The Arts Assessment Map - Sample at 2.25
Samples are available for the following tasks:
Moving places (Dance)
Context
In Moving places students focused on developing dance skills and processes to create a dance about a familiar place like a library or a supermarket.
Teaching and learning activities associated with this assessment task included developing movements and movement sequences, creating a dance about a familiar place and discussing aspects of their dance.
The elements of the Creating and making Level 3 standard addressed by the task are:
(Students) create ... works in ... arts forms that communicate experiences, ideas, concepts, observations and feelings.
(Students) select and combine a range of arts elements, principles ... and use a range of skills, techniques and processes ...
(Students) refine their work in response to feedback and self-evaluation.
Sample
This work sample, and the related Arts 2.25 progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 3 standard.
After warming-up, students followed teacher prompts for a structured improvisation focusing on how dance ideas could be abstracted and developed from typical movements that happen in a library. Students first rehearsed their work with teacher guidance. Additional instructions for the dance were that each movement sequence needed to occupy 8 beats. They then presented their work-in-progress to the class.
Video
Note: these videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
These annotations refer to the group performance.
In rehearsal:
Creating and making – 2.25
- Moves in unison to create sense of energy.
- Uses a variety of levels to structure different sections of the dance.
- Loses focus during some sections of the dance.
- Uses pathway variations very effectively to create ‘stepping over’ sections of the dance.
- Combines unison group structures and individual movements to create dance structure.
- Uses a range of levels and body shapes.
In presentation:
Creating and making – 2.25
- Arranges movements differently from rehearsal to create more interesting dance structure.
- Personalises movements using gesture and facial expression to create variety, interest and sense of fun in the dance.
- Uses frequent changes of direction in structure of dance but are not yet able to control flow of movement to maintain sense of continuity.
- Uses canon as a group structure as well as unison.
- Uses a variety of straight and curved pathways.
- Loses direction in some sections of dance but works cooperatively to continue presentation without stopping.
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