Dance Drama

English Second Quarter Project and

Music Second Quarter Exam
Score Sheet

Section: __________________________________________________

You Can Dance!

What can be closer to the story than being part of it--- this time in a different dimension. Interpret the emotion,
thoughts, and promises that Awiyao and Lumnay have for each other in the story through a dance. Were they really saying
goodbye to each other for real? Or were they giving a commitment they would hold on to even if they would be separated
from each other?

As a class, be able to:

1. choose a song/ songs to capture the mood of the night, the intensity of the struggle of emotion, and the depth of
feeling Awiyao and Lumnay have for each other. (The song choice alone gives away a big part of your interpretation
of what’s going on with the two character.)
2. select and perform a modern song with the singing style of the Igorots to be incorporated in the performance;
3. play the flute as the accompaniment during the Igorot singing segment;
4. include U javih as part of the dance narrative (with bamboo or any improvised gong instruments);
5. decide if there will be set of pairs for the group presentation or the members of the group will belong to two sets,
respectively for the moves of the two characters;
6. define clearly the end of the dance for it will answer the questions presented for this activity—is it goodbye or
renewed commitment?;
7. make it creative but keep the moves simple, just enough for the 15-minute presentation; and
8. follow the given rubric.

Criteria Points
3-4 5-6 7-8 9-10
Students use movements Students do not utilize Students use Students use the Students use
elements of dance to movements and minimal accurate amount additional body
effectively communicate a elements of dance to movements and movement body movement and the
effectively elements of dance movements and elements of dance to
narrative . (upper body, lower
communicate a to effectively elements of dance to effectively
body, small body, and large
narrative. communicate a effectively communicate a
body movements) narrative. communicate a narrative.
narrative.
Students use narrative form Students narrative form Students use Students use Students use
to effectively communicate a does not provide an narrative form that narrative form that exemplary narrative
message effective plot, the does not effectively accurately form which has a
message is not communicate a communicate a clear communicative
(e.g.: dance story has a clear
communicated. message. message with a message.
plot structure)
intention.
Knowledge of choreography Students demonstrate Students Students Students
little knowledge of demonstrate demonstrate good demonstrate
choreography and knowledge of knowledge of excellent knowledge
unsure of movements; choreography and choreography and of the choreography
sometimes hesitates, keep up with group. keep up with group. with accuracy. The
watches others and Some errors. Few errors; however, students are
makes several errors. it does not interfere extremely prepared
with performance. and know the routine.
Performance Skills The dancers The dancers The dancers The dancers
communicate their communicate their communicate their communicate their
dances with limited dance with some dance with dance with thorough
effectiveness through effectiveness considerable effectiveness through
eye contact and facial through eye contact effectiveness through eye contact and facial
and body expression. and facial and body eye contact and facial and body expression.
expression. and body expression.
Group Work Did not work well with Works very well Works very well with Works very well with
their group. with their group their group most of their group all the
(Grade based on a separate  contributes no some of the time. the time. time.
ideas  contributes few  contributes some  contributes lots
score sheet)
 remains quiet ideas ideas of ideas
 refuses to practice  listens to others  listens to others  contributes
OR sometimes most of the suggestions for
 contributes ideas  displays time / when modification
 refuses to listen to impatience agrees with  listens to others
others & their ideas more than once what was being  displays patience
commands others requires teacher said motivates other
to listen and follow assistance to  displays group members
demands refocus and impatience at
remain in group one time
displays frustration
with others at times
 Rhythmic Accuracy No steady rhythm. Lots Rhythm is Good steady rhythm. The rhythm is
of breaks and pauses. somewhat steady There is a definite absolutely on timing
No note was held for its but there were a underlying pulse and and with the beat.
full rhythmic value. few mistakes. Some each note was held
notes were not held for its full rhythmic
for their full value.
rhythmic value.
Musical Elements Explores and attempts Explores and varies Explores and varies at Explores and varies at
to vary one musical at least 1 musical least 2 musical least 2 musical
element but not element effectively elements quiet elements (dynamics,
effectively. delivered. effectively delivered. tempo, rhythm,
timbre, pitch)
effectively.
Stage Presence Most of the members Not all the members Not all the members The triad shows facial
were not confident and of the triad show of the triad show expression and self-
did not show facial expression facial expression and confidence in the
confidence of the and self-confidence self-confidence most performance at all
presentation. half of the time. of the time. times

Student Checklist
Dance Drama
P = Participation B = Behavior

1 2 3 4 5
NAME P B P B P B P B P B TOTAL
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

# of Checkmarks Assessment
10 Exceeds Expectations
8-9 Fully Meets Expectations
6-7 Meets Expectations (minimal level)
5 or less Not Yet Within Expectations
Dance Drama Sequence:

Group Member # ____: ____________________

YES NO
a) contributed equally to the creation of the dance  
b) worked cooperatively with other group members  
c) learned and was able to perform the created sequence  

Group Member # ____: ____________________

YES NO
a) contributed equally to the creation of the dance  
b) worked cooperatively with other group members  
c) learned and was able to perform the created sequence  

Group Member #____: ____________________

YES NO
a) contributed equally to the creation of the dance  
b) worked cooperatively with other group members  
c) learned and was able to perform the created sequence  

Group Member # ____: ____________________

YES NO
a) contributed equally to the creation of the dance  
b) worked cooperatively with other group members  
c) learned and was able to perform the created sequence  

Group Member # ____: ____________________

YES NO
a) contributed equally to the creation of the dance  
b) worked cooperatively with other group members  
c) learned and was able to perform the created sequence  

Group Member # ____: ____________________

YES NO
a) contributed equally to the creation of the dance  
b) worked cooperatively with other group members  
c) learned and was able to perform the created sequence  

Group Member # ____: ____________________

YES NO
a) contributed equally to the creation of the dance  
b) worked cooperatively with other group members  
c) learned and was able to perform the created sequence  

Group Member # ____: ____________________

YES NO
a) contributed equally to the creation of the dance  
b) worked cooperatively with other group members  
c) learned and was able to perform the created sequence  