What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
In this Assessment Activity, the brief is to compose a dance sequence inspired by a whakataukī. The sequence must be 60–90 seconds in length and should communicate the key ideas from the whakataukī that you have explored as a group. You will perform and record your final sequence for assessment. As a group, you will also submit a Statement of Intention for your sequence.
To individually meet the Standard, it is important that you participate fully in the development, rehearsal and presentation phases of this Assessment Activity.
Step 1
Your teacher will help you to explore a range of whakataukī: proverbial sayings, ancestral knowledge, and advice. Working in small groups, your group will choose one whakataukī.
Your whakataukī should provide you with an idea, concept, or theme to explore through your dance sequence. You may like to consider a whakataukī that is connected to your local iwi or school, or is personally meaningful to you.
Examples of whakataukī include:
- Iti noa ana he pito mata. From the withered tree, a flower blooms.
- Whāia te iti kahurangi ki te tūohu koe me he maunga teitei. Seek the treasure you value most dearly: if you bow your head, let it be to a lofty mountain.
- Waiho i te toipoto, kaua i te toiroa. Let us keep close together, not far apart.
It is important to select the whakataukī in consultation with your teacher.
Step 2
As a group, discuss the meaning and key ideas that are communicated in the whakataukī. You will be basing your sequence on one of these ideas. Check with your teacher to confirm that your chosen idea is appropriate.
Step 3
With your group, compose a dance sequence that communicates the idea in your whakataukī. As a starting point you could:
- explore a variety of movements that communicate the idea in the whakataukī
- explore a variety of group shapes.
Share your movement ideas and find ways to combine these movements using the elements of dance. For example you could:
- explore ways to transition in and out of group shapes
- create pathways to travel to connect non-locomotor movements
- increase or decrease tempos
- perform movement on different levels or with different body parts
- explore various spatial formations, facings, and points of focus
- explore unison and canon
- explore energy qualities.
Remember the movements you develop should help you to communicate the idea from your chosen whakataukī.
Step 4
Edit your sequence, based on feedback from your teacher and peers. Consider how you might develop and refine your use of dance elements and movements to create impact. The sequencing and variations in movements should help you to communicate your idea in a clear and interesting way. For example, an inventive sequence may include:
- movement choices that are unusual or unexpected
- variation in repetition, facings, formations, and energy quality
- complementary or contrasting use of body shapes, movements, and levels.
It will be useful to record your work during the development process. This will help you to see your work from an outside perspective, and to reflect on how your sequence can refined.
Step 5
As a group, complete a Statement of Intention for your final sequence. This Statement should include the whakataukī you selected (along with an English language translation), and a clear statement identifying the specific idea you have chosen to communicate in the sequence. This Statement of Intention could be in written format (around 50 words) or as a voice or video recording. Only one Statement of Intention is required for your group.
Step 6
Once you have your final choreography, you will rehearse the dance sequence and present it for assessment.
In this Assessment Activity, the brief is to compose a dance sequence inspired by a whakataukī. The sequence must be 60–90 seconds in length and should communicate the key ideas from the whakataukī that you have explored as a group. You will perform and record your final sequence for assessment. As a group, you will also submit a Statement of Intention for your sequence.
To individually meet the Standard, it is important that you participate fully in the development, rehearsal and presentation phases of this Assessment Activity.
Step 1
Your teacher will help you to explore a range of whakataukī: proverbial sayings, ancestral knowledge, and advice. Working in small groups, your group will choose one whakataukī.
Your whakataukī should provide you with an idea, concept, or theme to explore through your dance sequence. You may like to consider a whakataukī that is connected to your local iwi or school, or is personally meaningful to you.
Examples of whakataukī include:
- Iti noa ana he pito mata. From the withered tree, a flower blooms.
- Whāia te iti kahurangi ki te tūohu koe me he maunga teitei. Seek the treasure you value most dearly: if you bow your head, let it be to a lofty mountain.
- Waiho i te toipoto, kaua i te toiroa. Let us keep close together, not far apart.
It is important to select the whakataukī in consultation with your teacher.
Step 2
As a group, discuss the meaning and key ideas that are communicated in the whakataukī. You will be basing your sequence on one of these ideas. Check with your teacher to confirm that your chosen idea is appropriate.
Step 3
With your group, compose a dance sequence that communicates the idea in your whakataukī. As a starting point you could:
- explore a variety of movements that communicate the idea in the whakataukī
- explore a variety of group shapes.
Share your movement ideas and find ways to combine these movements using the elements of dance. For example you could:
- explore ways to transition in and out of group shapes
- create pathways to travel to connect non-locomotor movements
- increase or decrease tempos
- perform movement on different levels or with different body parts
- explore various spatial formations, facings, and points of focus
- explore unison and canon
- explore energy qualities.
Remember the movements you develop should help you to communicate the idea from your chosen whakataukī.
Step 4
Edit your sequence, based on feedback from your teacher and peers. Consider how you might develop and refine your use of dance elements and movements to create impact. The sequencing and variations in movements should help you to communicate your idea in a clear and interesting way. For example, an inventive sequence may include:
- movement choices that are unusual or unexpected
- variation in repetition, facings, formations, and energy quality
- complementary or contrasting use of body shapes, movements, and levels.
It will be useful to record your work during the development process. This will help you to see your work from an outside perspective, and to reflect on how your sequence can refined.
Step 5
As a group, complete a Statement of Intention for your final sequence. This Statement should include the whakataukī you selected (along with an English language translation), and a clear statement identifying the specific idea you have chosen to communicate in the sequence. This Statement of Intention could be in written format (around 50 words) or as a voice or video recording. Only one Statement of Intention is required for your group.
Step 6
Once you have your final choreography, you will rehearse the dance sequence and present it for assessment.
How to present your learning
You will present the final sequence at the end of a rehearsal process. Your presentation will be recorded in class to document your work. Your submitted sequence must be 60–90 seconds in length.
To individually meet the Standard, your dance sequence must meet the criteria, and your teacher must be able to confirm you have met the requirements of the Standard fully in the development process. Your teacher will determine your contribution by observing your participation in the development of ideas and talking with you about your work. Presenting the choreography accurately is also evidence of your individual participation.
Costuming is not required, although your clothing should allow you to fully express the movements within the choreography.
Your group must also submit the Statement of Intention for your choreography (see Step 5). This could be in written format (around 50 words) or be a voice or video recording.
For this Assessment Activity, you will not be assessed on your performance skills but on your composition. However, it is important that you perform the sequence clearly so that the details of your composition decisions can be seen.
You will present the final sequence at the end of a rehearsal process. Your presentation will be recorded in class to document your work. Your submitted sequence must be 60–90 seconds in length.
To individually meet the Standard, your dance sequence must meet the criteria, and your teacher must be able to confirm you have met the requirements of the Standard fully in the development process. Your teacher will determine your contribution by observing your participation in the development of ideas and talking with you about your work. Presenting the choreography accurately is also evidence of your individual participation.
Costuming is not required, although your clothing should allow you to fully express the movements within the choreography.
Your group must also submit the Statement of Intention for your choreography (see Step 5). This could be in written format (around 50 words) or be a voice or video recording.
For this Assessment Activity, you will not be assessed on your performance skills but on your composition. However, it is important that you perform the sequence clearly so that the details of your composition decisions can be seen.
Timeframe
You will spend approximately 3–4 weeks exploring material, developing your sequence, and rehearsing this for your presentation. You will then perform your work for your classmates and teacher.
You will spend approximately 3–4 weeks exploring material, developing your sequence, and rehearsing this for your presentation. You will then perform your work for your classmates and teacher.
Getting started
To get ready for this assessment, you will take part in different choreographic exercises with students in your class. Exploring dance elements will help you to have more variety in your movement and add interest to your dance sequences. You could view examples of dance from local and international dance companies, and think about the ways dance elements have been used to create impact. You might also like to explore works that have used a whakataukī or proverb as inspiration.
To get ready for this assessment, you will take part in different choreographic exercises with students in your class. Exploring dance elements will help you to have more variety in your movement and add interest to your dance sequences. You could view examples of dance from local and international dance companies, and think about the ways dance elements have been used to create impact. You might also like to explore works that have used a whakataukī or proverb as inspiration.
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
In this Assessment Activity, the brief is to compose a dance sequence inspired by a whakataukī. The sequence must be 60–90 seconds in length and should communicate the key ideas from the whakataukī that you have explored as a group. You will perform and record your final sequence for assessment. As a group, you will also submit a Statement of Intention for your sequence.
To individually meet the Standard, it is important that you participate fully in the development, rehearsal and presentation phases of this Assessment Activity.
Step 1
Your teacher will help you to explore a range of whakataukī: proverbial sayings, ancestral knowledge, and advice. Working in small groups, your group will choose one whakataukī.
Your whakataukī should provide you with an idea, concept, or theme to explore through your dance sequence. You may like to consider a whakataukī that is connected to your local iwi or school, or is personally meaningful to you.
Examples of whakataukī include:
- Iti noa ana he pito mata. From the withered tree, a flower blooms.
- Whāia te iti kahurangi ki te tūohu koe me he maunga teitei. Seek the treasure you value most dearly: if you bow your head, let it be to a lofty mountain.
- Waiho i te toipoto, kaua i te toiroa. Let us keep close together, not far apart.
It is important to select the whakataukī in consultation with your teacher.
Step 2
As a group, discuss the meaning and key ideas that are communicated in the whakataukī. You will be basing your sequence on one of these ideas. Check with your teacher to confirm that your chosen idea is appropriate.
Step 3
With your group, compose a dance sequence that communicates the idea in your whakataukī. As a starting point you could:
- explore a variety of movements that communicate the idea in the whakataukī
- explore a variety of group shapes.
Share your movement ideas and find ways to combine these movements using the elements of dance. For example you could:
- explore ways to transition in and out of group shapes
- create pathways to travel to connect non-locomotor movements
- increase or decrease tempos
- perform movement on different levels or with different body parts
- explore various spatial formations, facings, and points of focus
- explore unison and canon
- explore energy qualities.
Remember the movements you develop should help you to communicate the idea from your chosen whakataukī.
Step 4
Edit your sequence, based on feedback from your teacher and peers. Consider how you might develop and refine your use of dance elements and movements to create impact. The sequencing and variations in movements should help you to communicate your idea in a clear and interesting way. For example, an inventive sequence may include:
- movement choices that are unusual or unexpected
- variation in repetition, facings, formations, and energy quality
- complementary or contrasting use of body shapes, movements, and levels.
It will be useful to record your work during the development process. This will help you to see your work from an outside perspective, and to reflect on how your sequence can refined.
Step 5
As a group, complete a Statement of Intention for your final sequence. This Statement should include the whakataukī you selected (along with an English language translation), and a clear statement identifying the specific idea you have chosen to communicate in the sequence. This Statement of Intention could be in written format (around 50 words) or as a voice or video recording. Only one Statement of Intention is required for your group.
Step 6
Once you have your final choreography, you will rehearse the dance sequence and present it for assessment.
In this Assessment Activity, the brief is to compose a dance sequence inspired by a whakataukī. The sequence must be 60–90 seconds in length and should communicate the key ideas from the whakataukī that you have explored as a group. You will perform and record your final sequence for assessment. As a group, you will also submit a Statement of Intention for your sequence.
To individually meet the Standard, it is important that you participate fully in the development, rehearsal and presentation phases of this Assessment Activity.
Step 1
Your teacher will help you to explore a range of whakataukī: proverbial sayings, ancestral knowledge, and advice. Working in small groups, your group will choose one whakataukī.
Your whakataukī should provide you with an idea, concept, or theme to explore through your dance sequence. You may like to consider a whakataukī that is connected to your local iwi or school, or is personally meaningful to you.
Examples of whakataukī include:
- Iti noa ana he pito mata. From the withered tree, a flower blooms.
- Whāia te iti kahurangi ki te tūohu koe me he maunga teitei. Seek the treasure you value most dearly: if you bow your head, let it be to a lofty mountain.
- Waiho i te toipoto, kaua i te toiroa. Let us keep close together, not far apart.
It is important to select the whakataukī in consultation with your teacher.
Step 2
As a group, discuss the meaning and key ideas that are communicated in the whakataukī. You will be basing your sequence on one of these ideas. Check with your teacher to confirm that your chosen idea is appropriate.
Step 3
With your group, compose a dance sequence that communicates the idea in your whakataukī. As a starting point you could:
- explore a variety of movements that communicate the idea in the whakataukī
- explore a variety of group shapes.
Share your movement ideas and find ways to combine these movements using the elements of dance. For example you could:
- explore ways to transition in and out of group shapes
- create pathways to travel to connect non-locomotor movements
- increase or decrease tempos
- perform movement on different levels or with different body parts
- explore various spatial formations, facings, and points of focus
- explore unison and canon
- explore energy qualities.
Remember the movements you develop should help you to communicate the idea from your chosen whakataukī.
Step 4
Edit your sequence, based on feedback from your teacher and peers. Consider how you might develop and refine your use of dance elements and movements to create impact. The sequencing and variations in movements should help you to communicate your idea in a clear and interesting way. For example, an inventive sequence may include:
- movement choices that are unusual or unexpected
- variation in repetition, facings, formations, and energy quality
- complementary or contrasting use of body shapes, movements, and levels.
It will be useful to record your work during the development process. This will help you to see your work from an outside perspective, and to reflect on how your sequence can refined.
Step 5
As a group, complete a Statement of Intention for your final sequence. This Statement should include the whakataukī you selected (along with an English language translation), and a clear statement identifying the specific idea you have chosen to communicate in the sequence. This Statement of Intention could be in written format (around 50 words) or as a voice or video recording. Only one Statement of Intention is required for your group.
Step 6
Once you have your final choreography, you will rehearse the dance sequence and present it for assessment.
How to present your learning
You will present the final sequence at the end of a rehearsal process. Your presentation will be recorded in class to document your work. Your submitted sequence must be 60–90 seconds in length.
To individually meet the Standard, your dance sequence must meet the criteria, and your teacher must be able to confirm you have met the requirements of the Standard fully in the development process. Your teacher will determine your contribution by observing your participation in the development of ideas and talking with you about your work. Presenting the choreography accurately is also evidence of your individual participation.
Costuming is not required, although your clothing should allow you to fully express the movements within the choreography.
Your group must also submit the Statement of Intention for your choreography (see Step 5). This could be in written format (around 50 words) or be a voice or video recording.
For this Assessment Activity, you will not be assessed on your performance skills but on your composition. However, it is important that you perform the sequence clearly so that the details of your composition decisions can be seen.
You will present the final sequence at the end of a rehearsal process. Your presentation will be recorded in class to document your work. Your submitted sequence must be 60–90 seconds in length.
To individually meet the Standard, your dance sequence must meet the criteria, and your teacher must be able to confirm you have met the requirements of the Standard fully in the development process. Your teacher will determine your contribution by observing your participation in the development of ideas and talking with you about your work. Presenting the choreography accurately is also evidence of your individual participation.
Costuming is not required, although your clothing should allow you to fully express the movements within the choreography.
Your group must also submit the Statement of Intention for your choreography (see Step 5). This could be in written format (around 50 words) or be a voice or video recording.
For this Assessment Activity, you will not be assessed on your performance skills but on your composition. However, it is important that you perform the sequence clearly so that the details of your composition decisions can be seen.
Timeframe
You will spend approximately 3–4 weeks exploring material, developing your sequence, and rehearsing this for your presentation. You will then perform your work for your classmates and teacher.
You will spend approximately 3–4 weeks exploring material, developing your sequence, and rehearsing this for your presentation. You will then perform your work for your classmates and teacher.
Getting started
To get ready for this assessment, you will take part in different choreographic exercises with students in your class. Exploring dance elements will help you to have more variety in your movement and add interest to your dance sequences. You could view examples of dance from local and international dance companies, and think about the ways dance elements have been used to create impact. You might also like to explore works that have used a whakataukī or proverb as inspiration.
To get ready for this assessment, you will take part in different choreographic exercises with students in your class. Exploring dance elements will help you to have more variety in your movement and add interest to your dance sequences. You could view examples of dance from local and international dance companies, and think about the ways dance elements have been used to create impact. You might also like to explore works that have used a whakataukī or proverb as inspiration.