Exemplar for Internal Assessment Resource Dance Level 1 Resource title: Exploring the Dance Elements This exemplar supports assessment against: Achievement Standard 90860 Demonstrate Understanding of the Elements of Dance Expected responses The moderators have developed expected student response from a wide variety of sources. Date version published by Ministry of Education December 2010 To support internal assessment from 2011
Important note: This resource requires the student to complete SI of the task activities in order to meet the requirements of the standard, which for excellence asks students to demonstrate comprehensive understanding of the elements of dance. The grade for the students work will be awarded after looking holistically across the completed tasks to see where the balance of learning lies. The answers shown here exemplify just some of the activities in the resource and do not show an entire portfolio of evidence for one student. Moreover, the exemplars provided here use written answers as evidence towards demonstrating the students understanding of the elements of dance. Please be aware that the evidence for this standard may be presented in many other ways including practical demonstrations, discussions, annotated photographs, posters and teacher checklists of observation of practical activities.
Activity 9: Recognising the elements of dance from a live performance Watch a live dance performance and select one section of the dance that you found exciting or interesting. Make annotated diagrams and drawings and/or notes to describe the dance elements, including: How the dancers used their bodies; The tempo and quality of the movements; The dancers use of range, levels, and facings; The dancers relationships to each other; The use of any props in the dance. Include an explanation of how each of the dance elements contributed to the excitement or interest of the section. Grade: Excellence Based on the assessment schedule this student has identified a range of the dance elements from the recorded dance work and evaluated the effects, purpose and use of them. There is some repetition across the bullet points but understandably given it is a reflection on one short section of the dance. Student responses An interesting section in the dance performance, This way up is the non-locomotor unison section which occurs at the end of Part A of the dance work. How the dancers used their bodies: In this section the dancers use their bodies to create sharp, edgy, straight lines. During the sequence, the entire Touch Compass cast is scattered across the stage. During the sequence all the dancers remain stationary but use their arms to create the sharp edgy lines. This can be seen in how the dancer s hands and arms are positioned. Every dancer has their upper arms pinned to their sides, elbows bent at right angles so their forearms are in front of them. The dancers used their arms (and positioned their arms in this way) to show the restrictions the stereotyping of society has put on them (a boxed in feeling). The dancer s palms were orientated facing each other, with fingers closed together. This closing of fingers show that the dancers used their hands to show the further constraints stereotyping has on them. The tempo and quality of the movements: The tempo and quality of movement for this unison section is very uniformed. Each dancer is precisely in time, and on the beat of the music for every movement they made, and each dancer performs the movement with a robotic like nature. Though all movements are sharp and precise, they are not sudden. This shown when the dancers, with arms at right angles in front of their bodies (as previously stated), turn first to the left, then to the right, moving only the torso and above,
leaving both feet/wheels in the same place. This movement is performed sharply but not suddenly. This shows the dancers feel contained within themselves. The robotic nature of the movements show that this containment or boxed in feeling is not a new feeling to the dancers, and they have experienced this stereotyping throughout their lives. The dancer s use of range, levels, and facings: The dancers use of levels and facings was very restricted throughout this unison sequence. They only use of levels is at the very beginning of the sequence when every member bends at the waist to mime picking up the box at their feet. The use of facings is also very restricted within the sequence. During the sequence, the dancers are almost always front on to the audience. There are only two times when the dancers are not facing the front. Once when completing a 360 degree circle on the spot, with arms in previously mentioned position. The other is when the dancers turn moving only the torso and above, once to the left and then once to the right. These restrictions of levels and facings show and represent the restriction forced on these dancers by society. The dancer s relationships to each other: The dancers on stage have a relationship with the group as well as their own personal space during the sequence. The dancer s relationship with the group is through the unison of the movements. This unison movement shows that the dancers are unified in their feelings and emotions of being boxed in. The dancers relationship with their own space makes each dancer feel isolated. During the sequence the dancers do not physically interact with each other, but remain in their own space, which seems like their bubble. This shows the isolation the dancers feel from society. The use of any props in the dance: The prop used in Part A of the This way up performance is a cardboard box. Within the unison sequence, each dancer has a cardboard box directly in front of them at their feet. During the sequence the box is never touched, though the sequence is based around miming holding the box (arms in previously stated position). In part A of the sequence the box has represented being boxed in and stereotyped by society. The lack of the prop being used in this unison sequence represents that the dancers are beginning to break free of stereotypes and the boxed in emotions. This unison sequence was interesting because each dancer performed the movement in their own way, showing they are individuals, but they are all doing the same movements, showing the feeling of stereotypes. The lack of the use of the prop of a box in the sequence shows the dancers are breaking free of this stereotype.
Grade: Merit Based on the achievement standard this student shows an indepth understanding of the elements of dance. The student has clearly described and explained the elements but lacks the comprehensive responses and understanding required for the Excellence. Based on the assessment schedule the student has identified and applied the elements of dance and reflects on the use of those elements. The effects and purposes of the elements of dance are missing from this exemplar. Student responses In the contemporary dance This way up a particular section of the dance work that interested me was the unison section at the end of Part A. How the dancers used their bodies: The dancers used their bodies in small restricted ways. Their body base throughout this section was standing and their bodies also moved in very angular ways. The movements were all on the spot, non-locomotor. This is seen when they pick up an imaginary box each and place it to their side and so on. They use their arms for all these movements, they are bent at a 90 degree angle facing the audience. The tempo and quality of the movements: The dancers begin a sequence of sharp, robotic movements in unison which are repeated often throughout the unison section. These sharp movements are when the dancer has his/her arms bent at 90 degree angle and sharply shake their arms a number of times towards the front then to the right and mime that they are in a working place moving boxes along a conveyor belt. These movements are all very small, sharp and restricted. The way the dancers used their bodies and the tempo and quality of their movement contributed to my interest of this section as it helps to tell a story of how the disabled feel in which I have to think about what they are saying through their movements. The dancer s use of range, levels and facings: The dancer s use of range was small and very restricted. Their use of levels were high as they were standing during the entire unison section (except for those in a wheelchair) and their facings were to the front very simple and robotic. This contributed to my interest of this section because it was a good effect. It showed how they were treated in society, stereotyped and unable to show ones individuality. The dancer s relationships to each other: The dancer s relationship to each other in the unison section was very disconnected. They did not show a relationship to each other as they were boxed in to their little space and no connection was made between dancers. This was interesting because it showed how they were restricted and parted from society.
The use of any props in the dance: The use of props in the unison section was an imaginary box. This was used when their arms were bent at 90 degree angles and doing sharp movements which were using an imaginary box. This contributed to my interest of this section as I could see that they were in a work place moving these boxes. Before the unison section the use of this prop became more understandable to me; it portrayed the feeling of being boxed in and no way to go.
Grade: High Achieved Based on the achievement standard this student demonstrates an understanding of the elements of dance. The student has given very general descriptions of the use of the elements and aspects of these in the answers. Further detail is required to reach the Merit. Based on the assessment schedule the student has identified the elements of dance but responses lack depth, the ability to reflect and describe the effect/purpose of the use of these specified elements. Student responses One section of the dance that I found interesting was the unison sequence near the end of Part A of the dance work. How the dancers used their bodies: The sequence is made up of mainly arm and head movements creating box shapes. These movements are repeated a lot and performed in unison. This helps to show the idea that they are working in a factory like robots and how they are made to conform. The tempo and quality of the movements: The rhythm of the sequence is very regular and the tempo is slow. This helps to show how robotic this section of the dance is. The dancer s use of range, levels and facings: The dancers use a range of levels and facings. All dancers are on stage in a scattered formation. They use a high level and are facing the front (down stage). Their focus is straight ahead. The dancer s relationships to each other: Although all dancers are on stage and the relationship is with the group the dancers do not acknowledge one another and they stay in their own personal space. The use of any props in the dance: The props are boxes that are on the floor in front of the dancers. They are not touched or moved by the dancers during the sequence. The boxes have been turned the right way up by the able bodied dancer. This helps to show the idea that they are made to conform.
Activity 12: The use of dance elements in a recognized dance Select a 10 20 second section of the dance. Write notes that explain how each of the following aspects of the dance elements was used in that section to add interest and to communicate ideas in dance. body o o o loco motor movement body parts body bases Grade: Excellence Based on the assessment schedule this student has identified a range of the dance aspects seen in a section of the dance work related to the dance element of body awareness. The student has also explained in detail exactly what the dancers are doing to support the aspects identified. The student has also evaluated the effects, purpose and use of each of these aspects and linked these to the overall meaning of the dance work. Student response This way up A section of the dance work that incorporated the dance elements to add interest to the piece is the non-loco motor unison sequence at the end of part A of the dance work. In this sequence the body is used to add interest and show the idea of being boxed in and stereotyped. The entire sequence is non-loco motor. In this sequence the dancers are scattered across the stage, each having their own space. Once in their position on stage the dancers only move their feet from parallel position once and this is when completing a 360 degree turn on the spot. This lack of loco motor movement adds interest to the sequence because it shows the restrictions the dancers feel on their lives. The performers dance the sequence within their box portraying that they feel stereotyped by society. In this sequence body parts are used in isolation, mainly the arms and hands. Every dancer in the sequence has their upper arms pinned to their sides, elbows bent at right angles so their forearms are in front of them. The dancer s palms are orientated facing each other, with fingers closed together. The isolation of the arms and the robotic like nature of the movement show that the containment and restrictions of having a disability has meant these people have been faced with the stereotyping of society all their lives. These emotions of isolation are previously experienced feelings.
Grade: Merit Student identifies the aspects of the element of body and reflects on the use of them. There is some depth in the answer by not comprehensive enough for the Excellence. The answer could have been further developed to discuss aspects of body shapes to reflect the idea of the box shape also. Student responses This way up Body is used in the unison section of the dance work seen near the end of Part A of the dance. The main focus is the use of body parts, in particular the use of the arms. The arms are at angular positions in front of the dancer s bodies - 90 degree angles from the elbows and the arms are moved down to a 180 degree angle and back up to the 90 degree angle several times. They also use their upper body when they twist their bodies to the side with their arms remaining in the angular positions. The dancers also use non-loco motor movement by walking around themselves in a circle on the spot. The combination of all of the above are very restricted movements where not many body parts are used and the use of space is limited. The movements portray the idea of not only working in a factory carrying/lifting boxes but the underlying idea of the dance work of being restricted and judged by their disabilities. Grade: Merit Student identifies the aspects of the element of body and reflects on the use of them. Some depth is provided, but not comprehensive enough for the Excellence. Further understanding of the effect/purpose of the use of these elements is also expected for the Excellence. Student responses Outside the square At the start of the dance work the dancers used loco motor movements to enforce the idea of the square movements by marching around the stage area following square pathways. The movements of body parts was also very obvious in the section to the fact of squares, especially when they created box shapes with their arms and hands around their bodies and faces to make them look like they are personally in a square. The body bases changed a number of times during the sequence but they still keep the idea of straight lines (e.g. dancers performed straight handstands at one point). In this section of the dance work the dancers use of body was specifically used by the choreographer to convey the idea of all the different aspects of the shape of a square. This was also emphasised in this moment by the reading of the poem as dancers performed (all sides the same, all sides equal etc...)
Grade: Achieved The student demonstrates an understanding of the element of body but there is a lack of depth and reflection in the explanation. Further reflection on why the choreographer chose to use this aspect would be required to attain the Merit. Student response Outside the square At the start of the dance work the dancers use loco motor movements the dancers walked in from different directions but in straight lines so it represented the box idea that is shown throughout the sequence. Different body bases are used as well as different body parts to make 90 degree shapes (for example: they do handstands in straight lines and lift other dancers to represent box shapes). Grade: Achieved Student response This way up Towards the end of Part A is the unison sequence. In this section Body and space are used. The body parts that all the dancers use are the arms. By using only the arms we can see the idea of how restricted their moves are as disabled people. The moves they perform are repetitive (e.g. when they bend their elbows to 90 degrees beside their body they repeat this move by beating their arms down twice). The performers use of body base is their feet. They do not move and stay on the spot by just either moving their arms or turning their upper bodies. The choreographer chooses to use these aspects for this sequence because she wants to give us the idea of restricted moves. Grade: Not Achieved Student response Body parts are used: arms are at a 90 degree angle to make a square.
Activity 2: Formations in dance View a recorded performance of a dance that includes a variety of formations. Freeze the video on three different formations and sketch the positions of the dancers. Write notes (at least three bullet points) for each formation that describe the effect of the formation and explain why you think the choreographer used it. Grade: Excellence Student response Revelations Formation One This formation occurs at the start of the dance work. This formation consists of a rough pyramid shape with the dancer s movements having symbolic references to birds and freedom. The effect/s of this formation are: Resembles that of birds in flight so links to the dancer s movements and choreographic intention Allows the audience to see all members of the dance thus emphasizing the fanned formation created with their arms Shape also identifies the sense of community within the group underlying the ideas expressed in the choreographer s intention.
Formation Two: This formation occurs during the middle section of the dance work. The formation is an expanded V shape with the central dancer being pulled between the two other sides. The middle dancer (away from the V) is on the floor portraying movement of being in handcuffs. The effect/s of this formation are: Formation separates each side of the V and so pulling motion is emphasised showing that the middle dancer is torn between each side The dancer on the floor is separate from the rest representing an internal struggle for freedom. Also visually enhances formation as it centralises the V shape and draws in audiences by its various levels Dancer behind the V represents external struggle for freedom. He is trying to get past or free from the line/wall created by the other dancers. Although he is barely visible and not too significant to V formation his representation as an idea is significant to link the ideas expressed with this formation Formation Three: This formation occurs during the middle of the dance. It consists of a circle made with dancers around two partnered dancers. The effect/s of this formation are: Formation relates to the lyrics dere is trouble all over this world as it creates the idea of a world with the circle shape relating to the idea of a community The partners in the middle also signify the entrapment and struggle against finding freedom as they are enclosed in the centre of the circle. The circular shape also creates a good stage dynamic as it uses a lot of area on the stage effectively using general space, allowing the audience to see the entirety of the dance.
Grade: Merit Student response Revelations The student identifies the 3 formations seen in the dance work drawing the formation, a written explanation could also have been included to support this and where in the dance work it occurs. The student has provided detailed notes that are well explained: 3-4 bullet points for each. The student has included the effects of the formation within each of the bullet points and why the choreographer may have used it but are not comprehensive enough for the Excellence. Formation One: The triangular shape relates to the formation birds fly This symbolizes their community and togetherness The formation shows the support and help the communities give on another I think the choreographer use this formation to portray what a tightly bound community the dancers represent. It helps to make the audience relate and understand the story of the dance. Formation Two: Widened V shape still relating to community from birds Middle person is on the ground showing her struggle for freedom The V shape surrounding the struggling woman represents how the community surrounds their struggling member in order to help her get through her internal struggle or troubled times The v of people are all linking together showing their tight bond and loyalty.
Formation Three: Dancers are spread out amongst the floor to portray their individuality and feelings This also tells the audience that each slave of that day was their own person and not all just an animal like how they were treated They still move in unison to portray their tightly bound community Grade: High Achieved Student response Outside the square Formation One: Four of the dancers lay around the props with one standing in the middle. Reasons: Represent the shape of a square Use different body bases To pull focus onto the dancer standing in thee centre
. Formation Two: Many different things going on so the formation is abstract, pulling focus onto each person Each person/group of people has a square with then to use as a prop The pair is at the back because when they do lifts you can see them pop up Formation Three: The dancers are in two straight lines. Squares have straight lines They are not in a symmetrical formation, which makes the dance interesting to watch At this point all the dancers were dancing in unison which meant that they were not using the props. This made it easy to see everyone in the dance Based on the achievement standard this student shows an understanding of the elements of dance bordering on
Merit with some depth. The student has clearly described and explained the use of the formations but lacks the depth of understanding in the responses related to the effects to warrant the Merit. The student has identified the formations and applied the elements of dance to reflect on the use of these.
Grade: High Achieved Revelations Formation One: This formation is seen at the beginning. It symbolises the ideas of freedom from slavery through the use of the symbol of a bird. It is effective as the shape symbolises the birds flying to freedom. The closeness of the dancers shows a sense of community between the group and makes the audience be able to see all of the performers (especially with use of different levels) Formation Two: This is a shallow V formation. The middle figure is struggling which is shown how she is separated from the rest of the group and she is on the ground perhaps finding it difficult to live after being free from the oppression of slavery her internal conflict and on the outer group could be the external conflict. The effect is that the audience can see all dancers. Formation Three: This is a circle formation around two dancers who are partnered together. The circle could symbolise the barrier which the couple are being confined in, they are caged in and can t get past the barrier. This is effective as it shows the community of the dancers. The student identifies the 3 formations seen in the dance work, giving notes on the effect/meaning of each formation. Although these notes are detailed and well explained there are limited notes given (particularly given that the question asks for at least 3 bullet points). The answer could have been further developed to discuss more comprehensively the effects of these formations (not the surface based aspects: e.g. dancers being able to be seen by the audience).
Grade Boundary: Low Achieved Outside the Square Formation One: To demonstrate that all the sides are the same the dancers lie around the square in a square shape themselves. Formation Two: Outlines of squares were on the floor and dancers made shapes with their bodies inside them. Formation Three: One of the dancers holds up one of the wooden square outlines as the other dancer bunny hops through it with their hands on the floor. Based on the achievement standard this student demonstrates an understanding of the elements of dance but the explanations are basic and lack full understanding. There is little description of the effect this each of the formations has on the dance work. Based on the assessment schedule the student has identified the elements of dance but responses lack depth, the ability to reflect and describe the effect/purpose of the use of these specified elements.