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iRubric: Poetry In Motion Group Work Rubric

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Poetry In Motion Group Work Rubric Assessment for class activities during poetry in motion lesson. Rubric Code: FXAB897 By mtmccrary Ready to use Public Rubric Subject: Dance Type: Presentation Grade Levels: K-5, 6-8

Poetry In Motion
	Poor 1 pts	Emerging 2 pts	Proficient 3 pts	Advanced 4 pts
Theme/Focus	Poor The movement language is not unique and does not reflect the theme or idea of the compositional problem.	Emerging The movement language is seldom unique and seldom reflects the theme or idea of the compositional problem.	Proficient The movement language is often unique and most of the time reflects the theme or idea of the compositional problem.	Advanced The movement language is unique and reflects the theme or idea of the compositional problem.
Structure	Poor The composition lacks repeatable structure.	Emerging The composition has a loosely defined structure and is repeated in its entirety.	Proficient The composition has a structure, which is defined and repeatable.	Advanced The composition has a clearly defined structure, which is repeatable.
Abstraction	Poor The movement is literal without any evidence of abstraction through the one or more of the elements of dance.	Emerging The movement has moments of abstraction using one or more of the elements of dance.	Proficient The movement partially abstracted through one or more of the elements of dance.	Advanced The movement has been abstracted through one or more of the elements of dance.
Performance	Poor The dancer is not focused, concentrated and committed to the performance of the movement.	Emerging The dancer is seldom focused, concentrated and committed to the performance of the movement.	Proficient The dancer is often focused, concentrated and committed to the performance of the movement.	Advanced The dancer is focused, concentrated and committed to the performance of the movement.
Discussion	Poor The student was distracted did not participate in the feedback/discussion segment of the class.	Emerging The student participated with brief, non-qualitative responses.	Proficient The student participated with qualitative responses and identified positive and negative aspects of the performance	Advanced The student provided qualitative responses with constructive criticism and advise to allow performers opportunities for reflection and revision.