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Dance (VCE VET) Examination Criteria

Performance Examination - October

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Description

Contribution to study score – 50%

The performance examination is designed to assess the students’ technical ability and interpretive skills in performance.

The examination will be assessed by a panel of three examiners, using criteria published annually by the Victorian Curriculum and Assessment Authority (VCAA).

Students are required to perform two solo dances learnt from the dance repertoire of a choreographer/teacher. The two dances must not be in the same style. Each solo dance should be:

• presented as a single live uninterrupted performance
• in a distinct style (selected from ballet, jazz, contemporary, social, tap, Aboriginal Torres Strait Islander styles, or a nominated culturally specific style). See Appendix 1 for further clarification of dance styles
• of between two and seven minutes duration.

Each solo dance should also demonstrate achievement of the outcomes in the following modules

• VBJ677: Dance Technique – Elevation
• VBJ678: Dance Technique – Turning
• VBJ679: Dance Technique – Falling
• VBJ680: Dance Technique – Locomotion
• VBJ682: Dance Repertoire – Solo

Details of the performance must be provided on the 2008 Performance Program Sheet (provided on VASS by the VCAA prior to the examination period).  The student will be required to verify that there is no duplication in dances presented for this performance examination in any other Dance Performance examination.

Students should present their Student Advice Slips, Student Identification and 2008 Performance Program Sheet at the examination centre immediately prior to the commencement of the examination.

Performance examinations will be held in October.  Schools are advised of the date, time and location of the examination on the advice slip, which can be printed by schools from VASS. Advice slips will be available for printing on Monday 11 August 2008.

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Conditions

The two dances will be performed approximately 48 minutes apart. The time lapse between the two dances will give students the opportunity to rest and prepare themselves for the second dance.

Knowledge and understanding of safe dance principles developed in the above listed modules should be applied in all areas of performance work.

Venues will be selected which provide a non-slip surface of approximately 9 x 14 metres for students to perform on.

Students will need to allow sufficient time to warm up in a small area prior to their scheduled examination time. Each student will be given approximately four minutes to rehearse their dance in the performance space. This will give students an opportunity to orientate themselves prior to the actual examination. Students should endeavour to manage their practice time effectively and not physically exhaust themselves prior to the assessment of the performance. Students are not to enter the room until directed. Students may bring another student to operate the tape recorder or may request the assistance of the assessors. Teachers, parents and the general public are not permitted to enter the examination room or discuss any aspects of a performance with the assessors. 

Students must not bring into the examination room, or use, any substance that alters the surface of the floor, such as water, sand or other substance unless it is in a container and placed on a large mat provided by the student. 

Any recorded music/soundscapes must be presented in audio cassette format. A portable tape player will be supplied at the centres. CD, MD and record player are not available. It is important that a good quality sound recording is prepared that is sufficiently clear and audible for both assessors and students. It is recommended that students have sufficient ‘lead in’ time at the beginning of the tape and have a spare recording of the music. It is not possible for students to perform to live accompaniment.

Students should dance at a reasonable distance from the assessors. This distance should enable the assessors to assess all aspects of the student’s dance movements throughout the performance. 

If the performance is interrupted, the student should continue the dance as soon as possible after the interruption. The music will not be turned off unless the student has clearly indicated to the assessors that he/she does not wish to proceed with his/her performance.

Students need to wear a leotard or unitard (with a transparent skirt if appropriate) that enables the body to be seen clearly. Over-long trousers and non-transparent skirts are not suitable clothing for assessment. Other costumes may be worn if they are appropriate to the performance dance style. Covering the face at times, for example with a mask or hood, may be appropriate depending on the choreographer/teacher’s intention. Costume and make up are not criteria for assessment.

Appropriate dance footwear for the selected style must be worn when performing the solos in accordance with safe dance practice.  Socks are not appropriate. Students will not be permitted to dance in socks.

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Examination Criteria

Students should present two solos, each of which enables students to demonstrate a range of skills and to address each criterion.

The assessment criteria are grouped under two categories, techniques and interpretation. All criteria are used for each solo performed by the student and must be applied in relation to the dance style performed.

The following assessment criteria will be used in assessing both solo performances.

The student should demonstrate the following aspects of technique consistent with each selected dance style:

1. Correct posture including the appropriate use of muscle tone and the safe placement and alignment of the spine, shoulder girdle, hip, knee and ankle joints
2. Skill in creating appropriate body line and shapes using both upper and lower body parts
3. Skill in the use of elevation techniques involving:
4. • Balance
   • Flexibility
   • Transference of weight
   • Coordination
5. Skill in the use of turning techniques involving:
6. • Balance
   • Flexibility
   • Transference of weight
   • Coordination
7. Skill in the use of falling techniques involving:
8. • Balance
   • Flexibility
   • Transference of weight
   • Coordination
9. Skill in the use of locomotor techniques involving:
10. • Balance
    • Flexibility
    • Transference of weight
    • Coordination
11. Skill in the use of spatial arrangements including aerial and floor pathways.

The student should demonstrate the following aspects of interpretation consistent with each selected dance style:

1. Skill in the expressive use of dynamic qualities of movement
2. Skill in the use of sustained and appropriate stamina throughout the performance
3. Skill in the control of movement transitions to maintain the flow of movement throughout the performance
4. Skill in the expressive relationship between the movement and the music and/or sounds
5. Skill in performance presentation.

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Appendix 1

Advice to providers regarding the classification of dance styles.

Students are required to perform two solo dances learnt from the dance repertoire of a choreographer/teacher. The two dances must not be in the same style.

The following advice provides teachers/trainers with further clarification of dance styles that are identified in 21078VIC Certificate II in Dance. The classification of dance styles is for the purposes of scored assessment in VCE VET Dance. This is not a comprehensive list of individual dance styles but identifies the broad range from which students would normally select their solo performances.

If you are uncertain as to the classification of the dance style your student/s may be performing, please contact:

VCAA VET Unit
Tel: (03) 9651 4458

Dance Style	Style includes:
Ballet	Classical, Romantic, Neo Classical (‘pointe’ shoes are not compulsory)
Jazz	Commercial dance, Rap, Break, Hip Hop, Funk and other ‘new’ street techniques
Contemporary	Graham, Cunningham, Horton, Limon, Release Techniques, Post-Modernist approaches, an individual technique based upon one or more of these.
Social	All ballroom styles (without partner)
Tap	All tap styles
Aboriginal and Torres Strait Islander	All Aboriginal and Torres Strait Islander styles
A nominated culturally specific style	Folk, National, Character

 

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