Dance Instruction, Assessment, and Professional Practice
Domain 4 tests planning, instruction, assessment, safety, and professional behavior in dance classrooms and studios.
Instruction
Write objectives that name observable outcomes. Sequence a lesson with warm-up, exploration, skill development, composition or repertoire, and cool-down. Use demonstration, verbal cues, imagery, and visual supports; scaffold from simple to complex; differentiate by pace, level, modality, and grouping. Feedback should be specific, timely, and corrective. Manage space, traffic patterns, and spotting for safety.
Assessment
Formative assessment is ongoing: observation checklists, exit tickets, peer feedback, video review, and self-assessment. Summative assessment judges final achievement: performance exams, portfolios, choreographic studies, and written analysis. Rubrics should separate technique, performance quality, composition, and response. Align tasks with standards and keep evidence consistent.
Professional practice
Know liability and supervision duties, report injuries, secure music and choreography permissions, protect student video privacy, and pursue professional development. Advocacy means showing student learning, not just recital polish.
Worked example
Assess a pirouette sequence with a 4-point rubric: preparation/plie, alignment and passe, spotting, and controlled completion. Use video self-assessment formatively, then a live summative scoring. The rubric makes the feedback specific and the grade defensible.
Traps
Grading only participation or attendance; calling every rehearsal check a summative grade; using copyrighted music without permission; ignoring safety or privacy policies; confusing formative feedback with final evaluation.