NCEA Level 1 Dance (90861) 2012 — page 1 of 7 Assessment Schedule – 2012 Dance: Demonstrate understanding of a dance performance (90861) Evidence Statement

Question Evidence ONE The beginning moment, and the use of sound or music (a) (i) Describes, by sketching, the beginning moment of the dance performance. (ii) Describes the sounds / music heard during the beginning moment. (b) Explains why the choreographer may have begun the dance this way.

N1 N2 A3 A4 M5 M6 E7 E8

Implies understanding of the beginning moment Demonstrates understanding of the beginning Demonstrates in-depth understanding of the Demonstrates comprehensive understanding of of the dance performance, though this is not moment of the dance performance (AND the beginning moment of the dance performance AND the beginning moment of the dance performance explicit or in the candidate’s own words. reason(s) why the choreographer may have begun the reason(s) why the choreographer may have AND the reason(s) why the choreographer may the dance this way). begun the dance this way. have begun the dance this way.

EITHER Attempts to identify Identifies through Identifies, with a basic Identifies, with a Identifies, with a fairly Identifies, with a Identifies, with a Identifies, with a through sketching AND sketching OR briefly sketch, OR briefly labelled sketch, OR detailed and labelled detailed and labelled thorough sketch, comprehensive / OR describing the describes the describes the describes the sketch, AND sketch, AND labelled using element- sketch, labelled using beginning moment of beginning moment of beginning moment of beginning moment of describes in some describes in depth the or style-specific element- or style- the dance. the dance. the dance the dance depth the beginning beginning moment of vocabulary, AND specific vocabulary, moment of the dance the dance describes in broad AND describes in detail the beginning comprehensive detail moment of the dance the beginning moment of the dance AND AND AND AND AND AND Attempts to explain Briefly explains why Explains in detail why Explains clearly and Explains in thorough Explains in expansive why the choreographer the choreographer may the choreographer may in detail why the detail why the detail why the may have begun the have begun the dance have begun the dance choreographer may choreographer may choreographer may dance this way, but this way, with some this way. have begun the dance have begun the dance have begun the dance gives limited new information this way, making links this way, making links this way, making links information beyond that additional to that in the between the beginning between the beginning between the beginning in the supplied bullet supplied bullet points moment and its effect / moment and its effect / moment and its effect / points. purpose. purpose. purpose. OR Identifies and describes in detail the beginning moment of the dance, without explaining the links NCEA Level 1 Dance (90861) 2012 — page 2 of 7

between key aspects, or with no new information given.

N0/ = No response; no relevant evidence. NCEA Level 1 Dance (90861) 2012 — page 3 of 7

Question Evidence TWO A movement that communicates ideas and / or feelings (a) (i) Describes the ideas and / or feelings communicated in the dance performance. (ii) Sketches one movement that communicates the ideas and / or feelings described. (b) Explains how the movement communicates the ideas and / or feelings described.

N1 N2 A3 A4 M5 M6 E7 E8

Implies understanding of the ideas / feelings Demonstrates understanding of the ideas / Demonstrates in-depth understanding of the Demonstrates comprehensive understanding of communicated in the dance performance, though feelings communicated in the dance performance ideas / feelings communicated in the dance the ideas / feelings communicated in the dance this is not explicit or in the candidate’s own words. (AND how a specific movement communicates the performance AND how a specific movement performance AND how a specific movement ideas / feelings). communicates the ideas / feelings. communicates the ideas / feelings.

EITHER Attempts to identify the Identifies and Identifies and briefly Identifies and Identifies and Identifies and Identifies and Identifies and ideas / feelings in the attempts to describe describes the ideas / describes the ideas / describes in some describes in depth the describes in detail the describes in dance OR draws a the ideas / feelings in feelings in the dance, feelings in the dance, depth the ideas / ideas / feelings in the ideas / feelings in the comprehensive detail diagram of a movement the dance OR draws a AND sketches OR AND sketches AND feelings in the dance, dance, AND sketches dance, AND sketches the ideas / feelings in in the dance, with no diagram of a movement describes a movement describes a movement AND sketches AND AND describes in AND describes in the dance, AND description or in the dance, with a in the dance that in the dance that describes in some depth a movement in wide-ranging detail a sketches AND explanation. brief description or communicates the communicates the detail a movement in the dance that movement in the dance describes in thorough explanation. ideas / feelings. ideas / feelings the dance that communicates the that communicates the detail a movement in communicates the ideas / feelings ideas / feelings the dance that ideas / feelings communicates the ideas / feelings

AND AND AND AND AND May attempt to Briefly explains how Explains in some Explains in detail how Explains thoroughly explain how the the movement detail how the the movement and in detail how the movement communicates the movement communicates the movement communicates the ideas / feelings. communicates the ideas / feelings, making communicates the ideas / feelings ideas / feelings, making links between the ideas ideas / feelings, making links between the ideas / feelings and aspects links between the ideas / feelings and aspects of the movement. / feelings and aspects of the movement. of the movement. OR Identifies and describes in detail the ideas / feelings AND a movement in the dance that communicates the ideas / feelings.

N0/ = No response; no relevant evidence. NCEA Level 1 Dance (90861) 2012 — page 4 of 7

Question Evidence THREE The use of a production technology (a) (i) Sketches the ways ONE production technology is seen during a moment in the dance. (ii) Describes the ways the production technology is seen during a moment in the dance. (b) Explains how the production technology makes the dance interesting to watch.

N1 N2 A3 A4 M5 M6 E7 E8

Implies understanding of a production Demonstrates understanding of a production Demonstrates in-depth understanding of a Demonstrates comprehensive understanding of technology in the dance performance, though this technology in the dance performance (AND how production technology in the dance performance a production technology in the dance performance is not explicit or in the candidate’s own words. the production technology makes the dance AND how the production technology makes the AND how the production technology makes the interesting to watch). dance interesting to watch. dance interesting to watch.

EITHER Attempts to identify Identifies through Identifies and briefly Identifies and Identifies and labels Identifies and labels Identifies and labels Identifies and labels through sketching AND sketching OR briefly describes the ways a describes the ways a and describes in and describes in and describes in and describes in / OR describing the describes the ways a production technology production technology some depth the ways depth the ways a detail the ways a comprehensive detail ways a production production technology is seen in the dance is seen in the dance a production technology production technology production technology the ways a production technology is seen in is seen in the dance. is seen in the dance is seen in the dance is seen in the dance technology is seen in the dance. the dance AND AND AND AND AND AND May attempt to Briefly explains how Explains in some Explains clearly how Explains in thorough Explains in broad explain how the the production detail how the the production detail how the detail how the production technology technology makes the production technology technology makes the production technology production technology makes the dance dance interesting to makes the dance dance interesting to makes the dance makes the dance interesting to watch, but watch, with some new interesting to watch. watch, making links interesting to watch, interesting to watch, gives limited information additional to between the production making links between making links between information beyond that that in the supplied technology and its the production the production in the supplied bullet bullet points effect. technology and its technology and its points. effect. effect. OR Identifies and describes in detail the ways a production technology is seen in the dance but with no explanation of links between key aspects or no new information given.

N0/ = No response; no relevant evidence. NCEA Level 1 Dance (90861) 2012 — page 5 of 7

Question Evidence FOUR A repeated feature (a) (i) Sketches and briefly describes a feature that is repeated in the dance performance. (ii) Describes the ways the feature is repeated in the dance performance (b) Explains why the feature has been repeated in the dance performance.

N1 N2 A3 A4 M5 M6 E7 E8

Implies understanding of a repeated feature in Demonstrates understanding of a repeated Demonstrates in-depth understanding of a Demonstrates comprehensive understanding of the dance performance, though this is not explicit feature in the dance performance (AND the repeated feature in the dance performance AND a repeated feature in the dance performance AND or in the candidate’s own words. reasons why the feature has been repeated). the reasons why the feature has been repeated. the reasons why the feature has been repeated.

EITHER Attempts to identify Identifies through Identifies a repeated Identifies a repeated Identifies a repeated Identifies a repeated Identifies a repeated Identifies a repeated through sketching AND sketching OR briefly feature and briefly feature and describes feature and describes feature and describes feature and describes feature and describes / OR describing a describes a repeated describes the ways it the ways it is repeated in some depth the in depth the ways it is in detail the ways it is in comprehensive repeated feature in the feature in the dance. is repeated in the in the dance ways it is repeated in repeated in the dance repeated in the dance detail the ways it is dance. dance the dance repeated in the dance AND AND AND AND AND AND May attempt to Briefly explains why Explains in some Explains clearly why Explains in detail why Explains thoroughly explain why the feature the feature has been detail why the feature the feature has been the feature has been and in detail why the has been repeated, but repeated, with some has been repeated. repeated, making links repeated, making links feature has been gives limited additional additional information to between the repeated between the repeated repeated, making links information beyond that provided in the feature and another key feature and another key between the repeated what is already bullet points of the aspect (eg the theme). aspect (eg the theme). feature and another key provided in the bullet question aspect (eg the theme). points of the question.

OR Identifies and describes in detail the repeated feature and the ways it has been repeated but with no explanation of links between key aspects or no new information given.

N0/ = No response; no relevant evidence. NCEA Level 1 Dance (90861) 2012 — page 6 of 7 Judgement Statement

Achievement Achievement Not Achieved Achievement with Merit with Excellence Score range 0 – 7 8 – 12 13 – 18 19 – 24

NCEA Level 1 Dance (90861) 2012 — page 7 of 7 Appendix: Sample response eg FrENZy, choreographed by Mark Baldwin Question Achievement Achievement with Merit Achievement with Excellence ONE A4 M6 E7 Identifies, with a labelled sketch, OR describes the Identifies, with a detailed and labelled sketch, AND Identifies, with a thorough sketch, labelled using element- beginning moment of the dance describes in depth the beginning moment of the dance or style-specific vocabulary, AND describes in broad detail the beginning moment of the dance AND AND AND Briefly explains why the choreographer may have begun the Explains clearly and in detail why the choreographer may Explains in thorough detail why the choreographer may dance this way, with some new information additional to that have begun the dance this way, making links between the have begun the dance this way, making links between the in the supplied bullet points beginning moment and its effect / purpose. beginning moment and its effect / purpose. (a) (a) (a) (i) Male soloist on stage by himself / spotlight (i) Spotlight on him, solo male dancer. (i) Saute – arms in 5th, leg in passé; single (ii) In the beginning moment of the dance you (ii) The sound and music you hear during the spot-light; arabesque. hear the beginning of the song “Poor Boy” by beginning moments of the dance (ii) During the first 15 seconds you hear a single Split Enz. At the start of the song it is slow performance is the song “Poor Boy” by Split electric guitar and a drum beat. The song is and it is faint sounding. Enz, written by Tim Finn. The sound is of “Poor Boy” by Split Enz, written by Tim Finn. guitars and drums playing and it builds as The single male dancer on the stage in the the dance continues. The beginning 15 spotlight dances / jumps in time with the seconds is of a male dancer doing a solo in music. the spotlight. (b) (b) (b) I think the choreographer began the dance with The choreographer began the dance this way to The very first move captures the audience’s just a male on stage in the spotlight because the capture the audiences’ attention by having a attention as it is big and loud. The sauté is like a dance is called “Poor Boy”. I think the male is solo, which is more intimate. It is also more thought or light bulb – it is sudden and supposed to represent the main boy in the song interesting as the male dancer is doing non- unexpected. The single spotlight also captures and I think the choreographer shows that traditional Ballet movement by doing fast sharp your attention. He then lands in an arabesque – throughout the performance. movement and backward rolls. The beginning both this and the sauté are traditional ballet sound / music builds suspense as the drums and moves, so you are expecting them. Then he guitar in the song are building and the words of goes on to do a backwards roll. This raises the song are introduced. questions for this is not a traditional ballet move, it makes the dance unexpected and interesting. The movements introduce the themes of reality and dreaming, the stiff movements of the sauté and the arabesque represent working in a factory working while the backward roll represent the idea of slivering his way into a dream-like state.