AS 91588 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, 583 KB]

TKI Dance assessment resources (external link)

For Excellence, the student needs to produce a cohesive dance to realise a concept.

This involves:

• applying complex choreographic principles, e.g. climax and unity
• making choreographic and design decisions that are integral to the development and communication of a concept through a process of evaluation and refinement.

This student has produced a dance which overall realises the concept cohesively in all aspects, e.g. movement, design. The dance is entitled Gute Seele (Good Soul) and is based on the White Rose movement. The title is indicative of the depth of thinking that has gone into developing the concept. The choreographer explores ideas that have arisen as a result of the event, rather than the literal reality of the event (1).

Video footage of the dance is unavailable. However, there is a sense of unity, and interesting movement is arranged well. At this achievement level there is complexity to the movement chosen to express the key ideas of the concept. Contrast, climax and perceptive formations are used, e.g. the strong use of the diagonal.  

A strong written explanation is included, e.g. a coherent justification for the use of the prop (mirrors) (2). The choreographic decisions are explained clearly and concisely, and most of these have been successfully realised in the finished product.

For a more secure Excellence, the student could ensure that all design decisions are appropriate and have impact. The costume does not support the concept in an effective way, e.g. the pearls and aprons seem unnecessary (3). 

Further refinement could eliminate movements unnecessary to the communication of the ideas (e.g. the unison split leap), and the climax could have more impact in its actual realisation, not just in its description (4).

For Merit, the student needs to produce an effective dance to realise a concept.

This involves:

• applying choreographic principles, e.g. contrast and balance
• making choreographic and design decisions that support the development and communication of a concept and enhance the presentation.

This student has produced an effective dance entitled Torn, based on the Black Civil Rights movement in 1960’s USA (1). The title of the dance indicates some depth of thinking behind the concept.

Video footage is unavailable. However, the student makes effective use of repetition of key movements at the beginning and ending of the dance to support the concept and give the dance balance. Contrast would be evident in such aspects as tempo, dynamics and accompaniment.

The beginning of the dance clearly introduces the concept. The voiceover is effective alongside the lighting choice and costuming (2). The chain-like movements that start the dance help to introduce the ideas. The joined hands through the costume help to communicate the limitations and restraints inherent to the concept (3).

Some imaginative and challenging movements have been created. The symbolism of breaking free is clearly conveyed in the second half, and the end position reflects the concept and conveys a sense of unity to the work (4).

To reach Excellence, all movements must fit the purpose of the dance and provide some comment or support of central ideas. More imagination is needed in parts, e.g. some movements appear generic rather than derived for the purpose of communicating the concept, and the use of levels to portray involvement/status is simplistic.

The entrance of the character before the shooting as a re-enactment of the event is not necessary, and it detracts from the cohesiveness of the piece.

For Merit, the student needs to produce an effective dance to realise a concept.

This involves:

• applying choreographic principles, e.g. contrast and balance
• making choreographic and design decisions that support the development and communication of a concept and enhance the presentation.     

This student has produced an effective dance intending to show different ways that the protestors and US soldiers during the Vietnam war were fighting for peace, i.e. how both groups believed that they were ending the war but through contrasting methods. Appropriate research is evident in the development of the concept, which has some depth (1).

A structure creates order in the dance, and a variety of effective groupings and relationships are used. Repetition, development and variation of movements and shapes are included in ways that have impact. The choreographer incorporates clear contrasts, e.g. between non-locomotor and locomotor movement in the opening section.

Appropriate music enhances the atmosphere and represents the era. Careful thought is evident about the significance of the prop to support the communication of the concept (2).

For a more secure Merit, the concept needs to be more clearly communicated especially during the middle section. The development toward the end moment needs further consideration. The inclusion of a climax created through movement and not merely lighting and technology choices would help with this.

At times the movement (and explanation) are too literal, and need further exploration (3). Tempo could be varied more effectively, and entrances and exits need more fluidity and impact. All movements must directly relate to the ideas to be conveyed. 

For Achieved, the student needs to produce a dance to realise a concept.

This involves:

• applying choreographic processes
• applying basic choreographic principles
• reflecting on and evaluating the choreography, design decisions, use of technologies, choreographic process, and the dance presentation.

This student has produced a dance to communicate ideas around the 1981 Springbok tour and protests. The dance communicates some ideas about resistance especially at the start of the dance and some literal images of rugby e.g. lineouts and scrums. (1)

An overall structure has been applied. A range of shapes and movements have been manipulated, and a variety of relationshipshave been incorporated, e.g. contrasting two groups of dancers to represent the protestors versus the supporters (2). Generally the movement is developed and arranged attractively, although largely produced from familiar movement.

To reach Merit, the student should include a more refined overall concept with more depth. The motifs mostly related to less important parts of the concept. Several key ideas were not clearly seen in the choreography, e.g. the ‘kiwi spirit’, and other types of protest such as flour bombing were not communicated (3).

Further, the choreographer needed to explore more appropriate music to help communicate the concept and to make the relationship of movement to music less predictable and more effective. The lighting needed refinement - rather than distracting from the action on stage, it should enhance and relate closely to the ideas.

The change in mood, music and movement halfway through the dance communicated the intended idea of peace and unity, but the transition into this section could be more effective. 

For Achieved, the student needs to produce a dance to realise a concept.

This involves:

• applying choreographic processes
• applying basic choreographic principles, e.g. repetition and variation
• reflecting on and evaluating, throughout the process, the choreography, the design decisions, the use of technologies, the choreographic process, and the dance presentation.

There is currently no student work available at this grade boundary.

A student at this grade would produce a dance of at least 2 minutes length that is a personal response to the given stimulus. They would create a choreographic intention and communicate some relevant ideas as a result of exploration into their chosen concept.

The choreography would incorporate a variety of travelling movements and pathways.  Repetition would be appropriately used, although more development and variation of movement and motif would be required. The dance may end as it began to create a sense of conclusion.

Production technologies would have been considered, reflected on and evaluated.  Music would relate to and support the concept of the dance, and costuming would have been sourced and presented along with an appropriate lighting plot.

For a more secure Achieved, the student would need to develop a more refined concept. Including fewer overall ideas would result in a tighter concept more easily conveyed in the dance. Exploring a less literal approach to the stimulus would help.

Shapes and movements would need to be manipulated in more interesting ways, and all movements must relate clearly to the concept. Choreographic principles would need to be applied in more sophisticated and refined ways, e.g. avoiding predictable timing and formations which are not effective. 

For Achieved, the student needs to produce a dance to realise a concept.

This involves:

• applying choreographic processes and basic choreographic principles, e.g. repetition and variation
• reflecting on and evaluating, the choreography, design decisions, use of technologies, choreographic process, and dance presentation.

There is no work available at this grade boundary. A student at this grade would produce a dance of at least 2 minutes length in response to the stimulus. They would communicate some relevant ideas as a result of exploration into their chosen concept. They will articulate this concept but it will not yet be achieved or made real in performance.

Some design decisions would match the concept, e.g. using an instrumental version of a track in which the lyrics discuss concept ideas. Costuming and lighting ideas may have been explored, but would not be fulfilled or would not adequately support the concept.

The movement would be organised with a clear beginning and ending, ensuring that the dance has some overall form.

To reach Achieved, the student would need to actually realise the concept in performance. The concept would need further clarification so that the message is clear and goes beyond basic ideas. There may be too many ideas resulting in a vague concept which is difficult to clearly convey in movement.

Production technologies should be performance-ready. The student may have basic ideas about the technical design but not shown justification for the desired effects.

Limited reflection during the process would result in a lesser quality of movement which needed to vary vocabulary and dynamics more.