Number
AS90002
Version
2
Page 1 of 2
Achievement Standard
Subject Reference
Dance 1.2
Title
Perform dance sequences
Level
1
Subfield
Dance
Domain
Dance Performance
Registration date
Credits
7 November 2003
6
Assessment
Date version published
Internal
7 November 2003
This achievement standard involves learning and using dance vocabularies to perform a
variety of dance sequences.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
 Recall each given dance
 Recall each given dance
 Recall each given dance
sequence and perform it,
as required by the
demonstration and/or
description, without
significant hesitations or
inconsistencies in the
clarity and control of
technique, focus and
expression.
sequence and perform it,
as required by the
demonstration and/or
description, with clarity
and control of technique,
focus and expression.
sequence and perform it,
as required by the
demonstration and/or
description, with
consistent clarity and
accuracy, and assured
control of technique, focus
and expression.
Explanatory Notes
1
This achievement standard is derived from The Arts in the New Zealand Curriculum,
Learning Media, Ministry of Education, 2000, and relates to the strands
Communicating and Interpreting in Dance and Developing Practical Knowledge in
Dance, Level 6, and Ngā Toi i roto i te Marautanga o Aotearoa, Learning Media,
Ministry of Education, 2000.
2
Dance vocabularies refers to the terminology, stylistic techniques and range of
movements usually associated or established in particular dance genres or styles.
Personal ways of moving that emerge from improvisation and creative work may also
be considered dance vocabulary.
Number
AS90002
Version
2
Page 2 of 2
3
Technique refers to the proficiency or skill in artistic performance. It may include, but
is not limited to, aspects of: balance, rhythm, posture, alignment, coordination, flow,
agility, safe dance practice (eg soft landings), awareness of others in space.
4
Focus refers to:

where the dancer’s eye is to be directed at any time within the dance
sequences, eg to the audience, floor, a wall, a body part, another dancer

the concentration of interest in the performance.
5
Expression refers to the specific manner, dynamics or intention with which the dance
sequences are to be performed. It will involve the student’s understanding of, and
ability to perform, the sequences according to the desired intention of the
choreographer/teacher, according to the desired stylistic characteristics of the dance
genre or with individual interpretation.
6
The student should demonstrate knowledge and use of dance vocabularies by
performing at least two movement sequences. The sequences may be from the
same or a variety of genres or styles. The sequences should aim to include a varied
selection of movements and shapes.
7
Each dance sequence is expected to be a minimum of 30 seconds long.
8
Performing sequences from a particular genre/style may require a student to perform
with a partner or group. The focus for assessment of this achievement standard is
on the individual performance, not partner or group interaction.
9
For assessment purposes, students will perform their dance sequences in a
classroom/studio setting.
10
Sequences performed for assessment may be choreographed by the teacher, a
guest choreographer or a senior student, provided that the sequences are
appropriate for this level and give opportunity for students to achieve at all grades of
the achievement standard.
11
Assessment for this achievement standard is to occur at the live performance of
each composed sequence, not at its video-recording. However, a video-recording of
the composed sequences can be used to confirm assessment judgements.
Quality Assurance
1
Providers and Industry Training Organisations must be accredited by the
Qualifications Authority before they can register credits from assessment against
achievement standards.
2
Accredited providers and Industry Training Organisations assessing against
achievement standards must engage with the moderation system that applies to
those achievement standards.
Accreditation and Moderation Action Plan (AMAP) reference
0226