SAMPLE ASSESSMENT TASKS
DANCE
GENERAL YEAR 11
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2014/12383v3
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Sample assessment task
Dance – General Year 11
Task 4 – Unit 2
Assessment type: Performance/production
Conditions
Period allowed for completion of the task: 5 weeks
Presentation of choreographed dance scene week 10 Term 3
Task weighting
15% of the school mark for this pair of units
__________________________________________________________________________________
Choreographed dance scene
(29 marks) (15%)
In groups of at least four, choose a scene from a movie and plan, choreograph and present a dance
which advances the plot, develops character, creates a mood or atmosphere or embodies dramatic
themes.
Task description
Working in groups of 4–8 you will take a scene from a movie and turn it into a piece of musical
theatre. You will plan, choreograph and present a dance scene of between 2–4 minutes. The dance
can be in any style of your choice. It is not necessary for you to sing.
Firstly, in creating ideas for your performance, you will:
Watch examples of dances in the style of musical theatre. Examples include Sweet Charity, Singing in
the Rain and News Boys. What is the dance’s function? Is it to advance the plot; develop character;
create a mood or atmosphere; or does it embody dramatic themes?
Choose a scene from any movie of your choice. Try to choose a movie that is not already a musical or
has dance scenes. For example, Braveheart, Pirates of the Caribbean, Titanic, Avatar, War Horse, The
Hunger Games. This will allow your work to be original. Identify the function of this scene in the
movie. Is it to advance the plot; develop character; create a mood or atmosphere; or does it embody
dramatic themes? Will this be the function of your dance scene?
• Plan a beginning, middle and end of your dance in your journal.
• Listen to music options. Select your music. Divide music into sections and plot dance.
• Participate in a number of improvisation and choreographic workshops solving movement
tasks and exploring dance ideas.
• In your groups warm up using safe exercising. Play one fast song (warm up using low intensity
movements, mobilise joints, increase heart rate, coordination) then one slow song (stretch
major muscle groups). Each group member takes turns at being leader throughout warm up.
• Use movement acquired from contemporary and jazz class to explore choreographic devices –
canon, unison, motif and contrast. Manipulate these to include in your dance.
Sample assessment tasks | Dance | General Year 11
2
Secondly, explore and develop design ideas for your performance which will enhance your story
telling. Document these in your journal.
Costume design: How can you create these costumes using everyday clothes and costumes already
in the costume cupboard? Decide choice of colour(s) to create mood.
Discuss what sound effects/visual images/props could be used to enhance dance scene. How can
these be created? Plan to organise this.
Plan music editing if required.
Optional: Use computer programs to add sound effects and edit music.
Fill out basic lighting sheets.
Thirdly, prepare and perform your dance.
Each group member to take turns as rehearsal director – correct mistakes, ensure correct use of
space, encourage facial expressions.
Perform the dance scene to class, using teacher and peer feedback to improve your performance.
Prepare for your performance, including consideration of performance space – entry and exit points,
theatre etiquette (on stage and backstage) and allocation of cleaning up roles after the performance.
Enjoy performing your dance to an audience.
Throughout this process, you will need to use your journal to reflect, using the following focus
questions:
1.
2.
3.
4.
5.
6.
7.
8.
How effectively is your group working so far on the choreography task? What will your group
have to do to ensure success in this task? Give your ideas for potential music choices and
justify why they would be suitable.
Describe your contribution so far to this task.
After watching and analysing a scene from High School Musical, what did you learn that will
help you in your own choreographic task?
Describe/draw your costume ideas and explain your choices.
Describe your growth in choreography in the following three areas:
•
Social (getting to know and working with others, feeling comfortable in the class, your
contribution to a positive class atmosphere)
•
Physical (technique, strength, flexibility, fitness and coordination)
•
Knowledge (understanding of information, use of dance terminology).
What have you enjoyed about this choreography task? How has this been different from
creating other dances in the past? Are you happy with your final product? Why or why not?
How could you adapt your dance scene to suit a non-traditional performance space
e.g. performance in the round, outdoor performance?
Reflect on and evaluate your performance according to the performance criteria sheet.
What needs to be submitted for assessment
□
Presentation of choreographed dance scenes to an audience
□
Dance journal, including choreographic planner
Sample assessment tasks | Dance | General Year 11
Due dates
3
Marking key for sample assessment task 4 – Unit 2
Dance composition
Choreographic skills in dance
•
•
•
•
Consistently demonstrates a strong use of BEST with varied and controlled body shape,
levels, pathways, time and movement qualities in relation to chosen dance genre
Demonstrates an effective use of BEST with minor inconsistencies of varied and controlled
body shape, levels, pathways, time and movement qualities in relation to chosen dance
genre
Demonstrates a simple and predictable use of BEST with inconsistencies of varied and
controlled body shape, levels, pathways, time and movement qualities in relation to chosen
dance genre
Demonstrates limited use of BEST with minimal varied and controlled body shape, levels,
pathways, time and movement qualities in relation to chosen dance
4
3
2
1
Communication of ideas in dance
•
•
•
•
Consistently and clearly demonstrates the essential ideas of the dance. Successfully creates a
musical theatre dance scene that achieves one of the following: advances the plot, develops
character, creates a mood or atmosphere, or embodies dramatic themes
Dance scene communicates some ideas but there are inconsistencies in the clarity of the
communication; attempts to achieve one of the following: advances the plot, develops
character, creates a mood or atmosphere, or embodies dramatic themes
Dance scene has difficulty in developing character and creating mood; doesn’t effectively
convey a theme
Dance scene doesn’t feature any characteristics of the musical theatre genre
7–8
5–6
3–4
1–2
Rehearsal skills and contribution to teamwork
•
•
•
•
Consistent evidence of well-planned, dedicated team effort e.g. attending rehearsals,
effective contribution as rehearsal manager, choreographic input and effective group work
and problem solving
Evidence of collaborative teamwork and positive contribution throughout the process
Some evidence of teamwork or contribution to the dance e.g. attended most rehearsals,
some choreographic input, some attempt at being rehearsal manager
Limited to no evidence of teamwork or contribution to the dance e.g. poor attendance at
rehearsals, does not know choreography without following others, poor attempt at being
rehearsal manager
4
3
2
1
Performance skills
•
•
•
•
Presents dance scene with sustained performance quality where there is a clear sense of
commitment to the movement relevant to the musical theatre genre. Strong performance
demonstrated
Presents dance scene where the performance quality is mostly sustained, with some
inconsistencies in interpretation of the musical theatre genre
Presents dance scene with some awareness of performance qualities but intermittently
sustains role in the dance e.g. hot and cold, looks down, makes mistakes, touches costume
Presents dance scene with little or no awareness of performance qualities e.g. student marks
movement or the movement looks pedestrian
Dance composition score
7–8
5–6
3–4
1–2
/24
Sample assessment tasks | Dance | General Year 11
4
Choreographic planner: documents choreographic process, ideas, observations, sketches, brainstorming etc. and
feedback plus reflections and evaluations about the rehearsals/process.
Documentation of dance process in choreographic planner
• Makes detailed and regular entries in the choreographic planner that comprehensively
3
document the process
2
• Makes regular entries in the choreographic planner that clearly document the process
1
• Makes occasional entries in the choreographic planner to document the process
Critical reflections about group collaboration processes
• Reflects on strengths and limitations of group collaboration, makes relevant suggestions to
4
improve the dance and listens to others’ point of view
• Identifies some strengths and limitations of group collaboration and offers some relevant
3
ways they can shape the dance during rehearsals
• Entries occasionally identify ways to improve group collaboration. Comments may address
2
strengths and/or limitations and/or ways to improve the dance but in simple and not always
relevant ways
• Has difficulty identifying strengths and/or limitations of group collaboration and/or a way to
1
improve the dance
Provides an evaluation of the final performance
3
• Gives a clear, thoughtful evaluation of final performance
2
• Provides an adequate evaluation of final performance
• Makes a limited attempt at evaluating final performance. Comments are unsupported or
1
mostly irrelevant
Sample assessment tasks | Dance | General Year 11
Score
/10
Convert
/5
Total task marks
/29
Task weighting: 15% of overall unit mark
/15
5
Sample assessment task
Dance – General Year 11
Task 6 – Unit 2
Assessment type: Response
Conditions
Period allowed for completion of the task: 1 period
Scheduled for Week 3 Term 4
Task weighting
10% of the school mark for this pair of units
__________________________________________________________________________________
In-class critical review
(21 marks) (10%)
After a series of lessons addressing critical review writing for dance, you are to write a review of the
dance scene ‘Stick with the Status Quo’ from High School Musical. Your planning notes will also be
assessed.
Task description
Before viewing the dance scene
Discuss what a critical review is. Look at different examples of a critical review and make word
banks of dance vocabulary in journal.
Watch the entire movie so you understand the story line, characters and themes (this must be
done in your own time).
Whilst viewing the dance scene
Watch the first time. Second time through, complete the note making framework provided by
the teacher in your journal.
After the dance scene, discuss
What was the function of the dance? (To advance the plot, develop character, create a mood or
atmosphere, or embody dramatic themes.)
How was the dance built into the scene? What props/set parts from the scene did the dance use?
What styles of dance did you see being used?
How did the dance entertain you?
What did the dance tell you about the other characters?
What choreographic elements could you see in the dance? How well were they used?
Plan and draft your review
Use your understanding of musical theatre to describe, analyse, interpret and evaluate the
dance scene, including the design elements, and how they contributed to the dance
performance and the evaluation of the dance performance. Use examples to support your
statements.
Refine and organise your class notes and ideas to create a skeleton structure prior to writing
the in-class review, allowing for clarity and coherence. You are allowed to bring into class 50
key words to assist you in writing the review.
What needs to be submitted for assessment
□
Planning notes and note-making framework
□
In-class review
Due dates
Sample assessment tasks | Dance | General Year 11
6
Marking key for sample assessment task 6 – Unit 2
Planning notes
• Makes relevant and detailed reflections about the expectations of the performance
relevant to the genre, venue, functions of the dance
• Detailed notes about first impressions and thoughts following the performance, including
drawings and diagrams, evaluations, audience responses; utilises correct dance terminology
• Makes brief notes about the expectations of the performance relevant to the genre, venue,
functions of the dance
• Brief notes on first impressions and thoughts following the performance, may include some
diagrams, drawings, audience response, evaluation and some use of dance terminology
• Limited attempt at completing the question sheet prior to the performance
• Limited attempt at reflecting on expectations of the performance and thoughts and
impressions after viewing the performance
3
2
1
Journal reflections score
/3
Critical review
Discussion of concept or idea choreographer explored in the work
• Offers a detailed, logical, descriptive interpretation of the overall concept of the dance
7–8
scene and of the ideas which are explored by the choreographer
• Gives a detailed description of the overall concept of the dance scene and of the ideas
5–6
which are explored by the choreographer
• Provides an outline of the overall concept of the dance scene
3–4
• Describes some of the ideas which are explored by the choreographer in the dance scene
• Offers a limited interpretation of the concept of the dance scene
1–2
• Offers a limited description of some ideas explored by the choreographer
Critically analyses the components of the dance: Staging/design concepts, music, movement choices, choreographic
elements and devices as they relate to the intent of the dance scene
• Provides a clear analysis, justifying opinions and ideas using a range of relevant examples of
how all the components give meaning to the intent of the dance scene; gives detailed
evidence from the dance scene supporting this point of view
• Describes all the components of dance and supports opinions and ideas through some
relevant examples from the dance scene; gives appropriate evidence from the dance scene
supporting this point of view
• Recounts the most obvious features of the components of dance, with inconsistencies in
how these components have given meaning to the dance scene. Uses some simple
examples to attempt to support this view
• Retells details about the dance scene based on the note-making framework provided by the
teacher, with little understanding of the purpose or intention
7–8
5–6
3–4
1–2
Dance terminology
• Relevant use of a range of dance terminology
• Some use of dance terminology
2
1
Critical review score
/18
Total task marks
/21
Task weighting: Convert to 10% of overall unit mark
/10
Sample assessment tasks | Dance | General Year 11