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The Arts Assessment Map - Sample at Level 2

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 standard addressed by the task are:

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

(Students) use skills, techniques, processes …

(Students) identify, describe and discuss characteristics of their own and others’ arts works. 

Samples

The following samples illustrate the kinds of responses that students produce when they have achieved the elements of the standard addressed by this task.

Sample 1

Annotation

Creating and making – Level 2

These annotations refer to the group performance.

• Responds to teacher prompts about the different actions which might be included in a ‘supermarket’ dance.
• Uses a range of body actions, directions and levels to transform everyday movements into dance movements.

Elements of the standard

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

(Students) use skills, techniques, processes …

(Students) identify, describe and discuss characteristics of their own and others’ arts works.

Sample 2

Students used cards to illustrate movement ideas for the dance prior to sharing with group.

Annotation

Creating and making – Level 2

• Uses text and imagery to record ideas for dance prior to sharing with group.
• Records body shapes and actions to be used in the dance.

Element of the standard

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

Sample 3

Part 1

Students looked at ideas and movement sequences being developed by other groups and offered some feedback.

Annotation

Creating and making – Level 2

• Describes movements created by another student.
• Uses language of dance to provide personal response explaining the appeal of a ‘favourite’ idea.

Elements of the standard

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

(Students) use skills, techniques, processes …

(Students) identify, describe and discuss characteristics of their own and others’ arts works.

Part 2

Annotation

Creating and making – Level 2

• Describes process of using cards to plan and remember order of movements in the dance.

Elements of the standard

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

(Students) use skills, techniques, processes …

(Students) identify, describe and discuss characteristics of their own and others’ arts works.

Part 3

Teacher guided student discussion about their response to another group’s dance. Students also discussed possible ways groups could refine their work.

Annotation

These annotations refer to the student discussion.

Creating and making – Level 2

• Identify and describe specific movements in the dance.
• Offer feedback to another group about ways to develop dance ideas.

Elements of the standard

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

(Students) use … skills, … processes …

(Students) identify, describe and discuss characteristics of their own and others’ arts works.

Sample 4

Students show a ‘work-in-progress’ presentation of their ‘supermarket’ dance works. Some aspects of the dance-making process including use of music are not shown.

Annotation

These annotation refer to the group performance.

Creating and making – Level 2

• Arranges movement ideas to create a sequence.
• Uses dance element of shape to create ‘trolleys’.
• Creates variety of pathways within dance.
• Combines unison and use of independent movement for each pair of dancers to create variety in the dance structure.

Elements of the standard

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

(Students) use skills, techniques, processes …

(Students) identify, describe and discuss characteristics of their own and others’ arts works.

Sample 5

Students show a ‘work-in-progress’ presentation of their ‘supermarket’ dance works. Some aspects of the dance-making process including use of music are not shown

Annotation

These annotations refer to the work of the student on the left (who leads the trolley driving sequence).

Creating and making – Level 2

• Stylises a range of everyday movements to create dance movements.
• Demonstrates movement memory through cueing of other dancers.
• Uses dance skills of mime and gesture effectively to communicate narrative.
• Varies speed of movements to create interest and contrast between sections of the dance.

Elements of the standard

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

(Students) use skills, techniques, processes …

(Students) identify, describe and discuss characteristics of their own and others’ arts works.

Sample 6

Students show a ‘work-in-progress’ presentation of their ‘supermarket’ dance works. Some aspects of the dance-making process including use of music are not shown

Annotation

These annotations refer to the work of the female student second from the right.

Creating and making – Level 2

• Stylises a range of everyday movements to create dance movements.
• Uses dance skills of mime, facial expression and gesture effectively to communicate narrative.
• Varies level and direction of movements to create interest and contrast between sections of the dance.

Elements of the standard

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

(Students) use skills, techniques, processes, …

(Students) identify, describe and discuss characteristics of their own and others’ arts works.

Sample 7

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.

Annotation

These annotations refer to the group performance.

Creating and making – Level 2

• Responds to teacher prompts in a structured improvisation to explore movement ideas for a ‘library’ dance.
• Uses a range of levels and shapes.

Elements of the standard

(Students) demonstrate an emerging ability to … make choices about expressive ways of using arts elements …

(Students) use skills, techniques, processes …

Sample 8

These students were given a set of cards with ‘action words’. Each action word was to be represented in a ‘library’ dance. Students devised and shared movements for each word and then collaborated to work out an order for the movements and to create transitions.

Annotation

Creating and making – Level 2

• Describes planning process for dance.
• Outlines group decision about movement sequences in the dance.

Elements of the standard

(Students) demonstrate an emerging ability to … make choices about expressive ways of using arts elements …

(Students) use skills, techniques, processes …

(Students) identify, describe and discuss characteristics of their own … arts works.

Sample 9

Annotation

Creating and making – Level 2

• Describes and discusses movements in own dance work.
• Explores ways of creating required movements in the dance.

Elements of the standard

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

(Students) use skills, techniques, processes …

(Students) identify, describe and discuss characteristics of their own and others’ arts works.

Sample 10

Part 1

Students first rehearse their work with teacher guidance. Additional instructions for the dance are that each movement sequence needs to occupy 8 beats. They then present their work-in-progress to the class.

Annotation

These annotations refer to the group performance.

Creating and making – Level 2

• Rehearses agreed movement sequence with teacher guidance.
• Uses movements featuring whole body and specific body parts to create variety.

Elements of the standard

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

(Students) use skills, techniques, processes …

(Students) identify, describe and discuss characteristics of their own and others’ arts works.

Part 2

Students first rehearse their work with teacher guidance. Additional instructions for the dance are that each movement sequence needs to occupy 8 beats. They then present their work-in-progress to the class.

Annotation

These annotations refer to the group performance.

Creating and making – Level 2

Rehearsal

• Maintains mostly accurate timing throughout dance.
• Uses a variety of levels, speeds, body parts and gestures.

Presentation

• Communicates confidently between group members giving a sense of energy throughout the dance.

Elements of the standard

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

(Students) use skills, techniques, processes …

(Students) identify, describe and discuss characteristics of their own and others’ arts works.

Sample 11

Students first rehearse their work with teacher guidance. Additional instructions for the dance are that each movement sequence needs to occupy 8 beats. They then present their work-in-progress to the class.

Annotation

These annotations refer to the group performance.

Creating and making – Level 2

Rehearsal

• Uses a variety of levels, speeds, body parts and gestures.
• Uses cards as prompts for remembering sequence of movements in the dance.
• Movements lack precision.

Presentation

• Introduces idea of walking in a circle to create confident opening for dance.
• Moves between group structures and individual movements.
• Communicates effectively within group to recover focus after some uncertainty about direction.

Elements of the standard

(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements …

(Students) use … skills … processes …

Sample 12

Annotation

Creating and making – Level 2

• Use language of dance to describe aspects of the work they had created and performed.
• Demonstrate physical actions from the dance to enhance description in the dance.
• Show awareness of own and others’ roles in the dance.
• Discuss feelings about aspects of the dance into descriptions of the movements.

Element of the standard

(Students) identify, describe and discuss characteristics of their own … arts works.

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