Alys Longley provides choice and authenticity in assessment for DANCE 101 in order to engage students’ intrinsic motivation and interest. The assignment tasks are designed to replicate the iterative nature of creative practice by building upon one another to help students develop their skills and reflect on what they have learned, leading to a final artistic project.
DANCE 101G is a General Education course with a diverse cohort of students that range in their experiences in tertiary study, levels of confidence, and expertise in the discipline. Students include those who have never been in a dance studio before and are very nervous, to people who have been studying different types of dance for decades, to people who are experienced as creative practitioners in other fields, e.g. architects, professional composers.
This is where relational pedagogies and assessment strategy meet for Alys. Because of this diversity of backgrounds, it was important for her to create assignment tasks where students could use their own experiences and feel they were valid and valued. It was also important for Alys to find a decolonising practice where students from different cultures can succeed and thrive.
Incorporating choice into DANCE 101G assignment tasks supported this aim, with students able to choose the creative format they use to engage with ideas from the course. It also encouraged students’ intrinsic motivations so they could follow what interested them, while still meeting the course’s needs.
“I think assessment is so fundamental, especially for NCEA trained students who are all about getting the credits. So if you use that – rather than be like ‘oh, they don’t want to read broadly, they just want to get the credit’ – you can turn that credit into creating an excuse for them to invest, then it can really encourage the student to try something they might not otherwise have done.”
Assessments are also structured to build upon one another, leading to the submission of a final artistic project (30%), and written reflection in their final exam (40%). This supports students in developing their confidence and ability to experiment creatively, share their work, and reflect on what they have learned, as well as giving them an insight into the iterative nature of creative practice.
The first set of assessments is worth 20% (4 x small 5% assessments, due week by week early in the course so students receive early feedback). For each of these assessments, students are marked on the completion of different components, rather than a judgement on the quality of the work, in order to encourage students to practice taking creative risks:
- For completing a creative experiment that relates to the course work, they get 3%. They are given 7 different options of expression and format (recorded documentation of coursework from workshops, collaboration, video, photography, writing, craft, or a ‘choose your own adventure’ assignment where students can propose another expression not listed).
- If they also write about it and reflect on it, they get 4%.
- If they incorporate two quotes from the readers in the course, then they get the full 5%.
“It’s actually about taking the risk and doing the thing, rather than excellence… Then you lay the foundations for all the other assessments in the course because you’ve created this bank of material which you can then go deeper into with feedback from the lecturers… The idea is that I can’t imagine the assessment before they hand it to me. There’s room for them to surprise me. We’re all the expert and we share our expertise.”
Students who find it challenging simply complete what they can of the assessment, while others do far more because they are deeply engaged and motivated. These small 5% assessments and their time together in studio allow students to practice making and sharing, so that by the time they reach their larger assessments (Duet project 10% and Artistic project 40%), they have already practiced low-stakes risk taking. They can draw upon this previous work in their higher-stakes assessments, which are marked on quality (see below for examples and rubrics).
Providing structure while not limiting exploration
Alys is conscious of providing a basic structure and supporting tools to help guide less confident or more inexperienced students, while also allowing space for others to explore and develop their skills. One of the ways she does this is providing videos for her students where she talks through her assessments, explaining the ‘why’ and connecting what they’re doing with the course aims. Some of the videos include the lecturer talking through examples of past students’ work and how they explored ideas in the course to give students an idea of the possibilities.
Planning and aligning assignments for an authentic creative practice
Assignments build upon each other to allow students to rework their creative outputs with feedback from lecturers. Students choose one of the projects they have done during the course to develop further in their Artistic project. Because they feel more confident in sharing their work and getting feedback, they do showings in advance, sharing it with each other, then editing and curating it.
Alys has also found that the written components reflecting on what they have learned and the connections to the course content to be articulate and thoughtful. For their final exam, students reflect on their creative journey through the semester. They are allowed to reuse some of the writing that they did in the earlier assignments and in the artistic project, but must develop it further. This reflects the iterative process of practitioners in creative fields:
“My experience of being an artist is that we iterate. We don’t suddenly come up with an idea and express it, and then people go ‘wow!’. It’s like, you do it very small scale, you test it, and then you do it again, but you change some conditions, then you do it again with a bit more awareness of your materials. And then you do it again with a showing with someone else, and you get feedback… For their assessments, they’re allowed to keep reusing stuff that they’ve handed in before, but they can’t just hand the same thing in twice. They have to rewrite it, rework it… it’s that kind of crafting, deepening, following your motivation, learning with your materials and with each other.”
Student feedback
From the University’s Summative Evaluation Tool (SET): What was most helpful for your learning?
“I found that the low stakes assignments– the studies in creativity in the course provided a great way for me to try new things without having to worry about the output or my results which allowed me to try more creative things.”
“The creative process in which both lecturers allowed me to challenge myself through choice, which helped me a lot in regards to being able to participate in this course.”
Examples of assessment and rubric
Assessment 1: Study in Creativity: Part 1 (5%)
Assessment options
The aim of this assessment is to develop creative thinking through a series of small making and reflecting tasks.
Students are to develop FOUR tasks from the options below, and to upload evidence of creating new work to Canvas. For full marks, include a short written reflection (one paragraph), with one quote from a reading from one of the articles in our reading list.
The focus of this assignment is on trying out ideas and taking time to invest in material thinking and creative experimentation.
OPTION 1: RECORD DOCUMENTATION OF COURSE WORK FROM OUR WORKSHOPS
After completing a workshop either in class or online, develop a creative artefact reflecting your experience – a short dance video, a piece of writing, a series of photographs – whatever inspires you. For full marks, include a short written reflection (one paragraph), with one quote from a reading from one of the articles in our reading list.
OPTION 2: COLLABORATIVE ASSIGNMENT
Form a group of between 2-5 members and collaboratively work together to develop a creative idea/project. This could involve videoing a movement phrase developed in class, creating a short dance piece on location in a particular site, developing a collaborative work such as a piece of music and a video or artwork to go with it, etc. You could work together as a team to create wearable art/costumes, art objects, actions, sound, text, etc. For a full 5% mark, each member of the group is to upload a reflection on their personal contribution to the collaborative work, briefly discussing their experience of the project and how it relates to materials in Dance 101/G and one quote from a reading from one of the articles in our reading list.
OPTION THREE: VIDEO ASSIGNMENT
Take an idea from our dance workshops, and create a short (30 seconds to one minute) video applying this concept in a site of your choice.
To achieve full 5% marks for the assignment, upload a short (150-400 word) reflection on how our classwork in Dance 101/G informed the film you made with one quote from a reading from one of the articles in our reading list.
OPTION FOUR: PHOTOGRAPHY ASSIGNMENT
Take an idea from our dance workshops, and translate it into a image or series of photographs, engaging a particular site or surrounding.
To achieve full 5% marks for the assignment, upload a short (150-400 word) reflection on how our classwork in Dance 101/G informed the photographs you made with one quote from a reading from one of the articles in our reading list.
OPTION FIVE: WRITING ASSIGNMENT
Through writing, respond to a dance topic/principle that we have covered in class. You can approach it in a style of your choice; poem, description, analysis, combination of image and writing, artist-page. You may choose to edit and submit the dance writing tasks from class for this assignment. To achieve full marks for the assignment, you also need to upload a short (150-400 word) discussion explaining how you have translated ideas from our dance classes into creating your writing with one quote from a reading from one of the articles in our reading list.
OPTION SIX: CRAFT ASSIGNMENT
Create a craft object in response to the work we have done in class. To achieve full marks for the assignment, upload a short (150-400 word) discussion explaining how you have translated ideas from our dance classes into creating your object with one quote from a reading from one of the articles in our reading list.
OPTION SEVEN: CHOOSE YOUR OWN ADVENTURE ASSIGNMENT
We are happy for you to invent a Creative Assignment of your choice, but you need to propose this to us first to check that it is appropriate to the course. To achieve full 5% marks for this assignment, upload a short (150-400 word) discussion around how you have translated ideas from our dance classes into creating your assignment with one quote from a reading from one of the articles in our reading list.
Assignment Rubric
| Criteria | Ratings | Pts |
|---|---|---|
| Full Marks – Study in Creativity |
5 Pts Full marks As well as undertaking a creative process, you have provided a reflective statement that demonstrates how your work relates to course material in Dance 101/G. Your writing also provides a short overview of the process of making from beginning to end. 4 Pts Study in Creativity Evidence of a creative project. You have experimented with a new idea and made something by following a specific approach through your chosen means. Your writing also provides a short overview of the process of making from beginning to end. 3 Pts Creative Work but no Written Reflection Clear evidence that a creative process has been undertaken. You have experimented with a new idea and made something by following a specific approach through your chosen means. |
5 pts |
| Total points: 5 |
|
Assessment 2: Solo/Duet Choreography
Assessment task
DUE: Monday (Week 7 in the studio) 11 April
WEIGHTING: 10%
TASK: Choreography
- Create a one-minute solo/duet performance
- Your choreography must incorporate or explore at least 3 of the following; Repetition, Levels, Space, Scale (e.g., larger or smaller), Dynamic Elements/movement qualities, a Motif, or experiments with speed (e.g., slow to fast). Please use Week 4 resources on Canvas to guide you.
- Your choreography must include 10 seconds of stillness.
- You may use costume or props which has been created by you and any music without lyrics(e.g. own music composition, instrumentals, percussion, voice, a self-mixed track, etc).
- To be performed in the Dance Studio to your peers.
- If you are a Digital Learner please submit the video of your solo/duet on 12.09 by Midnight NZST.
Points: 10
Submitting: a text entry box, a website url, a media recording, or a file upload.
Duet Rubric
| Criteria | Ratings | Pts |
|---|---|---|
| Use of space |
2 Pts Full marks Your dance makes sophisticated use of the performance space. You show vibrant awareness of the space around you and your movement reflects this. 1.6 Pts Space Your dance makes interesting use of the space. Your movement reflects informed awareness of space around you. 1.2 Pts Space Your dance energises the space. You demonstrate spatial awareness. 0.8 Pts Space Your dance shows some spatial awareness. Movement is sometimes unclear and limited. 0 Pts No marks
|
2 pts |
| Use of Dynamics |
2 Pts Full marks You confidently manipulate dynamics to engage your audience with clear use of energy, time, and rhythm. 1.6 Pts Dynamics You manipulate dynamics to engage the audience with clear use of energy, time, and rhythm. 1.2 Pts Dynamics You manipulate dynamics to engage the audience with clear use of energy, time, and rhythm. 0.8 Pts Dynamics You attempt to use dynamics and to engage the audience. 0 Pts No marks |
2 pts |
| Structure |
2 Pts Full marks Your choreography reflects a playful, informed, and satisfying use of performance structure. 1.6 Pts Structure Your dance reflects an informed, satisfying use of structure. 1.2 Pts Structure Your dance reflects a clear structure, that adds coherence to the piece. 0.8 Pts Structure Your dance is mostly unstructured, with some attempt to make a clear beginning and end. 0 Pts No marks |
2 pts |
| Performance Quality |
2 Pts Performance Quality You have a dynamic connection with the audience and the performance material. You have strong presence, and clear focus and intention. 1.6 Pts Performance Quality You have a strong connection with the audience and your material. You have clear presence, focus, and intention. 1.2 Pts Performance Quality You connect with the audience and with your material. 0.8 Pts Performance Quality You make some connection with the audience but your work lacks some focus and intention. 0.4 Pts Performance Quality Your work rarely connects with the audience. 0 Pts No marks |
2 pts |
| Movement Vocabulary |
2 Pts Movement Vocabulary Movement vocabulary is thoughtful, inventive, powerfully performed. 1.6 Pts Movement Vocabulary Movement vocabulary is thoughtful, inventive, and well performed. 1.2 Pts Movement Vocabulary Movement vocabulary is thought out and clearly performed. 0.8 Pts Movement Vocabulary Movement vocabulary lacks clarity and consideration 0.4 Pts Movement Vocabulary Movement is clichéd, repetitive and lacks colour. |
2 pts |
|
Participation |
0 Pts Participation You are prepared and ready to perform your solo/duet and provide meaningful feedback for others 0 Pts Participation You are prepared and ready for your solo/duet and provide good feedback for others 0 Pts Participation You perform your solo/duet in the first showing and provide feedback for others 0 Pts Participation Your solo/duet is not finished for the first showing. Only provides superficial feedback. 0 Pts Participation Your solo/duet is not shown. No feedback is given. |
0 pts |
| Total points: 10 |
Assessment 3: Artistic Project Rubric
Assessment task
DUE: Monday 23 May
WEIGHTING: 30%
TASK:
Create a performance or a folio of creative work that expands your knowledge, engagement, and understanding of an element of our class work. Some examples of creative exploration are as follows: a dance piece, a piece of physical theatre or theatre, a music composition, a visual art work, a sculpture, a film, a folio of poems or drawings, models, a photographic exploration or craft work.
All artistic folios must include a written discussion, of a minimum of 500 words. You might choose to work on:
- A creative exploration of movement principles, such as balance, rhythmic or spatial structure (through dance, poetry, drawing or music).
- An expression of imagery that arises through improvisation, sensing anatomical structure, or choreographic practice.
- An exploration of how rhythm and sound connects music and dance
- An exploration of improvisational structures and how they might lead to performance, creative writing, drawing or music composition.
- An exploration of interconnections between music improvisation and dance improvisation.
- An expression of somatic awareness through any artistic medium.
Written Discussion (500 words minimum)
- How have dance ideas and processes led to this project?
- What were your particular starting points?
- What is your creative intention?
- What movement ideas underpin the body of this work?
- How did you go about selecting and developing material?
- Which artists inspired you and in what way? (Remember to formally reference artistic work).
- Bibliography must contain at least three references.
- Use APA referencing.
Points: 30
Submitting: a text entry box, a website url, a media recording, or a file upload
Artistic Project Rubric
| Criteria | Ratings | Pts |
|---|---|---|
|
Concept The ideas that underpin your work |
5 Pts Concept Your work vibrantly demonstrates thorough exploration of a creative idea, which stems from refined investigation in movement practice. 4 Pts Concept Your work demonstrates thorough exploration of a creative idea, which stems from committed investigation in movement practice 3 Pts Concept Your work demonstrates exploration of a creative idea, which stems from investigation in movement practice. 2 Pts Concept Your work demonstrates some exploration of a creative idea, which attempts an investigation in movement practice. The concept is unclear. 1 Pts Concept Your work attempts some exploration of a creative idea. It lacks conceptual clarity and does not link to movement practice. 0 Pts 0 Marks No attempt made |
5 pts |
|
Research To explore the work of other artists and relevant experts in relation to your project. |
5 Pts Research You have explored a wide range of artists’ work, and experimented with style, structure, and vocabulary. 4 Pts Research You have explored a range of artists’ work, and experimented with style, structure, and vocabulary 3 Pts Research Your have explored one or two artists’ work, and your work shows some experimentation with style, structure, and vocabulary. 2 Pts Research You have explored one artists’ work. You try a couple of new things, but attempts to experiment with form are scarce. 1 Pts 1 Mark Your work reflects a minimal attempt to explore artists’ work and to develop style, structure or vocabulary. 0 Pts No marks No attempt made
|
5 pts |
|
Expression The way in which the concepts intended materialise in the creative work. |
10 Pts Expression Your work is thoughtful, clear, and well structured. Your work demonstrates an insightful and innovative use of chosen form. 8 Pts Expression Your work is clear, and well structured. Your work demonstrates insightful use of the form chosen. 6 Pts Expression Your work is mostly clear and well structured. Your work demonstrates an awareness of the form chosen. 4 Pts Expression Attempts to outline relationships between movement practice and folio. Reflects some understanding of dance and creative process. Writing is often unclear and contains incorrect grammar. Less than 400 words long. A short bibliography 2 Pts Expression Attempts to outline relationships between movement practice and folio. Writing is unclear and difficult to understand. Inappropriate word length. No bibliography 0 Pts No marks No Attempt Made
|
10 pts |
|
Discussion Outline the relationship between coursework in Dance 101G and your Artistic Project, include discussion of key theorists. |
10 Pts Full marks Eloquently outlines relationships between movement practice and folio. Reflects understanding of dance and provides deep insight into your personal creative process. Detailed, clear, well written. 500 words long. Includes a comprehensive correctly cited bibliography 8 Pts Discussion Clearly outlines relationships between movement practice and folio. Reflects understanding of dance and insight into your creative process. Clear, well written. Up to 500 words long. Includes a correctly cited bibliography 6 Pts Discussion Outlines relationships between movement practice and folio. Reflects understanding of dance and creative process. Mostly clear and coherent writing. Up to 500 words long. Includes a bibliography 4 Pts Discussion Attempts to outline relationships between movement practice and folio. Reflects some understanding of dance and creative process. Writing is often unclear and contains incorrect grammar. Less than 400 words long. A short bibliography 2 Pts Discussion Attempts to outline relationships between movement practice and folio. Writing is unclear and difficult to understand. Inappropriate word length. No bibliography 0 Pts No marks No Attempt Made
|
10 pts |
| Total points: 30 |