LOPDE Evaluation Method: How It Works Part 1 (Ages 8-30)
This post is going to cover LOPSD’s evaluation process for ages 8 all the way into adult years.
Have you ever heard a dance teacher or dance studio owner describe an “evaluation”? Or have you heard of “evaluation week”, but wonder what your child is actually being evaluated on?
This criterion describes our rubric on what we teach here at LOPSD. The rubric is an easy to follow method of teaching that ensures you are teaching well-rounded ballet, adapted from the Royal Academy of Dance & Research on Periodization in Dance from the University of Bath. This rubric is designed to help maintain dancer’s motivation, aesthetics, with the intent to move towards faster, safer results. This looks different from level to level, but essentially is the outline of how we judge how dancers move on to the next level upon evaluation.
EVALUATION:
The evaluation will be shared with the parents of the dancers and for the End of Course meeting, the teacher will discuss the recommendations to improve and reach the goals of the student.
NON RAD EXAMINED DANCERS: Dancers must achieve a score of 124 (60%) to pass on to the next level.
RAD EXAMINED DANCERS: Dancers must achieve a pass or above to pass onto the next level.
CATEGORY 1: OVERALL TECHNIQUE
Term: Technique - Total: 20 Points
Secure use of torso. (Scores 1-10)
The body weight is centered over one or two legs transferring with ease from one to two legs and two to one leg sur place or in travelling movements. (Scores 1-10)
Term: Coordination of the whole body - Total: 10 Points
The harmonious relationship between the torso, limbs, head, & eye focus in movement. (Scores 1-10)
Term: Control - Total: 20 Points
Sustained, balanced movements. (Scores 1-10)
Achievement of strength and correct use of turnout in movement. (Scores 1-10)
Term: Line - Total: 10 Points
The ability to demonstrate a range of harmonious lines through the body. (Scores 1-10)
Term: Spatial Awareness - Total: 20 Points
Effective use of peripheral space and performance. (Scores 1-10)
Good ability to move through space. (Scores 1-10)
Term: Dynamic Values - Total: 10 Points
The ability to perform the range of movement dynamics appropriate to each step. (Scores 1-10)
CATEGORY 2: MUSICALITY
Term: Timing - Total: 10 Points
The steps are performed in time with the music, i.e. on the correct beat. (Scores 1-10)
Term: Responsiveness to the Music - Total: 30 Points
The ability to respond to phrasing (musical punctuation). (Scores 1-10)
Responding to dynamics (volume & musical highlights). (Scores 1-10)
Responding to the varying accents and “shape” of different time signatures and dance rhythm. (Scores 1-10)
CATEGORY 3: OVERALL PERFORMANCE
Term: Expression - Total: 10 Points
Expression reflected in the face, body, and with dynamics of movement. (Scores 1-10)
Term: Projection - Total: 10 Points
The ability to project expression, feelings, and emotion to an audience. (Scores 1-10)
Term: Interpretation - Total: 10 Points
Dancing with an understanding and intelligent response to what one is dancing about. I.e the motivation for the movement. (Scores 1-10)
Term: Communication - Total: 10 Points
Appropriate engagement with audience and partners.
Term: Recall - Total: 30 Points
Secure recall of content (Scores 1-10)
Ability to perform content from memory without teacher demonstration. (Scores 1-10)
Ability to retain correction and apply them consistently. (Scores 1-10)
WHY?
Why do we break this down in our evaluations? Because some dancers are extremely strong in one or more of the three categories, but weaker in some areas. At LOPSD we encourage advanced dancers to take one class a level below them so they can focus on these areas that might be weaker. Yes, they will tackle it in their classes, but there is a level of advancement they are doing in their current level placement, therefore it is healthy for them to go back and work on the weaker areas in a class that is below their level placement. Taking a class below doesn’t mean students are going backwards, but rather, this is the place they are perfecting and refining the things they already know, which makes them advance stronger, healthier, and faster.
SO HOW TO WE WORK ON IT?
Our student support plans are the secret weapon, not only for the dancers, but also the teachers. We’ve broken down the evaluation focuses into four sections to be worked on over a duration of time per year. This is so the student continues to be motivated by healthy goals and sees and feels the progression they are taking in their athletic and artistic journey. In these four phases, SMART Goals are implemented to help the students have a tangible blueprint on how to improve their dancing.
SMART GOALS
SMART is an acronym that outlines criteria for setting effective goals:
S – Specific: Clearly define what is to be achieved.
E.g. “Improve arabesque height by 10 degrees.”M – Measurable: Include metrics to track progress.
E.g. “Hold balance for 8 seconds consistently.”A – Achievable: Ensure the goal is realistic based on the dancer’s level.
E.g. “Develop a consistent triple pirouette within 12 weeks.”R – Relevant: Align with the dancer’s personal or curriculum objectives.
E.g. “Improve stamina to prepare for performance season.”T – Time-bound: Set a deadline or timeframe.
E.g. “Achieve this by the end of the current term.”
How SMART Goals Help in a Dance Curriculum:
Promotes Clarity and Focus
Encourages Motivation and Progress
Supports Individualisation
Improves Feedback and Reflection
Enhances Curriculum Planning
PHASE 1: PREPARATORY STAGE
In the preparatory phase, the focus is on general fitness and technique. This is at the forefront as the dancers prepare for competitive seasons or performance seasons. The key activities here are conditioning (like a dancer) and improving the fundamentals needed for the upcoming level they are preparing for or currently in. This phase will vary in different studios, but at LOPSD will last about six to seven weeks. LOPSD integrates resources like Dance Masterclass, Progressive Ballet Technique, and books like Dance Anatomy to target the fitness aspect of the dancing, while technique classes are focused more on the six subcategories of technique. This is not to say you don’t focus on the other elements, but rather the focal point is about the technique so it becomes automatic in their systems.
PHASE 2: PRE-PERFORMANCE STAGE
In the pre-performance stage, the focus is centered on dance-specific performance. This looks like learning repertoire (dances, repetitive combinations, etc.), developing stamina (physical and performance), and refinement of artistry & technique. This is ideal for the pre-competitive season or pre-show season, and typically is seen twice in a dancer’s general year. The pre-performance stage is going to look different studio to studio or company to company, varying in different time frames, but at LOPSD will last about six to seven weeks. LOPSD integrates resources like YouTube to show different professional dancers performing variations and discussing the choreographic differences with each varying style and dance history, along with implementing dance-safe stamina workouts, and implementing the expectation for the utilization of artistry. We also include injury prevention classes so the dancers are well equipped for phase 3, where many dancers are “out” due to injury or burnout. This builds endurance and the notion of working towards a particular goal.
PHASE 3: PERFORMANCE STAGE
The performance stage is the longest and most difficult stage sometimes lasting from 15-28 weeks (professionals 32), and many dancers succumb to injury during this period. Not only does it require physical resilience, but also mental and emotional resilience as well. The performance phase requires peak output from the dancers, but also requires good maintenance. They must be coupled together in order to have a dancer successfully make it to the other side of a performance stage without injury or burnout. At LOPSD, our performance stage includes up to two performances (one in December, one in June), optional competitive performances with YAGP, CDC, UBC, & ADCIBC, and Royal Academy of Dance Examinations. With roughly 15 weeks of the performance stage, it’s important to help dancers understand how important maintenance is, especially when they might struggle to do it themselves on their own. In addition to a resource on how to take care of their body, we include continued PBT/Yoga classes, where they can continue to strengthen fine muscles and tendons and stretch their bodies & have somatic (mental health) practice. We also provide complimentary physical therapy for performances and encourage them to do attend physical therapy such as cupping, massage therapy, chiropractic adjustment, etc.) where possible. Their technical training become more about how to maintain their abilities, not advance and push them beyond their limits (that’s what Phase 1 & 2 are for). With this implementation, we had zero injuries pertaining to overuse in the last year during our busy performance season.
PHASE 4: TRANSITION (REST) STAGE
This stage is the most crucial of all the stages, especially for continuing dancers and those pursuing a career (in teaching or dancing). This stage is all about recovery and rejuvenation, with key activities including rest while focusing on creativity & musicality through reduced activity. What this looks like at LOPSD is during the summer (5 weeks), we blend appropriate (2) levels together (i.e. Ballet 1 & Ballet 2) and generally, students are taking less intensive classes. This gives dancers a chance to either go back to basics or be pushed for the next level ahead, which is good for both! A healthy mix gives dancers a space to work through things and 90% of dancers who were part of the program in the last year returned eager and excited to work. We are also putting together our final evaluation together of all the students and their goals for the returning year, so the students are excited to work for things, so parents understand where their children are in their progress, and so there is no room for gaps in the students’ abilities, which holds the teachers accountable to their students. This evaluation during the rest stage shows the teachers what was retained in the last nine to ten months and what needs to be resolved in the future.
AND THEN, IT ALL STARTS AGAIN AT THE NEXT LEVEL.
If you would like to download the template for your own studio usage, click here!
. . .
I know this was a ton of information on how we evaluate, but one of my frustrations as a dance teacher who has taught at over 5 different studios is their method of evaluation being based on biased opinion, dance studio politics, or favoritism. There was also no real rubric for moving up from level to level, which was frustrating for me holding back students that I knew potentially could do it, but would flounder with no real goals. When I opened my own dance studio, I refused to operate this way, which is why we enter kids in exams and why we have these evaluations, so that it keeps me and my teachers on track with accountability to those whom we serve in our studio.
ENROLLED STUDENTS WILL RECEIVE AN EVALUATION FORM AT THE END OF THE SUMMER SESSION WITH RECOMMENDATIONS ON WHAT COMES NEXT BASED ON THEIR DANCE GOALS. STUDENTS RETURNING TO LOPSD (EMERALD LEVELS AND ABOVE) WILL BE GIVEN A STUDENT SUPPORT PLAN AND A MEETING WILL BE ALLOCATED TO GO OVER THE PLAN WITH THE PARENT AND STUDENT.
If you have any questions, feel free to reach out and ask!
