BLOG POST #6 - How to Assess Dance in my Primary Classroom?



Responding Statement

Figure 31: Dancing is and should be fun (Pinterest)

 Key components to 'good' assessment in dance include:

  • Identifying and sharing learning intentions
  • Clarifying learning objectives and outcomes
Providing students with clear success criteria and an opportunity for self-reflection and feedback that is relevant, meaningful and positive, encourages quality and successful learning in dance. Figure 32 provides an example of clear success criteria that students can interact with and refer to during learning.

Figure 32: Assessment Rubric

Student effort and achievement in dance can be assessed as:
  • Assessment of
  • Assessment for
  • Assessment as
Although all assessment forms can be covered within the creative arts: dance Australian curriculum, an 'assessment as' is proven to be most effective as an authentic assessment process. The 'assessment as' model uses verbal, regular, consistent and interactive feedback from teachers and peers that recognises the effort and growth of the learner, whilst also identify solutions or progressive steps to areas in need of improvement through constructive and positive feedback and reflection. Therefore, developing student skills and knowledge in dance throughout the journey of the activity, lesson or dance experience.

Learning in Dance

Sharing clear learning intentions and goals with students helps learners to understand what they are aiming towards - what is a 'good' standard or expectation according to the success criteria. Learning intentions and outcomes should be reflected upon and used to facilitate self-evaluation at the beginning, middle and end of the making in dance process.

 Taking responsibility for their learning, students should consider the value of technology incorporated in creative arts dance. Whether communicating, creating and/or investigating using ICT (ACARA, 2019) students can heighten learning in dance with technology, for example, to enhance the presentation of a performance or as a reflective resource.

 Using technology as a reflective resource in dance allows students to assess and expand their understanding of dance skills and techniques as they can focus improvement on fundamental movements, including body control, accuracy, alignment, strength, balance, and coordination (ACARA, 2019).

Making in Dance

Applying a developing understanding of dance knowledge and skills, this weeks' making in dance activity promotes student growth of values and a Christian worldview in learning. As explained in figure 33, the dance ; purpose, context, challenges, and links to the Australian curriculum documentation (learning intentions and outcomes) were considered and established. 
Figure 33: Making in dance activity

The dance-making process was supported by the use of a choreography planning worksheet as seen in figure 34, guiding and clarifying student ideas and linking plans to learning intentions and outcomes.

Figure 34: Choregraphy Planning Worksheet

Figure 35 is an example of a performance created from the explained task.
Figure 35: Brave dance - a focus on resilience and hope with God.

Content Descriptors
Although this activity could be modified to be age-appropriate or apply to any grade, the group established this dance would be most applicable to stage 3. Employing the content descriptors:
  • ACADAM009 Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning
  • ACADAM010 Develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination
  • ACADAM011 Perform dance using expressive skills to communicate a choreographer's ideas, including performing dances of cultural groups in the community 
(ACARA, 2019)

Responding in Dance

Peer and self assessment and reflection are critical processes for promoting learning in dance. Feedback from both teachers and peers should be informed from the clear learning intentions and outcomes of the lesson or dance activity. Responses of student efforts to learning and making in dance should include the use of dance terminology and be kind, specific and helpful. Facilitating reflection and responding in dance, figure 36 models a self-assessment rubric worksheet, which can be applied during dance making and/or after a performance, allowing students to identify points of strength and improvement in their own learning. As presented, figure 36 a completed self-assessment from this weeks' making in dance activity.
Figure 36: Self-Assessment Rubric


References

ACARA. (2019). Retrieved from Australian Curriculum: https://www.australiancurriculum.edu.au/

Pinterest. (n.d.). Retrieved from Pinterest: https://za.pinterest.com/pin/584342120371573816/


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