AS 91207 B annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 132 KB]

TKI Dance assessment resources (external link)

For Achieved, the student needs to perform an ethnic or social dance to communicate understanding of the style.

This involves recalling and reproducing the dance in accordance with the demonstration or description used as a basis for the dance style. For example, the dancer can perform the movement without watching other dancers.

The student presents a generally accurate flamenco performance.

The entrance is correct with quick walks and curved pathways. There is evidence of clear shapes. Arms are lifted and angular when clapping. Poses are strong and stretched (e.g. the lunge), and knees are bent to ground posture. Focus is sustained throughout. The dance is performed without any reference to other dancers for recall. There is evidence of an attempt to be strong and expressive.

To reach Merit, timing needs to be more accurate, especially with the starting poses and walks in a circle. The footwork needs practice to ensure its accuracy, and that a clear understanding of this key feature of the style is communicated. Posture could be more appropriate (e.g. making sure that the pelvis is tucked in when knees are bent and leaving the head behind after the shoulder shrugs).

Work is needed to ensure that efforts to be expressive allow the student to maintain stylistic technical features, e.g. making movements appropriately small where required. Hands must be kept splayed in hollow claps. Balance could be improved to show better clarity of movement.

For Merit, the student needs to perform an ethnic or social dance to communicate an in-depth understanding of the style. This involves demonstrating:

• clarity of movement
• appropriate posture for the dance style
• appropriate focus for the style
• generally accurate timing
• appropriate sense of rhythm or musicality.

The student performs with clarity of movement that shows in-depth understanding of the style of flamenco. This is clearly seen in the strong poses at the start, which are accurately timed, and the use of highly appropriate flamenco hand movements.

The dancer moves into key shapes with sharp, appropriate energy. Well sustained, appropriate focus and clear extended shapes are seen throughout. Posture and expression is proud and confident, as required by the style. Footwork is strong, clear and grounded.

To reach Excellence, more of the stylistic details are required, e.g. walks in a circle need to start 2 bars earlier and feet should not cross over in walks. More control of the shoulders is required, e.g. by making the shrugs smaller and sharper and keeping the shoulders still in the footwork. Further, by bending the elbows outwards, the arm lines will be extended correctly.

For Excellence, the student needs to perform an ethnic or social dance to communicate a comprehensive understanding of the style.

This involves displaying details of the style (e.g. defined hand and head movements) and conveying the emotional content of the style.

The student demonstrates the use of defined hand and head movements required in flamenco dance, in a performance that is generally expressive and proud, thus conveying the emotional content of the style. Overall, his performance communicates a comprehensive understanding of the style, seen in his presence, stance and accuracy.

Opening poses are snappy, strong and clear. Movements are extended and strong, and timing is excellent. The dancer is appropriately grounded, particularly in the footwork, which is clear, strong and loud. There is highly appropriate use of stylistic details, e.g. using arms to accent the first beat of the footwork.

The dancer’s expression is proud, confident and in control. Shoulders are back and focus is very still and clear. Hands are correctly lifted in the clapping section and make the accents particularly strong and loud.

For a more secure Excellence, the student could make some details more accurate, e.g. a more strongly held frame and lifted arm line at times. The emotional content of the style could be further projected to the audience with a more lifted eye line at times.