Skip Ribbon Commands
Skip to main content
Sign In Skip to Content

Advice for teachers -
Dance

Unit 4 - Sample approaches to developing an assessment task

Outcome 1

The assessment task for Unit 4, Outcome 1 requires students to analyse a selected group dance work.

The analysis may be presented in one or both of the following formats:

  • responses to structured questions
  • a multimedia report.

The following is a possible process for preparing and presenting the analysis.

Task design

The task design should allow for equity across the class while catering for the needs of individual students.  For example, students respond to the same prompts or questions irrespective of the dance work they have studied. The assessment task must focus on the points listed for study in the Key knowledge and allow the students to demonstrate the listed Key skills.

Task conditions

The task is worth 50 marks and contributes 5 per cent to the VCE Dance study score.
Where possible, all students in a class are assessed under common conditions; for example, all students complete the task in the same session.

Preparing for the task

Students study a work selected from the VCE Dance Prescribed list for Unit 4, focusing on the:

  • intention of the work
  • movement vocabulary
  • spatial organisation and group structures
  • influences on choices made by the choreographer relating to the movement vocabulary
  • intention and influences of the choreographer and/or the work on other choreographers and/or their work on other artists, art forms and/or on society.

Teachers can provide a framework to assist students in taking appropriate notes as they analyse the work. For example, students might maintain a chart that identifies examples of movement vocabulary relating to aspects of the intention, or to influences on choices made by the choreographer.

Authentication

Authentication issues can be minimised if students all study the same dance work and complete the task at the same session. Students should not know the prompt for the task prior to undertaking the task.

Outcome 2 

This assessment task involves the dance-making analysis component of Unit 4 Outcome 2. The actual performance of the solo dance work is assessed in the external examination.

Developing an assessment task

Students present their analysis in one of the following formats:

  • responses to structured questions
  • a multimedia report.

For the former option, teachers can ask students a series of questions that vary in complexity, and that enable them to demonstrate the depth of their knowledge about the processes used in the choreography, rehearsal and performance of a solo dance work with a cohesive structure. For the second option (multimedia report), teachers can give students a series of prompts. For both formats, the following questions are a guide for teachers.

  • What choreographic process did you use? Provide details of the devices used.
  • How did you apply spatial organisation to vary phrases within the sections of your dance?
  • How did you manipulate the elements of spatial organisation? Discuss this to demonstrate your knowledge of each of the elements.
  • What is the relationship between movement and production elements (including music/soundscore) and how did you incorporate these into your work?
  • How did you realise your dance work through rehearsal, pre-performance and performance?
  • How did you develop and use artistry in your dance work? Provide full details and give reasons for your choices.
  • What was the intention of your dance?
  • In what ways did your work communicate this intention? Was it successful/unsuccessful? Explain.
  • How does your work fit the description of a cohesive solo?
  • How did you ensure you were using a safe dance practice?

Task design

The task design should allow for equity across the class while catering for the needs of individual students.  For example, all students should respond to the same prompts or questions.

Task conditions

The task is worth 50 marks and contributes 5 per cent to the VCE Dance study score.

Where possible all students in a class should be assessed under common conditions; for example, all students complete the task in the same session. The task should be undertaken under supervision; for example, examination conditions.

Preparing for the task

Students should maintain a journal/blog as they choreograph their cohesive solo dance work.
Teachers can provide a framework to assist students in taking appropriate notes as they analyse the work. For example, students might maintain a chart noting the use of the elements of spatial organisation and choreographic devices. Alternatively, they could maintain a timeline that documents how aspects of the movement vocabulary reflect the intention.

Authentication

Authentication issues can be minimised if students complete the task at the same session. Students should not be shown the prompts or structured questions for the task prior to them undertaking the task. If the students are allowed to use their choreographer’s journal as a resource during the task, it should have been authenticated by the teacher on a regular basis during development of the work, and again at the start of the assessment session.