DANCE 1.1 Compose Movement Sequences Number AS90001, Version 4
Dancing Towards Respect Part 1 “It’s About Balance”
(Written by Julie Cadzow and Patrice O’Brien)
Teacher Guidelines:
Context/setting:
This assessment resource has been written to assess learning gained from Part One
of Dancing Towards Respect – ‘Respect for Yourself’.
Conditions:
This assessment resource has been written for students to compose a solo dance in
an ABA structure, but it could be adapted for a duet.
Resource requirements:
1. The teacher will need a set of cards that have an emotion written on them. To
enable students to demonstrate their learning from the unit it is important that
all the emotions are positive ones, e.g. happiness, love, pride etc. (See Page 12 of
‘Respect for Yourself’)
2. Appropriate music provided by the teacher from which the students can choose
accompaniment.
3. Authenticity sheets for students to sign as verification that the composition is
their own work if the teacher has not observed the process.
4. A video camera to record work for formative feedback and moderation purposes.
Additional information:
It is important that students do not know ahead of time that the movement
sequence for Section A will be manipulated to make Section B. This knowledge
can constrain their movement selection and make the process of composing
contrasting movements more difficult. Therefore all instructions should be given
orally until step 5 where the students begin to refine and rehearse their dances.
Then the instructions sheet can be used as a check.
It could make the process of composing Section B more accessible for students if
they begin composing by just turning Section A into the opposite emotion. Once they
have experimented with this, introduce ideas about tempo, quality, accent, weight
and size of movement. Reinforce that the order of the movements cannot be
changed.
Judgments should be made holistically on the weight of evidence provided by the
student. For example, if most aspects of the choreography are fulfilled and produce
a dance that looks interesting and imaginative, the lack of an imaginative balance at
the end should not affect the result. However, the intent of the brief as described
in the boxed section of the student instructions must have been achieved.
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‘It’s About Balance’
Student Instructions Sheet
This is one of three opportunities you will have this year to compose a movement
sequence to gain AS 90001. This sequence is a solo sequence that will be danced by
you.
To achieve excellence in this standard you must select and combine movements in
original and imaginative ways to make a dance sequence about controlling emotions.
Although this achievement standard is assessing your choreography, you will need to
perform your sequence well so that your choreography looks effective. The
movements need to be clear and precise, showing that your sequence is rehearsed
and not improvised.
You will be given some time in class to develop your sequence. You may also wish to
work on it in your own time. It must be at least 45 seconds long, but it is
recommended that you aim for 1 minute.
No costume is required for the performance of the sequence but appropriate
clothing should be worn. You will be given a choice of music or you may perform
without music.
Your sequences will be assessed within normal class time in the dance room with
front facing away from the mirrors. The performances will be videoed for
moderation.
The Brief
You are to compose a solo sequence that is at least 45 seconds long, which uses an
ABA structure and contrasts in the time and energy of the movements, to show two
opposite emotions.
Your sequence should also:
 Finish both Section ‘A’s in a controlled and imaginative balance
 Use tilt, suspension, falling off-balance and momentum to represent a change
in the emotion shown in Section A – Transition 1
 Use changes in tempo, accent, weight and quality to contrast the Section A
emotion from the Section B emotion
 Include a short abstract movement phrase to represent a way of dealing with
an emotion – Transition 2
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Steps in the Process
1. Your teacher will give you a card that has an emotion written on it. You are to
compose a phrase or short sequence of movement (about 15 seconds in length)
that shows the emotion.
Finish this phrase in an interesting balance shape that represents the emotion.
This is Section A of your composition.
2. You will then repeat the movement from your A section, but by changing the
time and energy of the movement, you will create a new phrase/sequence of
movement that shows the opposite emotion. For example, if you were given
happiness on your card you will now be changing your composition to be about
sadness. Pride could become embarrassment, and friendliness could become
hostility. Finish the phrase in a still shape that represents the emotion you
have been expressing.
This is Section B of your composition.
3. The next step is to create a transition between Section A and Section B. The
movement in this transition represents something that has happened to change
the emotional state shown in Section A to the contrasting emotion shown in
Section B. From the balance shape performed at the end of Section A, use
tilt, suspension, falling-off-balance, and momentum to show this.
4. Another transition is needed between Section B and Section A. To create this
transition phrase you will move from the still shape at the end of Section B to
show a tactic or diversion that can help to change from the emotional state in
Section B back to the emotional state shown in Section A. To do this you will
first mime the movement and then abstract that movement into a dance
phrase.
5. You can now put together, refine and rehearse your dance ready for
assessment. It has the following structure:
 Section A – Movement that shows an emotion, finishing in a balanced
shape
 Transition 1 – A catalyst that changes the emotion
 Section B – Section A repeated with time and energy changes and
finishing in a still shape, to show a contrasting emotion
 Transition 2 – Abstract movement that shows a tactic to reverse the
emotion
 Section A – The original phrase, finishing in a balanced shape
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Assessment Schedule: Dance 1.1 AS90001 ‘It’s About Balance’
Evidence
Achievement
Achievement with
Achievement with
Merit
Excellence
The
Clearly
Clearly
Clearly
students
demonstrates
demonstrates
demonstrates
present an contrasting
contrasting
contrasting
original
emotions using an
emotions using an
emotions using an
composed
ABA structure
ABA structure with ABA structure with
solo
with transitions
transitions
transitions between
movement
between sections.
between sections in sections in an
sequence,
an interesting
imaginative
which is
movement sequence movement sequence
appropriate
composition.
composition.
to the
The sequence
brief and is shows appropriate
The sequence
The sequence shows
at least 45 use of:
shows deliberate
skilful and
seconds
and effective use
perceptive use of:
 An
long.
of:
asymmetrical
 A strongly
balanced shape
at the end of
each Section A.

E.g. A body base
of one foot with
one arm raised
above the
shoulder

asymmetrical
balanced shape
at the end of
each Section A.
E.g. A body base
other than the
feet, with
purposeful use
of the torso and
other body
parts in the
shape
E.g. A body base
of one foot with
the torso
leaning towards
one side, and
purposeful use
of other body
parts in the
shape
Transition 1:
Tilt, suspension,
off-balance and
momentum.
E.g. A tilt
forwards with
minimal
suspension into
A clearly
asymmetrical
balanced shape
at the end of
each Section A.


Transition 1:
Tilt, suspension,
off-balance and
momentum.
Transition 1:
Tilt, suspension,
off-balance and
momentum.
E.g. The torso
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a short run

Variations in
time and energy
E.g. If the
emotions are
happiness and
sadness,
Section B is
performed
slower and the
movements are
weaker and less
defined

E.g. A tilt to one
side or
backwards, with
an extension of
the body shape
during the
suspension,
flowing into a
movement
involving a
different body
base and arm
gestures
Transition 2:
Mime and
abstract
movement
E.g. A still
shape from
Section B,
followed by
small arm
movements to
mime the
turning of a
page in a book,
followed by a
large arm
movement
swinging from

initiates a tilt to
one side, with a
purposeful
extension of the
body shape
during the
suspension,
flowing into a
turn, fall, roll or
slide

Variations in
time and energy
E.g. If the
emotions are
happiness and
sadness, Section
B is performed
with a
decreasing
tempo, heavily
accented
movements, a
vibratory
movement
(perhaps to
represent
sobbing) and a
collapse to the
floor
E.g. If the
emotions are
happiness and
sadness,
Section B is
performed
slower and
heavier, with
more than one
accented
movement and a
collapse to the
floor

Transition 2:
Mime and
abstract
movement
E.g. A still
Variations in
time and energy

Transition 2:
Mime and
abstract
movement
E.g. A still shape
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one side of the
body to the
other
shape from
Section B,
followed by a
change in
facings, small
arm and head
movements to
mime the
turning of a
page in a book,
followed by a
turn into a
dynamic leap
from Section B,
followed by a
movement
initiated by the
torso to flow
into a change of
levels,
performing small
arm and head
movements to
mime the
turning of a
page in a book,
followed by an
imaginative roll
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