Internal assessment resource Dance 2.4A v2 for Achievement Standard 91208
PAGE FOR TEACHER USE
NZQA
Approved
N
Internal Assessment Resource
Dance Level 2
This resource supports assessment against:
Achievement Standard 91208 version 2
Perform a theatre dance to communicate understanding of the
dance
Resource title: Fosse
4 credits
This resource:

Clarifies the requirements of the standard

Supports good assessment practice

Should be subjected to the school’s usual assessment quality assurance
process

Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
Date version published by
Ministry of Education
February 2015 Version 2
Quality assurance status
These materials have been quality assured by NZQA.
To support internal assessment from 2015
NZQA Approved number: A-A-02-2015-91208-02-5446
Authenticity of evidence
Teachers must manage authenticity for any assessment from
a public source, because students may have access to the
assessment schedule or student exemplar material.
Using this assessment resource without modification may
mean that students’ work is not authentic. The teacher may
need to change figures, measurements or data sources or set
a different context or topic to be investigated or a different text
to read or perform.
This resource is copyright © Crown 2015
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Internal assessment resource Dance 2.4A v2 for Achievement Standard 91208
PAGE FOR TEACHER USE
Internal Assessment Resource
Achievement Standard Dance 91208: Perform a theatre dance to
communicate understanding of the dance
Resource reference: Dance 2.4A v2
Resource title: Fosse
Credits: 4
Teacher guidelines
The following guidelines are supplied to enable teachers to carry out valid and
consistent assessment using this internal assessment resource.
You need to be very familiar with the outcome being assessed by Achievement
Standard Dance 91208. The achievement criteria and the explanatory notes contain
information, definitions, and requirements that are crucial when interpreting the
standard and assessing students against it.
Context/setting
This activity requires students to perform in a Musical Theatre dance using Bob
Fosses’ style. Some aspects of the dance may be workshopped collaboratively as a
class and others taught by the teacher.
Students are not assessed on their contribution to the development of the dance in
workshopping.
You are expected to use the characteristics of Bob Fosse technique as observed in
clips of his work to provide workshop opportunities for students during the teaching
and learning of Bob Fosse technique and to build the dance.
You will need to have taught students Bob Fosse’s ideas about theatre dance and his
technique before they begin this assessment.
You will need to provide students with the opportunity in their teaching and learning
programme to investigate the work of Bob Fosse in productions such as Pyjama
Game, All that Jazz, Bye Bye Blackbird or Cabaret. Students might make
observations and analyse the choreographic technique.
You will also need to specify or negotiate with your students a specific intention (idea,
mood or feeling) to convey in the dance.
Conditions
This preparation work and assessment task will take place over approximately seven
weeks.
Resource requirements
Bob Fosse clips such as:
Bye Bye Blackbird: http://www.youtube.com/watch?v=zWcxwEnY5vg
All that Jazz: http://www.youtube.com/watch?v=9UN68ujZdTE&feature=related
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Internal assessment resource Dance 2.4A v2 for Achievement Standard 91208
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Big Spender (Sweet Charity):
http://www.youtube.com/watch?v=1XTdZX6r4u8&feature=related
Steam Heat (Pyjama Game):
http://www.youtube.com/watch?v=hAKQauAfcZU&feature=related
Mein Heir (Cabaret):
http://www.youtube.com/watch?v=AR1t7cSPsTg&feature=related
I wanna be a dancin;’ man:
http://www.youtube.com/watch?v=Zm0bkywFONY&feature=related
Rich man’s Frug:
http://www.youtube.com/watch?v=i-HDIMF344Y&feature=related
Additional information
It is suggested that the teaching and assessment of this assessment activity take
place in conjunction with Dance 2.1 Choreograph a group dance to communicate an
intention.
Wherever such integration between different parts of the programme occurs,
teachers must ensure that the work presented for each assessment is developed
sufficiently in order to meet the criteria for each standard. In all such cases, teachers
should refer closely to each relevant standard, including the Explanatory Notes and
the Conditions of Assessment http://ncea.tki.org.nz/Resources-for-InternallyAssessed-Achievement-Standards.
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Internal assessment resource Dance 2.4A v2 for Achievement Standard 91208
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Teacher Resource A
Characteristics of Bob Fosse Style
Technique
Still and clearly defined symmetrical and asymmetrical body shapes
A clear understanding of the awkward isolation of selected body parts
Full extension of leg and arm movements
Accurate demonstration of pulsating beat using various body parts
Consistent awareness of other performers and effortless uniformity
Focus
Focus generally up and out
Eyes generally directed to audience with dynamic focus
Focus towards other performers’ subjective and objective focus
Expression
Quirky expression always evident and appropriate
Confidence and assurance displayed throughout.
Suggested structure for the dance
The choreographic intention might be conveyed through the following structure:

Use pre-task workshops around awkward and quirky stances developed
individually by each student with appropriate transitions incorporated.

Teach a sequence focusing on simplistic isolation of body parts (e.g. hands,
knees, shoulders, arms, legs) that is commonly seen in Fosse’s work.

Teach a sequence that focuses on Fosse’s belief that both male and female
dancers could and should be able to dance in feminine and masculine ways
while still performing the same style of movement. Ask each individual student
to create their own subtext in this sequence that shows a motivated purpose for
their choreographed movement(s).
This resource is copyright © Crown 2015
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Internal assessment resource Dance 2.4A v2 for Achievement Standard 91208
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Internal Assessment Resource
Achievement Standard Dance 91208: Perform a theatre dance to
communicate understanding of the dance
Resource reference: Dance 2.4A v2
Resource title: Fosse
Credits: 4
Achievement
Perform a theatre dance to
communicate understanding
of the dance.
Achievement with Merit
Perform a theatre dance to
communicate an in-depth
understanding of the dance.
Achievement with
Excellence
Perform a theatre dance to
communicate a
comprehensive
understanding of the dance.
Student instructions
Introduction
This assessment activity requires you to learn and perform a Musical Theatre dance
work that conveys a specific idea, mood or feeling, in the style of Bob Fosse. A
theatre dance is a dance performed for public entertainment or artistic expression
with the support of production technologies.
Teacher note: You may use the work of other choreographers or dancers as
inspiration for a dance work such as Martha Graham, Alvin Ailey or Rudolf
Laban.
You will perform in the dance as part of a group for at least 2 minutes before an
invited audience.
The performance will take place on stage under stage lighting with appropriate
costumes.
Teacher note: A theatre dance work can be performed in any genre of dance
(e.g. hip hop, tap, jazz, contemporary or ballet).
You will be assessed on how clearly your individual performance communicates your
understanding of the theatre dance style.
This task will take six weeks to complete.
Teacher note: Modify this performance date and venue for assessment to suit
your context.
Pre-assessment Preparation
You will participate in a series of pre-task workshops followed by teacher-led
sessions to structure and rehearse a dance based around the musical theatre
technique of Bob Fosse, and that will convey a specific idea, mood or feeling that you
and your teacher select.
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Internal assessment resource Dance 2.4A v2 for Achievement Standard 91208
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The choreographic intention for the dance work is to convey the idea, mood or feeling
in the style specifically conceived by Bob Fosse, utilising the innovative techniques of
simplistic isolations, awkward sensuality, turned in knees and rolled shoulders.
You will learn the appropriate technique, focus and expression that need to be
conveyed and how this relates to the choreographic intention. Your teacher will assist
you in learning and communicating the technique and "uneasy feel" of the often
awkward and quirky stances you have seen in studying the work of Bob Fosse.
The dance work will be put together using a structure outlined by your teacher and
will include movement material developed in your prior teaching and learning,
including pre-task workshops.
You will need to individually create your own subtext, giving a motivated purpose for
each movement. For example:

individually choreograph 5 awkward and quirky stances of your own. When you
are choreographing these consider angles, levels, shapes, and use of body parts

share your stances with a group and together compose appropriate transitions
between each of the stances to enable you to move from one stance to the next

explore different ways to perform this (e.g. at the same time, at different times, in
canon, using different facings, in different formations, as a class) as you work to
develop a section of the dance.
Task
Rehearse and perform a Musical Theatre dance using Bob Fosse technique.
Perform in the dance as part of a group for at least 2 minutes under stage lighting
with appropriate costumes.
You will be assessed on how clearly your individual performance communicates your
understanding of the Musical Theatre dance style and Bob Fosse technique by
recalling and reproducing the required movements as accurately and confidently as
possible, by showing the details of the style, the emotions that are appropriate to the
style, and showing the choreographer’s intention (or your personal interpretation of
the choreography).
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Internal assessment resource Dance 2.4A v2 for Achievement Standard 91208
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Assessment schedule: Dance 91208 Fosse
Evidence/Judgements for Achievement
Evidence/Judgements for Achievement with
Merit
Evidence/Judgements for Achievement with
Excellence
The student:
 performs a Musical Theatre dance of at least 2
minutes duration in the style of Bob Fosse.
The dance is performed before an invited
audience on an auditorium stage under stage
lighting and in appropriate costume
 recalls and reproduces the Musical Theatre
dance in accordance with the demonstration or
description used as a basis for the dance style
 conveys aspects of idea being expressed in
the dance.
The student:
 performs a Musical Theatre dance of at least 2
minutes duration in the style of Bob Fosse.
The dance is performed before an invited
audience on an auditorium stage under stage
lighting and in appropriate costume
 recalls and reproduces the Musical Theatre
dance in accordance with the demonstration or
description used as a basis for the dance style
 demonstrates and consistent focus for the
dance, clarity of movement and appropriate
posture for the dance genre/style, consistent
focus, clear body shapes and generally
accurate timing
 demonstrates an appropriate sense of rhythm
or musicality
 conveys a sense of idea, mood or feeling of
the dance.
The student:
 performs a Musical Theatre dance of at least 2
minutes duration in the style of Bob Fosse.
The dance is performed before an invited
audience on an auditorium stage under stage
lighting and in appropriate costume
 recalls and reproduces the Musical Theatre
dance in accordance with the demonstration or
description used as a basis for the dance style
 demonstrates consistent and sustained focus
for the dance, clarity of movement and
appropriate, controlled posture for the dance
genre style, clear body shapes including
details of the style such as defined hand
movements or breath techniques and
generally accurate timing
 demonstrates an appropriate sense of rhythm
or musicality
 conveys a sense of idea, mood or feeling of
the dance and conveys the emotional content
of the style
 conveys the choreographic intention or
personal interpretation of the choreography.
For example:
The student performs a Fosse styled musical
theatre dance as required.
Movement does not have the clarity required due
to lack of definition and extension in the (e.g.
symmetrical and asymmetrical body shapes,
extension of leg and arm movements, and
pulsating beat using various body parts are not
well defined or extended).
Posture, movement, body shapes and timing are
at times inconsistent.
The student shows awareness of other performers
most of the time in ensuring uniformity in
formations and positioning on stage.
Focus is generally directed up and out however
this is inconsistent and eyes appear to wander
occasionally, for example looking at other dancers.
Generally there is a lack of confidence and the
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For example:
The student performs a Fosse styled musical
theatre dance as required, with appropriate
understanding of the clarity of movement required
(e.g. symmetrical and asymmetrical body shapes,
extension of leg and arm movements, and
pulsating beat using various body parts).
Throughout the dance work, posture is
appropriate, for example... , body shapes are
clear, such as ...
Timing is generally accurate, for example when
For example:
The student performs a Fosse styled musical
theatre dance as required, with appropriate and
clearly defined understanding of the clarity of
movement required (e.g. symmetrical and
asymmetrical body shapes, extension of leg and
arm movements, and pulsating beat using various
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Internal assessment resource Dance 2.4A v2 for Achievement Standard 91208
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quirky expression to convey the idea behind the
dance of [Teacher Note: Insert the chosen
intention] is not always evident.
The student demonstrates appropriate sense of
rhythm or musicality...The student demonstrates
an awareness of other performers by generally
ensuring uniformity in formations and positioning
on stage.
Focus is consistent with eyes directed up and out
to the audience.
The student maintains consistent focus and
displays a confident and quirky expression to
convey idea, mood or feeling of [Teacher Note:
Insert the chosen intention].
body parts).
Posture, movement, body shapes and timing are
clear and consistently accurate and controlled
throughout the dance work.
The student demonstrates a clear awareness of
other performers by consistently ensuring
uniformity in formations and positioning on stage.
Focus is consistent and sustained throughout with
eyes directed up and out to the audience.
The student maintains consistent focus and
displays a confident and quirky expression to
convey idea, mood or feeling and the
choreographic intention or a personal
interpretation of the choreography) of [Teacher
Note: Insert the chosen intention and say how a
student might convey it or convey a personal
interpretation of it].
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the
Achievement Standard.
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