes, relationships, etc. timean element of dance, including tempo, rhythm, duration, speed, etc.

Draft-Revised 1-14-09 and Reviewed 1-14-09

Dance Grade 5 Poetry in Motion

Grade 5 Dance Poetry in Motion

Creating Choreography/Composition Rubric (2.1, 3.1, 4.1)
4 A 4-point response: The student demonstrates a thorough understanding of choreography by meeting all of the four task requirements listed below: creates a movement to express one word, idea, or image in the poem creates a different movement to express a second word, idea, or image creates a different movement to express a third word, idea, or image creates beginning and ending (shapes or entrance/exit), in addition to the three movements. A 3-point response: The student completes three of the four required tasks listed above. A 2-point response: The student completes two of the required tasks listed above. A 1-point response: The student completes one of the required tasks listed above. A 0-point response: The student shows little or no understanding of the task requirements.

3 2 1 0

Performing Performance Rubric (1.2, 2.2)

4 A 4-point response: The student demonstrates a thorough understanding of performance skills and techniques by meeting all of the five task requirements listed below: performs beginning and ending shapes clearly performs movement with intentional energy throughout performs movement to the fullest extent maintains focus throughout the dance performs without any interruptions. A 3-point response: The student demonstrates an adequate understanding of performances by meeting four of the five task requirements listed above. A 2-point response: The student demonstrates a partial understanding of performance by meeting three of the five task requirements listed above. A 1-point response: The student demonstrates a minimal understanding of performances by meeting two of the five task requirements listed above. A 0-point response: The student demonstrates no understanding of performance by meeting one or none of the five task requirements listed above.

3 2 1 0

Responding Response Rubric (1.1, 2.3, 3.1)

4 A 4-point response: The student demonstrates a thorough understanding of response skills by meeting all of the four task requirements listed below: identifies three words, ideas, or images from the poem included in the dance explains how the first word, idea, or image is expressed in the dance explains how the second word, idea, or image is expressed in the dance explains how the third word, idea, or image is expressed in the dance. A 3-point response: The student demonstrates an adequate understanding of responding to the performance by meeting three of the four tasks. A 2-point response: The student demonstrates a partial understanding of responding to the performance by meeting two of the four task requirements listed above. A 1-point response: The student demonstrates a minimal understanding of responding to the performance by meeting one of the four task requirements listed above. A 0-point response: The student demonstrates no understanding of responding to the performance by meeting none of the four task requirements listed above.

3 2 1 0

Draft-Revised 1-14-09 and Reviewed 1-14-09 Scoring Notes

Dance Grade 5 Poetry in Motion

The following scoring notes should be used as guidelines when scoring this item. Performing beginning and ending shapes clearly is accomplished when the performer maintains focus and intentional energy while holding the shape long enough for the audience to see the shape. The students interpretation of an idea or image can take many forms: while acting like a rising sun can be representative of a sun, so can doing jumping jacks or anything else. The students ability to create or interpret an idea is not being assessed. A shape is not the same as a movement and should not be credited as one. If a student starts the dance, then stops, then starts again, that should be counted as either a) no clear beginning or b) one interruption; however, it should not be counted as both. On the Responding Rubric, drawings or diagrams can be accepted to describe the students choices providing they correspond to the dance and that they show activity/energy. If the response is verbal or written, both dance vocabulary and movement words are acceptable. On the Responding Rubric, all ideas and explanations must correlate to the actual performance to earn credit. Use discretion with the vocabulary used to describe movement phrases and ideas. It can be dance vocabulary or other vocabulary.

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