NCEA Level 1 Dance (90005) 2006 — page 1 of 3
Assessment Schedule – 2006
Dance: Demonstrate knowledge of a dance genre or style (90005)
Evidence Statement
Examples taken from Modern Dance genre
Question
One
(a)
(b)
Evidence contributing to
Achievement
Evidence contributing to
Achievement with Merit
Evidence contributing to
Achievement with Excellence
Correctly identifies an
individual or group and
describes when AND
where they are or were
involved in the dance genre
or style.
Correctly identifies an individual,
or group and describes, in
detail, when AND where they
are or were involved in the dance
genre or style.
Correctly identifies an individual, or
group and describes, in
comprehensive detail, when
AND where they are or were
involved in the dance genre or
style.
eg Merce Cunningham in
the second half of the
twentieth century in the
USA.
eg Merce Cunningham from the
1950s. In New York, USA.
OR
eg Martha Graham became
a professional dancer at the
age of 22 in the USA.
OR
eg Martha Graham moved to
California from Pennsylvania at
the age of 14 after seeing Ruth
St Denis perform. She became a
professional dancer at 22.
eg Merce Cunningham made his
company debut in 1953 in New
York, USA, after dancing with
Martha Graham for five years.
Since then his company has
toured all over the world and is still
working today.
OR
eg Martha Graham began her
dance company in 1926 in New
York. She had previously been
inspired to dance after seeing Ruth
St Denis perform in California
when she was 14.She turned
professional at the age of 22 and
danced well into her 60s.
Identifies and describes
ONE new or interesting
action of the identified
individual or group.
Identifies ONE OR MORE new or
interesting action(s) of the
identified individual or group and
describes the action(s) in detail.
Identifies ONE OR MORE new or
interesting action(s) of the
identified individual or group and
describes the action(s) in
comprehensive detail.
eg Used random or chance
to choreograph rather than
using narrative or other
choreographic structures.
eg Used random or chance
choreographic strategies, such
as rolling dice or tossing coins, to
order movement sequences
rather than using narrative or
other choreographic structures.
eg Used random or chance
choreographic strategies, such as
rolling dice, tossing coins or the
roll of Ching, to order movement
sequences, before setting in the
choreography, rather than using
narrative or other choreographic
structures.
For example in Suite by Chance,
1953.
AND / OR
Was the first to use computers to
create movement on screen before
setting the sequences on the
dancers. Has used the software
package Life Forms to do this, in
such pieces as Biped in 2000. This
dance combined live dancers with
digital footage of real and virtual
dancers, taking technology and
dance further forward.
AND / OR
Was the first to use computers to
create movement on screen
before setting the sequences on
the dancers.
NCEA Level 1 Dance (90005) 2006 — page 2 of 3
Question
Two
Three
Evidence contributing to
Achievement
Evidence contributing to
Achievement with Merit
Identifies and describes
TWO reasons why different
people participate in the
dance style or genre.
Identifies and describes, in
detail, TWO reasons why
different people participate in the
dance style or genre.
Identifies and describes, in
comprehensive detail, TWO
reasons why different people
participate in the dance style or
genre.
eg
1 Professional dancers in
modern dance would
participate to earn a
living.
eg.
1 Professional dancers in
modern dance would
participate to earn a living.
Some modern dancers are
also choreographers and
they would choose this genre
so that they could express
ideas in dance in their own
individual way.
2 Adults may join a
contemporary dance
class as an activity for
fitness and fun.
2
eg.
1 Professional dancers in modern
dance would participate to earn
a living. Some modern dancers
are also choreographers and
they would choose this genre
so that they could express
ideas in dance in their own
individual way. Such a dancer
would be found in companies
like Atamira or Black Grace.
2 Adults may join a contemporary
dance class as an activity for
fitness and fun. Participation
would improve cardio-vascular
fitness, and help develop
strength and flexibility and
enhance the participants’
feelings of well-being.
Describes ONE production
technology in relation to
how it enhances the chosen
genre or style.
Describes, in detail, ONE
production technology in relation
to how it enhances the chosen
genre or style.
Describes, in comprehensive
detail, ONE production technology
is in relation to how it enhances
the chosen genre or style.
eg Contemporary dance
uses music to support the
ideas and images that a
particular dance piece is
exploring and, rather than
drawing on a particular style
or genre of music, anything
from classical to rock is
used.
eg Contemporary dance uses
music to support the ideas and
images that a particular dance
piece is exploring. The
choreographer chooses what
s/he thinks works best for their
ideas, rather than drawing on a
particular style or genre of music.
This style may be anything from
classical to rock, but sometimes
natural sounds or voices are also
used.
eg Contemporary dance uses
music to support the ideas and
images that a particular dance
piece is exploring. The
choreographer chooses what s/he
thinks works best for their ideas,
rather than drawing on a particular
style or genre of music. This style
may be anything from classical to
rock. Sometimes, voices saying
words from a text are used, or
natural sounds such as birds or
water. Poi by Mary-Jane O’Reilly
used these. Sometimes a dance
may be performed in silence, or to
the sounds of body percussion and
breath. Black Grace sometimes
use sounds of body percussion in
their Pacific-style dances.
Adults may join a
contemporary dance class as
an activity for fitness and fun.
Participation would improve
strength and flexibility.
Evidence contributing to
Achievement with Excellence
NCEA Level 1 Dance (90005) 2006 — page 3 of 3
Question
Four
Evidence contributing to
Achievement
Evidence contributing to
Achievement with Merit
Evidence contributing to
Achievement with Excellence
Describes TWO ways in
which the roles of males
and / or females are either
different or similar.
Describes, in detail, TWO ways
in which the roles of males and /
or females are either different or
similar.
Describes, in comprehensive
detail, TWO ways in which the
roles of males and / or females are
either different or similar.
eg In contemporary dance,
often there is not a lot of
difference in the roles of
male and female dancers. In
Bradshaw’s Mauri, the male
and female dancers wear
similar costumes and
perform similar movements.
eg In contemporary dance, often
there is not a lot of difference in
the roles of male and female
dancers. In Bradshaw’s Mauri,
the male and female dancers all
wear brown skirts with a shell
belt. The males have bare chests
while the females have a fitted
bra top. Male and female
dancers perform similar
movements with foot and
handwork, including movement
and positions drawn from kapa
haka.
eg In contemporary dance, often
there is not a lot of difference in
the roles of male and female
dancers. In Bradshaw’s Mauri, the
male and female dancers all wear
brown skirts with a shell belt. The
males have bare chests and, while
the females have a fitted bra top,
they look similar in appearance.
Male and female dancers perform
similar movements, such as the
second position pliés, with foot and
handwork, including movement
and positions drawn from kapa
haka. The dancers perform as a
group; there is no partnering work
with the women lifted or supported
by the men.
Judgement Statement
Achievement
At least THREE questions are
answered at Achievement level.
Achievement with Merit
Achievement with Excellence
TWO questions are answered at
Merit level
TWO questions are answered at
Excellence level
plus
plus
ONE question is answered at
Achievement level.
ONE question is answered at Merit
level.