PERFORMANCE CRITIQUE

N.B. Look at the links in our google classroom. I have given you links to dance performances happening in our area!
Your assignment is to attend a professional/semi-professional dance performance any style is acceptable and write a one-page critique
of the performance. (The performance must be by a professional company or a college-level performance, not a studio show. However, some
studios have repertoire companies that would be okay check with me first.) This must be a dance performance not a musical. I will post
information about performances throughout the semester or you may find one on your own to attend. (If you find one on your own, check with me
first to see if it is acceptable.) It is possible to get special student discount rates, or if a group wants to go together, some venues have discounted
group rates. Please see me if cost is an issue.
SAVE YOUR TICKET! YOU MUST TURN YOUR TICKET STUB IN WITH YOUR CRITIQUE. Your critique must be written in essay format,
one page in length, typed, 10 or 12-size font. You must follow the format listed below:
FIRST PARAGRAPH - Describe the performance in general. (style, meaning, connections)
SECOND PARAGRAPH Describe and critique the overall presentation to include areas such as technical aspects (sets, lighting, etc.), musical
choices, and costumes.
THIRD PARAGRAPH Critique the dancers expressive and technical abilities and the choreographic aspects of the performance.
FOURTH PARAGRAPH - Overall impression likes and dislikes. Are you glad you went? What did you get out of going? Was the performance
original and creative? Was it entertaining? What would you do differently if you were the director?
THE RUBRIC IS BELOW. DONT FORGET ABOUT IT!

RUBRIC

Curriculum Expectations
B1. The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others dance works and activities;
B2. Dance and Society: demonstrate an understanding of how societies present and past use or have used dance, and of how creating and viewing
dance can benefit individuals, groups, and communities;
B3. Connections Beyond the Classroom: demonstrate an understanding of the purpose and possibilities of continuing engagement in dance arts.
Achievement Category Expectations

Level 1

Level 2

Level 3

Level 4

Knowledge
Understanding of content (e.g., concepts, ideas, styles, procedures,
processes, themes, relationships among elements, informed opinions)

limited
effectiveness

some
effectiveness

considerable
effectiveness

high degree of
effectiveness

Communication
Expression and organization of ideas and understandings in art forms and
in oral and written forms (e.g., clear expression and logical organization in
critical responses to art works and informed opinion pieces)

limited
effectiveness

some
effectiveness

considerable
effectiveness

high degree of
effectiveness

Use of conventions in dance, drama, media arts, music, and visual arts
(e.g., allegory, narrative or symbolic representation, style, articulation,
drama conventions, choreographic forms, movement vocabulary) and arts
vocabulary and terminology in oral and written forms

limited
effectiveness

some
effectiveness

considerable
effectiveness

high degree of
effectiveness

Thinking
limited
Use of processing skills (e.g., analysing, evaluating, inferring, interpreting,
effectiveness
editing, revising, refining, forming conclusions, detecting bias, synthesizing)

some
effectiveness

considerable
effectiveness

high degree of
effectiveness

Use of critical/creative thinking processes (e.g., creative and analytical

processes, design process, exploration of the elements, problem solving,
reflection, elaboration, oral discourse, evaluation, critical literacy,
metacognition, invention, critiquing, reviewing)

limited
effectiveness

some
effectiveness

considerable
effectiveness

high degree of
effectiveness

Application
Making connections within and between various contexts (e.g., between
the arts; between the arts and personal experiences and the world outside
the school; between cultural and historical, global, social, and/or
environmental contexts; between the arts and other subjects)

limited
effectiveness

some
effectiveness

considerable
effectiveness

high degree of
effectiveness