AS 91206 annotated exemplars

An annotated exemplar consists of student evidence, with a commentary, to explain key aspects of the standard and assist teachers to make assessment judgements.

Download all exemplars and commentary [PDF, 214 KB]

TKI Dance assessment resources (external link)

For Achieved, the student needs to choreograph a solo dance to communicate an intention.

This involves:

• defining a clear intention
• using the dance elements, such as: using two different forms of locomotion, more than one level, a variety of pathways, more than one facing
• ordering movements for a solo dancer, such as: including repetition of movements and phrases, beginning and ending the dance with similar movements or shapes
• relating some of the choreographic decisions to the choreographic intention.

This student has choreographed a solo dance that communicates a choreographic intention centred on the student’s chosen mana wahine, her ancestor. The intention is defined and stated: to portray her ancestor’s strength, resilience, and leadership as a young chief during a pivotal time in Aotearoa’s history. The dance repeats movement that reflects these qualities, such as gestures suggesting strength and movements that are repeated with an increase in size. Development and variation of a key motif is beginning to be explored in this choreography.

The student has appropriately ordered movement into a dance and demonstrated use of the dance elements required for Achieved by incorporating multiple levels, varied pathways, and more than one facing. The structure of the dance includes repetition of movement phrases and a clear beginning and ending. For example, the dance begins and ends with a similar curved body shape, but using different levels. This reinforces the intention and helps provide a sense of completion to the choreography.

Overall, the work meets the criteria for Achieved.

For Merit, the choreography requires evidence of more effective movement choices and purposeful use of dance elements to better communicate the ideas. For example, a broader range of locomotor movements or more interesting transitions. Transitions need to smoothly connect sequences more effectively and locomotor movement requires more variation and complexity. Further evidence of the use of contrasts, such as sharp vs. sustained or heavy vs. light, could also be explored to reflect different aspects of strength and leadership. More purposeful use of level (i.e. adding to the intentional increasing size of movement and sequences), pathways and spacing could also be explored for more effective communication of the central ideas to secure a higher grade.

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For Merit, the student needs to choreograph an effective solo dance to communicate an intention.

This involves:

• varying the use of the dance elements
• making choices of movement material to communicate the choreographic intention
• using transitions that smoothly connect to movements before and after
• ordering of movement material for a solo dancer.

This solo choreography meets the Merit criteria by effectively communicating the choreographic intention: representing patterns found in fingerprints – whorls, loops, and arches – through movement motifs that reflect their unique shapes. These motifs are thoughtfully varied and repeated 

The choreography demonstrates varied use of dance elements, including a range of locomotor and non-locomotor movements, contrasting levels, and complementary and contrasting shapes. These choices add variation and depth to the dance, helping to clearly convey the chosen fingerprint patterns. Tempo changes are used to highlight shifts in dynamics and energy, contributing to the overall effectiveness of the solo dance. A variety of facings and levels have been included. 

Transitions between sections are generally smooth. The student effectively uses structural devices such as repetition and variation. By developing and using repeated motifs and a concise but relevant movement vocabulary, the solo is able to effectively communicate its intention without the inclusion of extra unrelated movements. 

For Excellence, the dance could be further developed to build toward a climax. The choreography experiences a lull in momentum and pace during the middle section. This affects the overall progression and impact of the piece. While the dance shows sound choreographic exploration, understanding, and thoughtful choices, further refinement of structure and flow to enhance unity is needed to elevate it to Excellence. 

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For Excellence, the student needs to choreograph an imaginative solo dance to communicate an intention.

This involves:

• using dance elements to develop unusual movement material and unexpected combinations of movements
• choosing movement purposefully to convey the idea, mood, or image
• ordering movements for a solo dancer, e.g. building to a climax, creating a sense of unity, including complementary and contrasting movements
• using transitions to produce a sense of flow.

This student has choreographed a solo dance that demonstrates the use of imaginative, unexpected, and unusual movement choices that combine to clearly communicate the defined choreographic intention to show “an electric wave moving through the brain”. All movements are linked to that idea, so it is clearly conveyed in the purposefully chosen movement. This is a dynamic solo piece of choreography that incorporates effective variation in movement, tempo, body base, shape, and level.

A variety of successful facings are used, and appropriate energy changes within the choreography help create an imaginative dance that flows well. Angular pathways and body shapes are a central motif linking directly to the communication of the choreographic intention. The straight floor pathway also further supports communication of this intention. The ripple effect of the movement (i.e. starting in one part of the body and moving through to an end point in another body part to communicate the wave effect of an electric pulse in the brain) was used purposefully, effectively, and creatively to develop unusual and unexpected material.

The movement material is carefully structured, with skilful and appropriate use of repetition to create order in the work. Key movements are repeated to good effect, with some appropriate variation such as a change in level or direction. There is a satisfactory conclusion to the choreography which complements the entrance. The structure is purposeful, which adds interest to the dance and enhances the overall unity of the work.

For a more secure Excellence, the student could further manipulate movements to build to a climax within the dance. Variation of tempo could be pushed further for even greater impact. However, overall, the work meets the criteria for Excellence.

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