Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

DANCE AssessmentPerformance Task D.T103Sharp and Smooth Energy

Grade 2

Teacher BookletTeacher DirectionsStudent Directions

Assessment QuestionsTeacher Scoring Rubric

Student Response SheetsClassroom Score Summary

©2018. Please reference the Licensing Statement on this page.

Licensing Statement

1. Booklet. The Michigan Department of Education ("MDE") and Michigan Assessment Consortium (“MAC”) own the rights to all Michigan Arts Education Instruction & Assessment (the "MAEIA") Booklet(s) (the “Booklet”). All use of the Booklet is governed by this Licensing Statement (the “License”), and MAEIA's Terms and Conditions located at https://maeia-artsednetwork.org/terms-conditions/. Any unauthorized use of the Booklet is subject to the intellectual property and copyright laws of the United States and other countries, as appropriate.

2. License. Subject to the terms of this License, MDE and MAC grant to you a worldwide, royalty-free, non-sublicensable, non-exclusive license to reproduce and share the Booklet for educational purposes only. This License does not provide you with any rights for any other non-commercial or commercial purposes. You may not impose any additional or different terms on the Booklet if doing so restricts exercise of the rights licensed under this License by any recipient of the Booklet. No part of this License constitutes permission for you to assert or imply that you or your use of the Booklet is connected, sponsored by, or endorsed by MDE and MAC. Moral rights and trademark rights are not licensed under this License.

3. Sharing. If you share the Booklet, then you must: (a) retain the identification of the creators of the Booklet and any others reasonably designated to receive attribution, in any reasonable manner requested by MDE and MAC, including a copyright notice, notice of this License, and notice of the disclaimer of warranties in this License; and (b) indicate that the Booklet is licensed under this License, and include the text of, or a hyperlink to, this License. If requested by MDE and MAC, you must remove any of the information required by this Section to the extent practicable.

4. Disclaimer of Warranties and Limitation of Liability. MDE and MAC offer the Booklet as-is and as-available, and make no representations or warranties of any kind concerning the Booklet, whether express, implied, statutory, or other. This includes, without limitation, warranties of title, merchantability, fitness for a particular purpose, non-infringement, absence of latent or other defects, accuracy, or the presence or absence of errors, whether or not known or discoverable. In no event will MDE and MAC be liable to you on any legal theory (including, without limitation, negligence) or otherwise for any direct, special, indirect, incidental, consequential, punitive, exemplary, or other losses, costs, expenses, or damages arising from this License or use of the Booklet, even if MDE and MAC have been advised of the possibility of such losses, costs, expenses, or damages. This disclaimer of warranties and limitation of liability must be interpreted in a manner that, to the extent possible, most closely approximates an absolute disclaimer and waiver of all liability. You will be solely liable for any and all damages to you, MDE and MAC, or any third-party related to your use of the Booklet, and agree to indemnify and hold harmless MDE and MAC (including their subsidiaries, affiliates, officers, employees, contracted employees, interns, agents, partners, licensors and successors) for any alleged damages or claims related to your use of the Booklet.

5. Term. This License applies for the full term of any copyrights or similar rights licensed. However, if you fail to comply with this License, then your rights under this License terminate automatically. Sections 4, 5, 6, 7, and 8 survive termination of this License.

6. Third Party Rights. If any right terminates that is from a third party from which MDE and MAC has obtained rights that relate to the Booklet, then MDE and MAC may terminate this License with respect to any rights that terminate.

7. Other Terms. MDE and MAC are not bound by any additional or different terms communicated by you unless expressly agreed. Any understandings, arrangements, or agreements regarding the Booklet not stated in this License are independent of the terms of this License.

8. Interpretation. If any part of this License is for any reason held to be unenforceable, the rest of it remains fully enforceable. No term of this License will be waived and no failure to comply consented to unless expressly agreed to by MDE and MAC. Michigan law applies to this License without regard to any choice-of-law rules that might direct the application of the laws of any other jurisdiction.

55863:00001:-13477783

1

This page has been intentionally left blank.

2

ACKNOWLEDGEMENTS

USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 1)This assessment can be used to demonstrate arts educator effectiveness by changing the prompt (such as musical selection, play, work of art) used, if any, and repeating the item one or more times either in the current school year or the next one. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.

3

Michigan Student Learning Standards Assessed

MAEIA Performance Standard(s)

D.EL.C.2–Solve movement problems through improvisation, exploration and discovery.

Michigan Content Benchmark(s) and GLCE(s)

ART.D.II.EL.3–Use improvisation to discover, invent, and solve movement problems.ART.D.II.2.3–Explore timing such as fast to slow, strong or light, sharp or smooth, within personal space and general space to discover and invent movement.

Intended Students Second-grade dance students

Alignment to National Core Arts Standards

Anchor Standard DA:Cr1–Generate and conceptualize artistic ideas and work.

OVERVIEW AND OUTLINE OF THE PERFORMANCE TASKStudents will explore multiple solutions to a given movement problem through the use of energy and the dynamics of movement qualities.

SUGGESTED TOTAL TIME This assessment has four parts to it. The assessment should take 75 minutes to complete, as shown below:

o Part 1–Assessment Questions (Day 1, 5 minutes)o Part 2–Sharp and Smooth Energy Exploration (Day 1, 20 minutes)o Part 3–Sharp-and-Smooth Energy Movement Pattern (Day 2, 25 minutes)o Part 4–Sharp-and-Smooth Movement Performance (Day 3, 25 minutes)

LIST OF REQUIRED MATERIALSThe materials required for this assessment are:

o Student Bookletso Pencils or crayonso Elements of Energy action word cardso Bag, hat, or basket (to pull cards out of)o Music to use with the action words

ASSESSMENT SETUPThe teacher should read all student directions in the Student Booklet aloud, including assessment questions and rubrics for students to all K-2 students. The teacher may provide such assistance to students in higher grades who require it.

4

The teacher may clarify any instructions for students, remind students how to complete their responses, and encourage them to do their best. Teachers should not help students to answer any questions or tell them whether their answers are correct during the assessment.

Students’ verbal responses or performances may be video recorded. Verbal responses may also be written down or scribed by the teacher or another adult. Students’ responses can be scored as students respond/perform or scored later using the recordings or the teacher’s written notes.

The MAEIA Classroom Score Summary provided on page 18 of the Teacher Booklet can be used to record students’ scores on the item.

For this assessment, students will need a sufficient amount of space to explore and develop movement. Students will use the Student Booklet for portions of this activity.

Students will work in a large group and with a partner. Partners should be pre-determined by the teacher prior to beginning the assessment.

DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections for teachers are in regular text. Directions to be read to students are in bold.

Students need a Student Booklet and a pen or pencil. When ready, say:

You should have a Student Booklet and a pencil or crayon. Begin by filling in the information requested on the front cover.

Pause while students complete the requested information. Assist students who need help with this step. Then say:

Turn to page 2 in your Booklet and read the directions silently as I read them aloud to you.

Pause while students turn to page 2. Assist students who need help with this step. Then say:

This assessment has four parts to it: o Part 1–Assessment Questions (Day 1)o Part 2–Sharp and Smooth Energy Exploration (Day 1) o Part 3–Sharp-and-Smooth Energy Movement Pattern (Day 2)o Part 4–Sharp-and-Smooth Movement Performance (Day 3)

The directions for each part are given in the Student Booklet.

5

PART 1–ASSESSMENT QUESTIONS (DAY 1) To begin this assessment, you will respond to two questions. Turn to page 8 in your Student Booklet. Listen to each question as it is read aloud to you.

Students should turn to page 8 in their Student Booklets. Assist students who need help with this step. When ready, say:

Question 1—What image or lines could you draw to show sharp energy?

Draw three different images or lines that you think show the texture of sharp energy. Place one image or line in each box.

Re-read the question to any student needing this help. Pause and provide students about 2 minutes to draw three images/lines. Then say:

Finish that drawing.

Pause while students finish their drawings. Then say:

Question 2. What image or lines could you draw to show smooth energy?

Draw three different images or lines that you think show the texture of smooth energy. Place one image or line in each box.

Re-read the question to any student needing this help. Pause and provide students about 2 minutes to draw three images/lines. Then say:

When finished with these two questions, tear off page 8 and give it to your teacher.

PART 2–SHARP AND SMOOTH ENERGY EXPLORATION (DAY 1)For this part of the assessment, each student will need his or her Student Booklet, a crayon or pencil, and the Elements of Energy action word cards. On the board should be two columns, one labeled “Sharp” and one labeled “Smooth.” Energy action words will be written on the board as students categorize them as a class.

The Elements of Energy action words are on page 20 of the Teacher Booklet. Prepare the energy action cards in the manner described on page 20.

Students should be sitting in a group with the teacher leading a discussion. When students are ready, say:

Feel your shirt, the bottom of your shoe, your hair, maybe the zipper on your jacket, etc. What is the word for what you are feeling?

Provide students time to think and respond. Then say:

6

How something feels is called “texture.” Some of you have very smooth and soft sleeves. The opposite of that might be the zipper on your jacket, which feels sharp and rough.

During these activities, you will be using your body to demonstrate some of these sharp and smooth textures.

Today you will explore the Elements of Energy. You will play with opposites. The two pairs of opposites you will explore today are sharp versus smooth.

In a bag will be sharp and smooth action word cards that describe each type of energy. Your teacher will pull action word cards out of the bag and you will have approximately 1 minute to explore different ways you can create and invent movement with your body and body parts for each word. As a class, you will then decide which Element of Energy it is.

Move to your personal space. When you get there, create a twisted shape that you can hold until everyone is ready.

Pause to allow students to move to open space. When you see all students are ready in a twisted shape, pull out the first action word “melt.”

The action word is “melt.” When the music begins, you will explore melting with your body and different body parts. See if you can find more than one way to melt. When you hear the count down of “5, 4, 3, 2, 1,” that is your cue to finish melting into a shape.

Pause for 1 minute as students practice the word. After 1 minute, say:

5, 4, 3, 2, 1. Relax out of your melting shape. Now close your eyes. With a show of hands, how many of you think that “melt” is sharp energy?

Count the number of hands up. Then say:

Great. Hands down. Please keep your eyes closed. Now with a show of hands how many of you think that “melt” is smooth energy?

Count the number of hands up. Then say:

Please open your eyes. If you raised your hand for smooth energy, you were correct. Let’s all try melting one more time with smooth energy.

Pause for a short period of time to allow for each student to practice melting with smooth energy once again. Choose the next card from the bag. Continue this process until you have gone through all of the action words in the bag using the same procedure. This will be an informal assessment through teacher observation only. No other scoring is used.

Following the exploration of each action word as a class, write or tape the action word into the correct column of energy, either sharp or smooth, on the board

7

You have finished exploring sharp and smooth energy actions with your body. Now, move back to your Student Booklet.

Pause to allow time for students to collect their Student Booklets and pencils or crayons. When ready, say:

Look at the Elements of Energy Chart on page 3 in your Student Booklet.

Pause to allow time for students to open to page 3. Assist students who need help with this step. Then read the directions aloud. Each action word will be read aloud. Students are to place the action word in either the sharp or smooth column.

Look at the word bank on page 3. As your teacher reads each action word aloud, write it in the correct box.

The Teacher Scoring Rubric on pages 11–12 of the Teacher Booklet can be used to score students’ responses to Part 2. Students’ scores can be recorded on the Classroom Score Summary on page19 of the Teacher Booklet.

ELEMENTS OF ENERGY CHART–SHARP AND SMOOTH Look at the words below. They are action words. As each action word is read aloud, write it in the correct box.

DART SWAY KICK PUNCH SWIRL

SAIL MELT DODGE SLICE STRETCH

SHARP SMOOTH

1.

2.

3.

4.

5.

1.

2.

3.

4

5.

Answer Key:

8

SHARP SMOOTH

1. dart

2. kick

3. punch

4. dodge

5. slice

1. sway

2. swirl

3. sail

4. melt

5. stretch

When students are finished responding, say:

Time is up. Be sure that your name is written on your Student Booklet and leave it on your desk.

PART 3–SHARP-AND-SMOOTH ENERGY MOVEMENT PATTERN (DAY 2)For this part of the assessment, each student will need his or her Student Booklet and a pencil. The sharp and smooth action words are on page 22 of the Teacher Booklet. Prepare the action cards in the manner described on page 22. Be prepared to pull the slips of paper with the smooth and sharp words out of a bag, hat, or basket.

Have two sharp and smooth patterns posted on the board. They are shown on page 14 of the Teacher Booklet.

Students will begin sitting in a large group to listen for directions prior to moving into the open movement space. When ready to begin, say:

Today, you will continue to work on sharp and smooth movement. Follow along as the directions are read aloud by your teacher.

Begin where you are sitting now. Be careful of the people around you. With your arms, show the sharp action of “flick.”

Pause while students demonstrate “flick” (or other chosen sharp action word). Provide 15-30 seconds of time. Then say:

Freeze! Please place your hands in your lap. Now think about how many counts it took you to flick your arm or hand. Raise your hand if it took you 8 counts for one flick.

Pause while students think and respond. Then say:

Raise your hand if it took you 4 counts for one flick.

9

Pause while students think and respond. Then say:

Raise your hand if it took you 1 count for one flick.

Pause while students think and respond. Then say:

Your one flick took you one count.

Demonstrate a flick of the hand, then the shoulder, and then the head. Students should repeat each movement after you. Then say:

Let’s try smooth energy. Raise your hands above your head. You will take four counts to melt your arms down smoothly. Think of melted chocolate dripping down. Ready? Set? Go! 1 . . . 2 . . . 3 . . . 4 . . .

Count four counts and smoothly melt your arms down as the students mirror you. Then say:

For today’s activity, you will create sharp movements that take only one count to perform and smooth energy movements that take four counts to perform.

Move to open space and find a personal space to practice combining sharp and smooth movements. When you get to a personal space, create a shape of a museum statue.

Pause and allow time for students to move to personal space. Have the list of sharp and smooth action words available.

We will begin with sharp energy. How many counts should your movement last for sharp energy?

Pause while students respond aloud. Then say:

It should last one count. Quick and sharp. When the action word is called out respond with a sharp movement. It should last only one count. Ready?

Pull out the word “jab” from the hat or basket. Then say:

“Jab.” One. Freeze. Try a different way to “jab” for one count.

One. Freeze. Next let’s count to four. You will “jab” four times. One sharp “jab” for each count.

Pause for a moment to demonstrate. Then say:

Jab, jab, jab, jab (or 1 . . . 2 . . . 3 . . . 4 . . . )Let’s try another sharp energy action word. “Slice.” Create a movement to show “slice” that takes up only one count.

10

Continue this process for a few sharp action words or until students have demonstrated understanding. Then say:

Next you will try smooth energy. Remember your smooth energy will be slower and take four full counts to perform.

Pull out the word “sway” from the hat or basket. Then say:

The first smooth action word is “sway.” Ready? 4 . . . 3 . . . 2 . . . 1 . . .

Pause for a moment to demonstrate. Then say:

S ---W--- A ---Y--- 4 . . . (or 3 . . . 2 . . . 1 . . .)

Let’s try another smooth energy word. “Glide.” Create a movement to show “glide” that takes up four counts.

Pause while students respond. Continue this process for a few smooth action words or until students have demonstrated understanding. Then say:

Now you will work with a partner to create a sharp-and-smooth energy dance. Please sit down in your personal space and wait for instructions.

Students should sit in their personal space. You should have two sharp-and-smooth patterns posted on board for all students to see. Then say:

Please look at the first pattern on the board. You see two action words, one sharp and one smooth. You see that the actions are in a pattern.

SLICE SLICE SWAY SLICE SLICE SWAY

1 count 1 count 4 counts 1 count 1 count 4 counts

Pause and read aloud the pattern. This may require a movement demonstration. Then say:

Stand up where you are in your personal space. Let’s all try this pattern together. Begin in a middle-level shape. Ready? Slice, slice, sway, 2, 3, 4. Slice, slice, sway, 2, 3, 4. Freeze!

Let’s try that one again. Ready? Slice, slice, sway-2, 3, 4. Slice, slice, sway, 2, 3, 4. Freeze! Now sit down again.

Students should sit back down in their personal space. Have another smooth-and-sharp pattern on the board ready for students to observe. Then say:

Let’s use two more words to create a pattern. The two words are “melt” and “flick.”

11

Please stand up and try this pattern with your own body. Begin with any shape in the high level. Ready?

MELT MELT FLICK MELT MELT FLICK

4 counts 4 counts 1 count 4 counts 4 counts 1 count

Melt, 2, 3, 4, melt, 2, 3, 4, flick, melt, 2, 3, 4, melt, 2, 3, 4, flick.

You will perform this one more time. This time I will not count for you. See if you are able to count to yourself. Ready? Begin.

Pause and allow students to move through the pattern. Then say:

Freeze. Please sit down in your personal space. I will pass out your Student Booklet and a pencil.

Pause while students sit down. Pass out Student Booklets and pencils. Then say:

Now turn to page 3 in your Booklet.

Pause while students turn to page 3. Assist students who need help with this step. Then say:

Follow along as your teacher reads the Checklist for Sharp and Smooth Energy on page 4 of your Student Booklet.

Read the “I can” statements aloud and provide time for students to answer each question. Provide assistance to students who need help with writing their answers. If necessary, you can administer the assessment individually to these students and scribe their answers.

Follow along as your teacher reads the Checklist on page 4 in your Student Booklet.

CHECKLIST FOR SHARP AND SMOOTH ENERGY

I can name 2 sharp energy action words. These are:

1. _________________________________ 2. ________________________________

I can name 2 smooth energy action words. These are:

1. _________________________________ 2. ________________________________ I can perform SHARP energy action words in 1 count.

I can perform SMOOTH energy action words lasting for 4 counts.

I can follow a pattern of SHARP and SMOOTH action words.

12

Pause while students respond. Then say:

Please close your Student Booklet and leave it and your pencil on your desk. During the next class session, you will choose your own sharp and smooth energy words to create a pattern with a partner to perform for the class.

PART 4–SHARP-AND-SMOOTH MOVEMENT PERFORMANCE (DAY 3)For this part of the assessment, each student will need his or her Student Booklet and a pencil. Students should sit down upon entering the classroom.

The teacher should pre-assign partners before starting Part 4 of the assessment. The teacher should use the Teacher Scoring Rubric for Part 4. Students’ scores can be recorded on the Classroom Score Summary on page19 of the Teacher Booklet.

TEACHER SCORING RUBRIC–PART 4Dimension 1 2 3

Action word energy qualities

Able to label five or fewer action words correctly as sharp or smooth.

Able to label six to nine action words correctly as sharp or smooth.

Able to label all ten action words correctly as sharp or smooth.

Able to create a simple pattern

Unable to create a pattern using two energy words. Needed full assistance to get pattern.

Created a pattern using two energy action words, but needed some assistance.

Created a pattern using two energy action words without assistance.

Understands sharp and smooth energy movement

Unable to develop movements to demonstrate each action word. Movement does not match the set counts given. One-count used for sharp energy and four-counts used for smooth energy with assistance.

Developed movements to demonstrate each action word. Movement matched the set counts given. One-count used for sharp energy and four-counts used for smooth energy with only some assistance.

Developed unique movements to demonstrate each action word. Movement matched the set counts given. One-count used for sharp energy and four-counts used for smooth energy without assistance.

Able to create movement that follows a pattern

Unable to create and perform a movement pattern that matches the developed pattern with assistance.

Able to create and perform a movement pattern that matches the developed pattern with only some assistance.

Able to create and perform a movement pattern that matches the developed pattern.

Collaboration with partner

Evidence of collaboration and responsibility with

Individual participation with partner was present only some of

Individual participation with partner was

13

Dimension 1 2 3

partner was nonexistent.

the time. collaborative and responsible.

The Teacher Scoring Rubric for Students, a student-friendly version of the Teacher Scoring Rubric, is shown below, and is also located on page 4 in the Student Booklet. When ready, say:

Today you will work with a partner to create your own sharp-and-smooth movement pattern.

Look at the Teacher Scoring Rubric for Students on page 4 in your Student Booklet to see the rubric that you will be used to evaluate your responses.

When students are ready, read through the Teacher Scoring Rubric for Students.

TEACHER SCORING RUBRIC FOR STUDENTSDimension 1 2 3

Create a simple pattern

I was unable to create a pattern using two energy words.

I was able to create a pattern using two energy action words with a little help.

I was able to create a pattern using two energy actionwords on my own.

Create sharp and smooth energy movements

I had trouble creating sharp and smooth energy movements.

I needed a little help to create sharp and smooth energy movements.

I created sharp and smooth energy movements.

Create a movement pattern

I was unable to create and perform a movement pattern that matched the given pattern

I needed a little help to create and perform a movement pattern that matched the given pattern.

I was able to create and perform a movement pattern that matched the given pattern.

Work with a partner

I was unable to work with a partner.

I was somewhat able to work with a partner.

I was able to work responsibly with a partner.

When ready to continue, say:

Your teacher has assigned a partner for you. When you hear your name called, take your Student Booklet and a pencil and sit back-to-back with your partner.

Call out the names of partners. When ready, say:

You will now work with your partner to create a movement pattern.

Two boxes of action words are on page 5 in your Booklet. One box includes sharp action words, and the other box includes smooth action words.

14

SHARP ACTION WORDS

DART FLICK KICK

DODGE SLICE POKE

JAB ATTACK PUNCH

SMOOTH ACTION WORDS

SLITHER SWISH GLIDE

MELT STRETCH SWAY

SWIRL BILLOW SAIL

Work with your partner to choose and circle one sharp action word and one smooth action word. Both you and your partner will choose the same action words and circle them in your Student Booklets. You have 2 minutes to do this.

Pause while students do this. Then, say.

On page 6 in your Booklet, you will see two rows of boxes. You and your partner will use the first row of boxes to create your own sharp-and-smooth pattern using the action words you chose. With your partner, discuss and create a pattern in the first row of boxes. You have 2 minutes to do this.

SHARP-AND-SMOOTH PATTERNAction Action Action Action Action Action

15

_______count _______count _______count _______count _______count _______count

An example of a filled-out pattern, for teacher reference, is shown below:

Action

dart

Action

dart

Action

sway

Action

sway

Action

dart

Action

sway

__1___count __1___count __4_counts __4_counts __1___count __4_counts

Pause while students organize two action words into a pattern. When there is 1 minute remaining, say:

You have 1 minute remaining.

After 1 minute, say:

Time is up. Now work with your partner to place the number of counts in the box under each action word. Remember, sharp action words get one count and smooth action words get four counts. You have 2 more minutes to do this.

Pause while students place the counts under each action word. When there is 1 minute remaining, say:

You have 1 minute remaining.

After 1 minute, say:

Now you will move with your partner to open space.

Pause and allow students to move with their partners to the open space to begin working. When ready to move on, say:

Together, you will practice your pattern of one-count sharp actions and four-count smooth actions. While you practice your pattern, your teacher will come around to check on your pattern and movement. Begin practicing now. You have 5 minutes to work. Memorize your pattern as you practice.

Walk around the room to check and approve movement and pattern. When there are 2 minutes remaining, say:

16

You have 2 minutes to work.

Continue to walk around the room to observe student work and behavior. When there is 1 minute remaining, say:

You have 1 minute to work.

Continue to walk around the room to observe student work and behavior. When time is up, say:

Time is up. Please sit with your partner. When your group is called to perform please bring your Student Booklet to the teacher. Please have it open to page 6 with your pattern showing. Then you may move to your performance space.

When you hear “Lights, Camera, Action,” you may begin your movement pattern of sharp and smooth movements.

Determine the order in which the pairs are to perform. Two partner groups may perform at the same time. Pause while students bring their Student Booklets to the teacher. The teacher should have the students’ patterns and Teacher Scoring Rubric side by side during the performance assessment. The teacher may also wish to video record the performances for later scoring. When ready, say:

Lights, Camera, Action!

Observe students while they are performing. You may choose to have each group perform twice, one time to watch and one time to score. When the pair is finished, fill out the Classroom Score Summary in the Teacher Booklet. Close the Student Booklets and place them in a pile. Then say:

Performers, you may sit down. The next group to perform may bring up the Student Booklets and then move right to the performance space.

Provide transition time for groups to change spaces. When the students are ready, say:

Lights, Camera, Action!

Continue this pattern for each partner group. After all partner groups are finished, say:

Thank you. You are finished with the sharp and smooth energy assessment.

[This page appears on page 7 of the Student Booklet. Response space is condensed in the Teacher Booklet.]ASSESSMENT QUESTIONS

Name ___________________________________________________________________

17

Answer the following two questions.

1. What images or lines could you draw to show sharp energy?

Draw three different images or lines that you think show the texture of sharp energy. Place one image or line in each box.

Key—Example correct answers

2. What image or lines could you draw to show smooth energy?

Draw three different images or lines that you think show the texture of smooth energy. Place one image or line in each box.

Key—Example correct answers

18

19

MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used in conjunction with the Teacher Scoring Rubric found in the Teacher Booklet. The teacher should be familiar with the different levels for each dimension in the rubric so that the chart can be filled out accordingly.

Student Name

Action word energy qualities

Create a simple pattern

Understand sharp-and-smooth energy

movements

Create movement that follows a

pattern

Collaboration with a partner

D.T103_ Class_____________________ Teacher_________________________________________________

20

21

ELEMENTS OF ENERGY ACTION WORDS FOR PART 2Cut the words and place in a bag, hat or basket. Words may be changed/adapted to meet classroom needs.

DART FLICK KICK

DODGE SLICE POKE

JAB ATTACK PUNCH

SLITHER SWISH GLIDE

MELT STRETCH SWAY

SWIRL BILLOW SAIL

22

23

SHARP ACTION WORDS FOR PART 3Cut the words and place in a bag, hat or basket. Words may be changed/adapted to meet classroom needs.

DART FLICK KICK

DODGE SLICE POKE

JAB ATTACK PUNCH

SMOOTH ACTION WORDS FOR PART 3Cut the words and place in a bag, hat or basket. Words may be changed/adapted to meet classroom needs.

SLITHER SWISH GLIDE

MELT STRETCH SWAY

SWIRL BILLOW SAIL

24