Dance 2019 v1.1 IA3 high-level annotated sample response July 2018 Project — dance work (35%)

1. Dance 2019 v1.1 IA3 high-level annotated sample response July 2018 Project — dance work (35%) This sample has been compiled by the QCAA to assist and support teachers to match evidence in student responses to the characteristics described in the instrument-specific marking guide (ISMG). Assessment objectives This assessment instrument is used to determine student achievement in the following objectives: 1. demonstrate an understanding of elements of dance, structure, and production elements in relation to chosen purpose, context and viewpoint 2. apply written literacy skills using relevant dance terminology and language conventions to communicate ideas and meaning 3. organise and apply the elements of dance, choreographic devices and production elements for a chosen purpose and context 4. analyse and interpret the elements of dance and structure to examine a choreographic problem 5. apply technical skills in a personal movement style 6. realise meaning through expressive skills to communicate a personal viewpoint 7. create dance to communicate a personal viewpoint 8. evaluate dance by justifying choices made in terms of elements of dance, structure and production elements used to communicate meaning.

2. Instrument-specific marking guide (ISMG) • Criterion: Understanding dance concepts • Assessment objective • 1. demonstrate an understanding of elements of dance, structure, and production elements in relation to chosen purpose, context and viewpoint

3. Criterion: Applying literacy skills • Assessment objective • 2. apply written literacy skills using relevant dance terminology and language conventions to communicate ideas and meaning

4. Criterion: Analysing and evaluating dance concepts • Assessment objectives • 4. analyse and interpret the elements of dance and structure to examine a choreographic problem • 8. evaluate dance by justifying choices made in terms of elements of dance, structure and production elements used to communicate meaning

5. Criterion: Creating dance to communicate meaning • Assessment objectives • 3. organise and apply the elements of dance, choreographic devices and production elements for a chosen purpose and context • 7. create dance to communicate a personal viewpoint

6. Criterion: Realising meaning through technical and expressive skills • Assessment objectives • 5. apply technical skills in a personal movement style • 6. realise meaning through expressive skills to communicate a stated viewpoint

7. Task • You will complete a dance work project comprising of choreography, performance and responding components. • You will choreograph a dance work that is innovative in its response to selected stimulus. This choreography must demonstrate a personal movement style that communicates a viewpoint relevant to your own experience as a young adult. Your performance may be in your own or a peer’s dance work. • You must complete a choreographic statement and evaluative response that includes still images or video excerpts to illustrate the problem/s and/or solution/s you have examined. • Your project should be submitted as a multimodal presentation that comprises your written and audiovisual responses.

8. Sample response • The annotations show the match to the instrument-specific marking guide (ISMG) performance-level descriptors.

9. Choreographic statement Understanding dance concepts [3] demonstration of an understanding of elements of dance, structure, and production elements using relevant examples to make clear interconnections and relationships Dance concepts (such as abstract form, dance styles, relationships) clearly identified in relation to chosen purpose, context and viewpoint of the impact of cancer on family members. Applying literacy skills [3] application of written literacy skills through articulated ideas and controlled structure enhanced and informed by relevant dance terminology and language conventions Evidence of language conventions (spelling, paragraphing, punctuation) and dance terminology in relation to purpose, context and viewpoint (relationships, dynamics).

10. Choreographic statement Analysing and evaluating dance concepts [6] evaluation of dance incorporates a well-reasoned justification using examples of meaning in their work and solutions to choreographic problems that reveal the interrelationship between purpose, context and meaning Development of motif and use of choreographic device of canon evaluated and justified in the dance work in relation to meaning.

11. Choreography Creating dance to communicate meaning [13] organisation and application makes purpose and context explicit through manipulation of movement and use of production elements Integration of dynamics and spatial relationships enhance the communication of meaning for the chosen purpose and context. Choices in production elements (music, set) and choreographic devices, (including motif/s and form) support chosen purpose, context and viewpoint of the impact of cancer on family members. creation of dance reveals complex and subtle layers of meaning to communicate viewpoint with impact and sensitivity Meaning is enhanced through cohesion of interconnected elements of dance (space, time, dynamics and relationships), choreographic devices (such as motif, canon) and production elements (such as music, costume, set). Click the image for video. This video can also be viewed at www.qcaa.qld.edu.au/downloads/portal/media/snr_dance_19_ia3_project.mp4

12. Evaluative response Understanding dance concepts [3] demonstration of an understanding of elements of dance, structure, and production elements using relevant examples to make clear interconnections and relationships Concepts such as weight, timing and relationships between the dancers clearly identified in relation to choreographic problem to be solved.

13. Evaluative response Applying literacy skills [3] application of written literacy skills through articulated ideas and controlled structure enhanced and informed by relevant dance terminology and language conventions Evidence of language conventions (spelling, paragraphing, punctuation) and dance terminology (relationships, dynamics) in relation to chosen purpose, context and viewpoint. Analysing and evaluating dance concepts [6] analysis and interpretation offer solutions clearly linked to consideration of viewpoint and personal style/aesthetic Execution of lifts analysed and evaluated, providing well-justified solutions through manipulation of elements of dance (in particular space and relationships) and production elements (such as music and costume) to consider the impact on communicating the connection between the family members.

14. Evaluative response Analysing and evaluating dance concepts [6] analysis and interpretation offer solutions clearly linked to consideration of viewpoint and personal style/aesthetic evaluation of dance incorporates a well-reasoned justification using examples of meaning in their work and solutions to choreographic problems that reveal the interrelationship between purpose, context and meaning Image provides visual support to the analysis and evaluation of the choreographic problem.

15. Evaluative response Understanding dance concepts [3] demonstration of an understanding of elements of dance, structure, and production elements using relevant examples to make clear interconnections and relationships Considerations of space and timing clearly identified in relation to maintaining unison within the group and working with the production element of music.

16. Evaluative response Applying literacy skills [3] application of written literacy skills through articulated ideas and controlled structure enhanced and informed by relevant dance terminology and language conventions Evidence of language conventions (spelling, paragraphing, punctuation) and dance terminology (e.g. motifs, sequence, focus) in relation to chosen purpose, context and viewpoint. Analysing and evaluating dance concepts [6] evaluation of dance incorporates a well-reasoned justification using examples of meaning in their work and solutions to choreographic problems that reveal the interrelationship between purpose, context and meaning Relationships between the dancers justified through choices made in terms of elements of dance (space, dynamics) and structure of the movement phrases to communicate chosen meaning of connection and unity.

17. Evaluative response • Analysing and evaluating dance concepts [6] • analysis and interpretation offer solutions clearly linked to consideration of viewpoint and personal style/aesthetic • evaluation of dance incorporates a well-reasoned justification using examples of meaning in their work and solutions to choreographic problems that reveal the interrelationship between purpose, context and meaning • Images provide visual support to the analysis and evaluation of the choreographic problem.

18. Performance Performance mark is for the female dancer wearing a headscarf. Realising meaning through technical and expressive skills [9] application shows sustained control and synthesis of technical skills to present a cohesive performance Performance shows accuracy and extension through space of complex fused movement style. Performance is synthesised but sustained control of movements is not always evident. realisation shows subtleties of meaning through a synthesis of expressive skills, including relationships between dancers, audience or space Sustained use of focus, projection, facial and body expression, variations in movement qualities and musicality (rhythm, accents, phrasing) to communicate the stated meaning. Subtleties of meaning reinforced through relationships between other dancers in the space. Click the image for video. This video can also be viewed at www.qcaa.qld.edu.au/downloads/portal/media/snr_dance_19_ia3_project.mp4