2012
Internal Assessment Resource
3 Choreographies
Supports internal assessment for:
Achievement Standard: 90858 v1
Compose dance sequences for given briefs
Credits: 6
© Brigitte Knight 2012
2012
Internal Assessment Resource
Subject Reference: Dance 1.1
3 Choreographies
Supports internal assessment for:
Achievement Standard 90858
Compose dance sequences
Credits: 6
Student Instructions Sheet
During the year you will compose three different dance sequences, each to a
different brief. Two will be duos (pairs) and one will be a pas de quatre (dance for
four). You will use movement vocabulary that you have created yourself and
movements that you already know.
You will select and combine movements in effective and imaginative ways to answer
the brief given. You will also use choreographic devices to develop movement
material and dance structures.
Each sequence must be at least 45 seconds long, but it is recommended that you
aim for 1 minute.
Although this achievement standard is assessing your choreography, you will need
to perform each sequence well so that your choreography looks effective. The
movements need to be clear and precise, showing that your sequence is rehearsed,
not improvised.
You will be given some time in class to develop your sequence. You should also
work on it in your own time.
No costume is required for these sequences but dance clothing must be worn. You
will be given a choice of music for each sequence or you may perform without music.
Your sequences will be assessed within normal class time in the studio or theatre
with front facing away from the mirrors. The performances will be filmed for
moderation.
© Brigitte Knight 2012
To be awarded credits for this Achievement Standard, you must achieve in at least
two of the briefs. Your highest consistent result will give you your final grade.
Brief 1 Chairs (A duo dance)…………………....………..…..assessed early Term 2.
Brief 2 Connections (A duo dance)..………….……...….…....assessed late Term 2.
Brief 3 Pas de Quatre (A group dance for 4)……………....…assessed mid Term 2.
A description of each brief and its assessment schedule will be given to you before
the assessment date.
© Brigitte Knight 2012
Brief 1:
Chairs
Compose an imaginative dance sequence (at least 45 seconds long) for two dancers
that focuses on maintaining contact between the body and a chair. Use different
body bases, body parts and levels to stay connected to your chair. You should also
use some choreographic devices to extend your movement ideas.
Your sequence should also include:

Still shapes (frozen poses) to start and finish your dance

Use of high, medium and low levels

Use of connections of different body parts to the chair

A structure e.g. the first part of the dance is slow and the second part faster and
more exciting

Some non-unison movement

Effective transitions to link movements
Note: You must be connected to the chair in some way at all times
Group Members: ___________________________________________________
Music: ___________________________________________________________
Dance genre: ______________________________________________________
Connections we will show:





© Brigitte Knight 2012
Brief 2:
Connections
Compose an imaginative dance sequence (at least 45 seconds long) for two dancers
that focuses on weight-bearing and contact. You must remain in contact with your
partner throughout the dance. Aim for interesting and unusual connections. You
should also use some choreographic devices to extend your movement ideas.
Your sequence should also include:

Use of a variety of body parts

Use of non-locomotor and locomotor movements

Contrasting entrance and exit

At least one weight bearing and/or lift

Effective transitions to link movements
Group members: _____________________________________________________
Music: _____________________________________________________________
Sketch of 4 of your connections:
© Brigitte Knight 2012
Brief 3:
Pas de Quatre
Compose an imaginative dance sequence (at least 45 seconds long) for a group of
four dancers that shows a clear development of a movement motif based on 3 letters
of each dancer’s name. The original motif must appear in the sequence and be
developed using different directions, levels and choreographic devices.
To vary your motif, choose three of the choreographic devices listed below:

Augmentation – make your movements bigger and/or slower

Retrograde – do your movements backwards

Fragmentation – break up the movements and re-order them

Instrumentation – put the movement motif into different body parts

Insertion – put new movements, e.g. a roll, into the motif
Your sequence should also include:

Fluent transitions from one letter to the next and from one dancer’s choreography
to the next

Some moments of stillness within the choreography

Some non-unison or cannon movement
Group members: _____________________________________________________
Music: _____________________________________________________________
Choreographic devices:



© Brigitte Knight 2012
Assessment Schedule
Brief 1:
Chairs
Evidence
Dance 1.1 AS90858
Achievement
Clearly demonstrates constant
The students present connection to the chair with at least
an original composed two body parts and uses more than
dance sequence for
one level during the dance.
two dancers which is
appropriate to the
brief and is at least
45 seconds long.
The sequence shows appropriate
use of:
3 Choreographies
Achievement with Merit
Clearly demonstrates constant
connections to the chair with a
variety of body parts and uses a
range of levels during the dance in
an effective dance sequence
composition.
Achievement with Excellence
Clearly demonstrates constant
connections to the chair with an
imaginative variety of body parts
and a range of levels in an
imaginative dance sequence
composition.
The sequence shows effective
use of:
The sequence shows imaginative
use of:

Still shapes at the beginning and  Still shapes at the beginning
and end of the dance.
end of the dance.

High and/or medium and/or low
levels. E.g. sections of the
dance have the dancers using a
high level followed by using a
low level.

High, medium and low levels.
E.g. sections of the dance have
one dancer using a high level
and the other dancer using a
low level.

A structure E.g. the dance starts
slow and calm and builds to a
high point of energy and speed.

A planned structure

 Non-unison movement E.g. Two
Non-unison movement E.g.
dancers perform movements in
Dancers perform a simple canon
turn while other dancers hold
still shapes

Still shapes at the beginning and
end of the dance.

High, medium and low levels.
E.g. the choice of levels
increases the effectiveness of
the choreography.

A structure E.g. the dance has
an imaginative structure that
increases the effectiveness of
the choreography

Non-unison movement E.g. One
dancer performs using slow,
smooth movements while other
dancer perform contrasting fast
and sharp movements
© Brigitte Knight 2012

Smooth transitions between
movements. Some minor
hesitations may be evident.

Smooth transitions between
movements. Very few minor
hesitations are evident.

Smooth transitions between
movements. Dance sequence is
performed without hesitations.
© Brigitte Knight 2012
Assessment Schedule
Brief 2:
Dance 1.1 AS90858
3 Choreographies
Connections
Evidence
Achievement
Clearly demonstrates a dance
The students present sequence where the dancers are
an original composed connected to each other in a
dance sequence for
variety of ways.
two dancers which is
appropriate to the
The sequence shows appropriate
brief and is at least
use of:
45 seconds long.
 A variety of body parts. E.g.
Achievement with Merit
Clearly demonstrates an effective
dance sequence where the
dancers are connected to each
other in a variety of ways.
The sequence shows effective use The sequence shows skilful and
of:
perceptive use of:

A variety of body parts. E.g.

arms, legs, hands and head
used in coordinated movements

Non-locomotor and locomotor
movements. E.g. uses
movement such as skipping,
twisting, crawling, swinging,
shaking and swaying facing
forwards and backwards.

Non-locomotor and locomotor
movements. E.g. uses
movement such as rolling,
leaping, sliding, falling, curling,
creeping and turning using a
variety of facings.

Contrasting entrance and exit
E.g. one dancer walks on
pulling the other dancer, the
roles are reversed upon exit

Contrasting entrance and exit
E.g. one dancer walks on
carrying the other dancer.
Dancers exit crawling on the
floor, legs entwined
arms and legs in coordinated
movements

Non-locomotor and locomotor
movements. E.g. uses walking,
running, waving and bending,
movements facing forwards.

Contrasting entrance and exit
E.g. the dancers run on from
USL and walk off DSR

At least one weight-bearing or
lift performed safely E.g.
dancers lean against each
other
Achievement with Excellence
Clearly demonstrates an
imaginative dance sequence
where the dancers are connected
to each other in a variety of ways.
A variety of body parts. E.g. the
whole body and face is used in
coordinated movements
© Brigitte Knight 2012


Smooth transitions between
movements. Some minor
hesitations may be evident.
Use of choreographic devices
E.g. a movement is repeated
larger and more slowly



At least one weight-bearing or
lift performed smoothly and
safely E.g. one dancer lifts the
other dancer in their arms
Smooth transitions between
movements. Very few minor
hesitations are evident.
Use of choreographic devices
E.g. several repetitions of a
movement occur, larger and
more slowly and performed
again in reverse



At least one weight-bearing or
lift performed safely and with
confidence E.g. one dancer
runs and jumps onto the back
of the other dancer
Smooth transitions between
movements. Very few minor
hesitations are evident.
Use of choreographic devices.
E.g. several repetitions of a
movement occur, larger and
more slowly, performed again in
reverse, fragmented and
reintroduced with other
movement.
© Brigitte Knight 2012
Assessment Schedule
Brief 3:
Dance 1.1 AS90858
3 Choreographies
Pas de Quatre
Evidence
The students
present an original
composed dance
sequence for a
group of four
dancers. The
sequence clearly
demonstrates a
movement motif
based on 3 letters
of their name and
development of
that motif. The
dance sequence is
at least 45 seconds
long.
Achievement
Achievement with Merit
Achievement with Excellence
The motif is based on 3 letters
of their name and shows
development
The motif is based on 3 letters of their
name and shows effective
development within the group
choreography.
The motif shows evidence of the
ability to combine, in unexpected
ways, movements selected from a
developed movement vocabulary and
the ability to manipulate spatial and
rhythmic elements effectively.
The sequence shows
appropriate use of:
The sequence shows effective use
of:
The sequence shows imaginative
use of:

Development of motif
 Development of motif
1. E.g. use
1. E.g. use choreographic
choreographic
devices to make
devices to show
changes to movement
some change in
content (by performing
movement content
movements in reverse
(by making
order or with a different
movements larger
body part).
and slower).
2. Developments show, for
2. E.g. vary the
example, effective use
relationships
of spatial design and
among dancers.
contrast.

Development of motif
1. E.g. use choreographic
devices to make
changes to movement
content (by inserting
movement and adding
detail).
2. Developments show, for
example, evidence of
strong spatial and
dynamic design and a
variety of
complementary and
contrasting relationships
among dancers.
© Brigitte Knight 2012

Stillness in the
choreography E.g. shapes
are performed using more
than one level

Transitions between
movements are smooth. E.g.
use of stillness or a change
of direction to connect
movement.

Non-unison movement E.g.
Dancers perform a simple
canon

Stillness in the choreography E.g.
shapes are performed using more
than one level, close proximity, and
relationships over, under, around
and through

Transitions between movements
are smooth. E.g. smooth changes
of levels, a non-locomotor
movement, a turn, a still shape to
connect movement.

Non-unison movement E.g. Two
dancers perform movements in
turn while other dancers hold still
shapes
The choreographic choices result in
an effective movement sequence.

Stillness in the choreography E.g.
shapes are performed that use two
or more levels and interconnected
body parts, choice of stillness
enhances the dance sequence

Fluent transitions. E.g. smooth
changes of groupings, levels,
formations, facings and directions
to create flow.

Non-unison movement E.g. One
dancer performs using slow,
smooth movements while other
dancer perform contrasting fast
and sharp movements
The choreographic choices result in
an imaginative movement sequence.
© Brigitte Knight 2012
Glenfield College
Dance
AS90858 Compose dance sequences for given briefs
AS90858
Compose dance sequences for given briefs
Credits: 6
Name:
Activity
Not Achieved
Achieved
Merit
Excellence
Chairs
Connections
Pas de quatre
Final Level
(highest
consistent level of
achievement)
Signed Student:
Signed Teacher:
Date
© Brigitte Knight 2012