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.
The brief in this Assessment Activity is to compose a dance sequence inspired by the concept of tūrangawaewae. You will create movement ideas based on your own tūrangawaewae, and then combine these with others in your group to form a group composition. The final sequence must be 60–90 seconds in length. 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
Create one or two movements that explore a key idea about your personal tūrangawaewae.
Step 2
You will share your movements, and the idea you wish to communicate, with your group, and view their movements and ideas. As a group, discuss your ideas together and find ways to combine these movements using the elements of dance. For example you could:
- 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 that the movements you develop should help you to communicate your group’s ideas about tūrangawaewae.
As a group, you will weave your movements together into a sequence that will be 60–90 seconds long.
With your teacher, you will choose a piece of accompaniment (music, silence, sound, or text) that best suits your dance and the ideas you wish to communicate through your composition.
Step 3
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 ideas 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 be refined.
Step 4
As a group, complete a Statement of Intention for your final sequence. This Statement should include a clear statement identifying the specific ideas about tūrangawaewae your group has 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 5
Once you have your final choreography, you will rehearse the dance sequence and present it for assessment.
The brief in this Assessment Activity is to compose a dance sequence inspired by the concept of tūrangawaewae. You will create movement ideas based on your own tūrangawaewae, and then combine these with others in your group to form a group composition. The final sequence must be 60–90 seconds in length. 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
Create one or two movements that explore a key idea about your personal tūrangawaewae.
Step 2
You will share your movements, and the idea you wish to communicate, with your group, and view their movements and ideas. As a group, discuss your ideas together and find ways to combine these movements using the elements of dance. For example you could:
- 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 that the movements you develop should help you to communicate your group’s ideas about tūrangawaewae.
As a group, you will weave your movements together into a sequence that will be 60–90 seconds long.
With your teacher, you will choose a piece of accompaniment (music, silence, sound, or text) that best suits your dance and the ideas you wish to communicate through your composition.
Step 3
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 ideas 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 be refined.
Step 4
As a group, complete a Statement of Intention for your final sequence. This Statement should include a clear statement identifying the specific ideas about tūrangawaewae your group has 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 5
Once you have your final choreography, you will rehearse the dance sequence and present it for assessment.
How to present your learning
You will perform 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 a Statement of Intention. This Statement of Intention 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 perform 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 a Statement of Intention. This Statement of Intention 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 performance. You will then share your work with your classmates and teacher.
You will spend approximately 3–4 weeks exploring material, developing your sequence, and rehearsing this for performance. You will then share your work with your classmates and teacher.
Getting started
To get ready for this assessment, you will need to identify your tūrangawaewae — this is the place where you are from or feel most connected to. Your teacher will guide you to collect material about your tūrangawaewae (for example, images, words, and objects).
You will also 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 connections to a place as inspiration.
To get ready for this assessment, you will need to identify your tūrangawaewae — this is the place where you are from or feel most connected to. Your teacher will guide you to collect material about your tūrangawaewae (for example, images, words, and objects).
You will also 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 connections to a place 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.
The brief in this Assessment Activity is to compose a dance sequence inspired by the concept of tūrangawaewae. You will create movement ideas based on your own tūrangawaewae, and then combine these with others in your group to form a group composition. The final sequence must be 60–90 seconds in length. 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
Create one or two movements that explore a key idea about your personal tūrangawaewae.
Step 2
You will share your movements, and the idea you wish to communicate, with your group, and view their movements and ideas. As a group, discuss your ideas together and find ways to combine these movements using the elements of dance. For example you could:
- 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 that the movements you develop should help you to communicate your group’s ideas about tūrangawaewae.
As a group, you will weave your movements together into a sequence that will be 60–90 seconds long.
With your teacher, you will choose a piece of accompaniment (music, silence, sound, or text) that best suits your dance and the ideas you wish to communicate through your composition.
Step 3
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 ideas 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 be refined.
Step 4
As a group, complete a Statement of Intention for your final sequence. This Statement should include a clear statement identifying the specific ideas about tūrangawaewae your group has 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 5
Once you have your final choreography, you will rehearse the dance sequence and present it for assessment.
The brief in this Assessment Activity is to compose a dance sequence inspired by the concept of tūrangawaewae. You will create movement ideas based on your own tūrangawaewae, and then combine these with others in your group to form a group composition. The final sequence must be 60–90 seconds in length. 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
Create one or two movements that explore a key idea about your personal tūrangawaewae.
Step 2
You will share your movements, and the idea you wish to communicate, with your group, and view their movements and ideas. As a group, discuss your ideas together and find ways to combine these movements using the elements of dance. For example you could:
- 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 that the movements you develop should help you to communicate your group’s ideas about tūrangawaewae.
As a group, you will weave your movements together into a sequence that will be 60–90 seconds long.
With your teacher, you will choose a piece of accompaniment (music, silence, sound, or text) that best suits your dance and the ideas you wish to communicate through your composition.
Step 3
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 ideas 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 be refined.
Step 4
As a group, complete a Statement of Intention for your final sequence. This Statement should include a clear statement identifying the specific ideas about tūrangawaewae your group has 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 5
Once you have your final choreography, you will rehearse the dance sequence and present it for assessment.
How to present your learning
You will perform 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 a Statement of Intention. This Statement of Intention 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 perform 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 a Statement of Intention. This Statement of Intention 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 performance. You will then share your work with your classmates and teacher.
You will spend approximately 3–4 weeks exploring material, developing your sequence, and rehearsing this for performance. You will then share your work with your classmates and teacher.
Getting started
To get ready for this assessment, you will need to identify your tūrangawaewae — this is the place where you are from or feel most connected to. Your teacher will guide you to collect material about your tūrangawaewae (for example, images, words, and objects).
You will also 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 connections to a place as inspiration.
To get ready for this assessment, you will need to identify your tūrangawaewae — this is the place where you are from or feel most connected to. Your teacher will guide you to collect material about your tūrangawaewae (for example, images, words, and objects).
You will also 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 connections to a place as inspiration.