Dance Concert and/or Dance Class Critique
Due Date:______________________ (end of term)
Points: 100 Points
Grade: Written Assignments (15% of Final Evaluation Grade)
Rubric: attached
Background Information:
Experiencing dance outside of our dance classroom is an important and invaluable aspect of dance. An
entirely new level of understanding can be achieved by going to see a dance performance, or by taking a
dance class from a different dance teacher. I want your time in dance to be new and exciting. With that
said, I want you view dance through a new lens, and by seeing a performance or taking a new class, you
can achieve a different perspective.
Prompt:
Write a critical analysis of the dance performance or dance class that you recently attended. Providing
as many sensory details as you can about the performance/class, analyze three aspects of your
experience while attending the performance or dance class. Use the bullets above to help organize your
thoughts into a well-developed, multi-paragraph essay. Please turn the ticket and/or program to me
directly!!!
Submission:
You will need to write your analysis paper in a google document on your google drive and upload
the document through Canvas. You will also need to upload your paper to Turnitin.com. This
must be done on or before Friday, December 12th at 3pm sharp.
Assignment:
For this term I will be asking you to go and see a dance performance or take a dance class outside of
Helix. Please, no music concerts or movies. I want you to enjoy the show or dance class, being sure to
take notes during or after the experience. Here are some guidelines to help you take notes:
Performance:
 Costumes (do they fit with the piece? Are there any technical difficulties?)
 Lighting (does it create the right mood for the piece? Is it appropriate?)
 Entrances and Exits (are there smooth transitions or do they look awkward?)
 Spacing between the dancers (is there enough space or too much?)
 Performance (is there a performance quality or are you bored?)
 Emotions (are they showing and changing emotions?)
 Character (do the dancers stay in character or do they drift in and out of character?)
 Movement and/or Choreography (do you like the choreography and the movement?)
Dance Class:
 Warm-Up (how long was it? Similar or different to Miss O? Did your body feel adequately
warmed up?
 Progressions (were the progressions an extension of the warm up? Did they make sense? Were
the too difficult or too easy?
 Combination (what style of dance? what types of movement? Was it taught too fast or too
slow? What was the level of difficulty?
 Movement and/or Choreography (do you like the choreography and the movement?)
2
SUGGESTED OUTLINE
Introduction:
 Which performance/class did you attend? Give the who, what, when, where and why of
the performance/class.
 Overall, why did you like or dislike the performance/class (Thesis)
3 Body Paragraph(s): each paragraph analyzes a different aspect of the performance/class
 Discuss several aspects of the performance or class (Organize each body paragraph using
the guidelines above)
 Use PIE paragraphs (point, illustrations, explanations)
 Give me sensory details (feel, hear, see, smell, emotions etc.)
Conclusion:

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
Concluding thoughts
What stood out to you and what did not at all?
Why did you like or dislike this performance/class? Or was it just mediocre for you?
What were your lasting impressions as you were leaving the venue?
Was it memorable or forgettable and why?
Would you recommend it to a friend?
*Note: You do not need to answer each and every question listed above. In fact, please DO NOT
provide a list of answers to each question. These questions are just to prompt and guide your
thinking process. Please write a cohesive paper that includes transitions in and between
paragraphs.
3
Advanced
Proficient
Basic
Below
Basic
Far Below
Basic
Content – 60%
Exemplary
Dance Critique Scoring Guide
6
5
4
3
2
1
6
5
4
3
2
1
6
5
4
3
2
1
Controlling Idea
The introduction:



Starts with a grabber/hook that engages reader and introduces focus
Introduces the background information related to the performance/class: the
who, what, where, when, why
Ends with a thesis that takes a stance on whether or not the class/performance
was successful or met expectations
Organization
The paragraphs:



Follow an organized sequence that supports the thesis
Explain or further develop a single idea in each paragraph
Use appropriate transitional words between and within the paragraphs
Development
The body paragraphs:





Open with a clear and concise Point Sentence/Claim
Use specific and well-chosen Illustrations that support thesis
Introduce and/or embed illustrations/evidence, demonstrating specific
features/ideas that were presented in the performance/class
Explain and analyze the how and why (the significance) of the illustrations
Close with a concluding sentence that supports controlling idea
Concluding/clincher paragraph:
Proficient
Basic
Below
Basic
Far
Below
Basic
Style – 40%
Advanced
Restates controlling idea
Ends with an intensified insight or universal appeal
Maintains academic register
Exemplary



6
5
4
3
2
1
6
5
4
3
2
1
Writing Style







Transitions used in and between paragraphs
Uses mature and precise diction with appropriate describers
Uses active (action verbs) rather than the passive voice
Maintains formal/academic register
Uses consistent verb tense (literary present)
Includes a variety of simple, complex, and compound sentences
Establishes genuine/credible writer’s voice
Grammar, Punctuation & Mechanics








Maintains correct subject/verb agreement
Avoids run-on or sentence fragments
Maintains parallel structure
Uses commas and semi-colons correctly
Spells words correctly
Uses parenthetical citations correctly
Formats using Helix Style Manual
Includes correctly formatted Work(s) Cited Page
4
RUBRIC SCORE ………………….RUBRIC DEFINITIONS
Exemplary
6
Advanced
5
Proficient
Basic
4
3
Below Basic
Unacceptable
Practice
2
1
PASS
REVISE
Above and beyond thoughtful; with a level of analysis and control of language that reflects consistent practice and complex thought
with no errors. Serves as an example of what writers continue to strive for as they refine skills and deepen intellectual capabilities.
The writer clearly understands the skill and demonstrates the application of careful, deliberate thought and discerning insight. Few
errors.
The writer understands the skill and shows competence in this area.
The skill adheres strictly to a basic formula without further elaboration or interpretation; Number of errors indicate further practice of
the skill(s) is needed.
It is unclear whether the writer understands the skill: “Hit or miss” errors that do not illustrate competency.
The writer clearly does not understand the skill; Errors indicate no understanding or sloppy/lack of attention to detail.
Holistic Rubric Score
Points Earned ________________