The following portfolio design was developed to promote and structure the self-reflection, analysis, and communication skills of dance students. However, the expectations of Level IV are most closely aligned with the tasks involved in developing a portfolio. There are many more student expectations in the Dance TEKS that can be demonstrated with portfolios. Teachers should use the TEKS to help students plan portfolio entries.
Artifacts are actual student work samples, such as videotapes and program notes.
A set of questions guides students to briefly introduce themselves and to discuss their backgrounds and interests in dance. Questions address student goals in dance for the school year. Documentation of a performance follows student learning from the beginning stages of learning a new dance, with the requisite acquisition of step sequences, through its public performance. A written journal and videotapes document the learning process. Students investigate the historical and cultural contexts of the dance and explore its influence on contemporary choreography and dance education.