Level 3 Dance Internal Assessment Resource

Internal assessment resource Dance 3.5B for Achievement Standard 91592

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Internal Assessment Resource

Dance Level 3

This resource supports assessment against:
Achievement Standard 91592
Perform a repertoire of contrasting dances
Resource title: Haka Time
6 credits
This resource:

Clarifies the requirements of the standard
Supports good assessment practice
Should be subjected to the school’s usual assessment quality assurance process
Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published by Ministry of Education / December 2012
To support internal assessment from 2013
Quality assurance status / These materials have been quality assured by NZQA. NZQA Approved number A-A-12-2012-91592-01-6055
Authenticity of evidence / Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Internal assessment resource Dance 3.5B for Achievement Standard 91592

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Internal Assessment Resource

Draft standard Dance 3.5 Perform a repertoire of contrasting dances

Resource reference: Dance 3.5B

Resource title: Haka Time

Credits: 6

Teacher guidelines

The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard Dance 91592.The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

This activity requires students to perform a repertoire of three contrasting dances during their involvement in performing for a festival of Māori dance. Although the students will perform more dances for the festival, the haka, waiata-a-ringa and the poi have been selected to make up the repertoire, which students will learn and perform for this assessment.

While the three dances are all derived from the same broad genre of Māori dance they each require different movement vocabularies and have distinct stylistic requirements.

Conditions

As participation in the festival is commonly an extra-curricular event, it is suggested that this assessment activity will take place over 6-12 weeks of (mostly) out-of-class time. Adjust this to suit your students.

The students will learn and perform the dances as a whole group but will be assessed individually.

Each dance in the repertoire will need to be at least 2 minutes in length.

The performances will be filmed for moderation purposes.

Resource requirements

Appropriate clothing
Props if required
A video camera and tripod to record assessment evidence

Additional information

The material you choose needs to provide the opportunity for students to be actively involved in dance performance for at least 2 minutes in each of three contrasting dances to meet the intended outcomes of the achievement standard.

It is important for teachers to modify and change the context of this assessment resource to suit their own students or local circumstances.

Teachers may adapt the task to suit different cultural groups or may make different choices of items for the repertoire. Although this activity relates to dances from one broad genre it is possible that students could perform dances from three different genres. For example, students could perform dances from three different Pacific Islands or perform a traditional waiata-a-ringa, a fusion of Māori and contemporary dance and a contemporary dance to make up the repertoire.

Each dance needs to contrast stylistically. This might involve clearly contrasting movement vocabulary or a clear difference in the way similar vocabulary is required to be performed.

Teacher and student feedback on each stage of the learning and rehearsing of the dances is encouraged.

It is important to note that the student’s “understanding of the distinct stylistic requirements of the dances”, for this standard is assessed through the observation of their physical performance. The collection, handing in or recording of written or verbal explanations or commentaries where students’ justify that understanding is not required. The understanding will be clear, through their performance.

Please note that a selection of possible modifications and adaptations to suit different school or student circumstances are suggested on the student instructions sheet below

Internal assessment resource Dance 3.5B for Achievement Standard 91592

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Internal Assessment Resource

Achievement Standard Dance 91592: Perform a repertoire of contrasting dances

Resource reference: Dance 3.5B

Resource title: Haka Time

Credits: 6

Achievement / Achievement with Merit / Achievement with
Excellence
Perform a repertoire of contrasting dances. / Perform a repertoire of contrasting dances showing understanding of the distinct stylistic requirements of the dances. / Perform a repertoire of contrasting dances showing indepth understanding of the distinct stylistic requirements of the dances.

Student instructions

Introduction

This assessment activity requires you to perform a repertoire of three contrasting dances for a festival of Māori dance.

Although you will perform more dances for the festival, three dances have been selected for assessment in this activity. The dances that have been selected are the waiata-a-ringa, the haka and the poi dance. Each of these dances has a distinct movement vocabulary and distinct stylistic requirements. For assessment, you will aim to show (through your performance) an in-depth understanding of the stylistic requirements of each of the dances.

Each dance will be approximately 2-4 minutes long. You will be assessed on your performance at the dress rehearsal at school the week before the festival performance. You will not receive a grade for each dance – your teacher will assess your performance across all three dances. The performance of each dance will be filmed for moderation purposes.

Teacher note: The actual festival performance could be used as a reassessment opportunity. This task could also be modified to suit other cultural dances involved in festival performances or dances performed in other contexts.

Task:

You will learn, rehearse and perform a haka, waiata-a-ringa and poi dance to show your understanding of the different stylistic requirements of each dance. You will show your understanding by physically demonstrating the vocabulary, the movement qualities and the ideas in each dance. Before assessment, you will need to complete a series of important tasks, outlined below.

Preparation and Rehearsals

attend a series of scheduled rehearsals
learn each dance as instructed by the choreographer or tutor
practice the dances in and out of rehearsal time - make your movements clear, controlled, and accurate
develop an understanding of the variations in the dynamic or energy qualities required for each dance
understand the different themes or ideas you are communicating in each dance

Performance

Perform the full repertoire of three contrasting dances
Show your understanding of the different stylistic requirements for each dance in the repertoire by physically demonstrating the vocabulary, the movement qualities and the ideas in each dance.

Teacher note: The stylistic requirements below can be changed to match the actual dances that the students will be performing. For example, the reference to weapons can be removed if no weapons are required in the haka and the meaning of each dance can be referred to in more detail. The requirements can also be modified to suit other cultural dances or dances performed in other contexts.

Dance One:Haka

For the haka performance you may be asked to show the following stylistic requirements:

maintaining of the stressed beat by the legs in the takahia throughout the performance
erect posture with wide stance and a straight spine
arms providing the dynamics with stabbing movements and strong body percussion on stressed beats
intense energy but very controlled movements
dexterity of weapon manipulation
a strong voice
tension in the face and body
girls maintaining haka of taha-wahine (feminine qualities)

Dance Two:Waiata-a-ringa

For the waiata-a-ringa performance you may be asked to show the following stylistic requirements:

arms movements are clear, controlled and accurate
stressed beat maintained by legs in takahia
eyes and head follow the movement of the right hand
maintaining of the singing
expressing your understanding of the ideas in the song through the movements
focusing out towards the audience and communicating the ideas/message to the audience
a flow from one movement to the next
maintaining of the wiri, with no break at the wrist and the hand not isolated from the lower arm
inclusion of spontaneous gestures such as pukana
providing a convincing performance of the movement showing that you clearly understand the words of the action song.

Dance Three:Poi

For the poi performance you may be asked to show the following stylistic requirements:

controlled twirl and correct catches of the poi
very accurate timing
following of the poi with head movements
supple wrists, dexterity and graceful movements
maintaining of the intricate patterns
maintaining of the audible rhythm
maintaining of the singing.

Internal assessment resource Dance 3.5B for Achievement Standard 91592

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Assessment schedule: Dance 91592 Haka Time

Evidence/Judgments for Achievement / Evidence/Judgments for Achievement with Merit / Evidence/Judgments for Achievement with Excellence
The student performs a repertoire of three contrasting Māori dances each at least 2 minutes long.
This means, as required by the choreography, the student:

Reproduces the movement vocabulary for each of the three dances
Demonstrates generally accurate timing and spatial awareness in each of the three dances
Conveys aspects of the different ideas of each of the three dances.

For example when performing the contrasting Māori dances the student:

Reproduces the movement required for the waiata-a-ringa, haka and poi dance
Maintains the singing or chanting required for each dance
Performs with generally accurate timing for each of the three dances
Maintains the spacing required for each dance especially during transitions
Shows some awareness of the meaning of each of the dances

The examples above relate to only part of what is required, and are just indicative. / The student performs a repertoire of three contrasting Māori dances each at least 2 minutes long with understanding of the distinct stylistic requirements of the dances.
This means, as required by the choreography, the student:

Reproduces the movement vocabulary for each of the three dances with clarity including appropriate posture for each dance
Demonstrates consistently accurate timing in each of the three dances
Performs with clear focus and expression appropriate to each of the three dances
Conveys the different ideas, mood and feelings behind each of the three dances.

For example when performing the contrasting Māori dances the student:

Reproduces the movement required for the waiata-a-ringa, haka and poi dance, clearly and accurately
Performs with accurate timing, contributing to the audible rhythm provided by body percussion, maintaining takahia and controlling the twirl and catches of the poi
Focuses the head on the poi movements and hand movements in waiata-a-ringa as well as out to the audience to communicate the ideas
Performs movement convincingly showing that the performer clearly understands the words of the songs or chants

The examples above relate to only part of what is required, and are just indicative. / The student performs a repertoire of three contrasting Māori dances, each at least 2 minutes long with in-depth understanding of the distinct stylistic requirements of each dance.
This means, as required by the choreography, the student:

Reproduces the movement vocabulary of each of the three dances with clarity including displaying contrasting details
Demonstrates use of varied dynamics and flow appropriate to each dance
Conveys the emotional content and expressiveness of each of the contrasting dances

For example when performing the contrasting Māori dances the student:

Includes spontaneous gestures such as pukana appropriately
Maintaining a smooth flow from one movement to the next
Differentiates the dynamics by, for example:
showing the stabbing movements of the haka contrasted with the flow of hand movements required by the action song
performing similar movements with different dynamics appropriate to the style e.g. using a strong aggressive movement to strike the chest in the haka to dramatically portray the emotion or meaning and using a gentle tap to strike the chest in a waiata-a-ringa referring to same emotion but not dramatically portraying it.
Uses the head and eyes convincingly to engage with the audience where appropriate and to convey meaning of each of the dances.

The examples above relate to only part of what is required, and are just indicative.

Final grades will be decided using professional judgment based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.