Class Reaction (4.21.09)

In class we touched on the question of how you would assess students in an artistic-aesthetic curriculum and if a student’s work could be assessed fairly. The students are asked for their interpretation on what they have learned and creativity is encouraged. I believe that it is possible to have an array of different ideas and outcomes but still grade fairly depending on the assessment. For my secondary methods in high school and middle school physical education course, we have had to write unit plans on sports/activities that we drew at random. My activity was line dancing. In order to assess the students, I have implemented a Create-A-Line Dance Project, in groups as their final grade for the unit. I encourage creativity to come up with their own dance but incorporate certain moves as a requirement. They must include at least four moves from the following list (which they will indicate on the paper with their dances written out): a scuff, a grapevine, a train, a weave, a hitch, a rock, a hook, a touch, a pivot turn (¼ or ½), kick ball change, a snap. Their dances must also be 4-wall, have at least four 8-counts while facing each wall, and have a unique movement or touch of their own. As a teacher with an assessment like this, you can encourage students’ creativity but also grade them on certain skills and information that they learned throughout the unit.