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 a visual pattern. You will develop movement material that reflects the ideas this visual pattern represents.
This involves:
- exploring ideas and concepts
- developing movement material by applying the elements of dance in interesting and effective ways
- selecting and combining movements to communicate your ideas and to create effects.
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
Your teacher will provide you with images of visual patterns. These patterns may come from tapa cloth, kōwhaiwhai or another cultural or artistic tradition. As a group, choose one of these patterns as a stimulus for your dance sequence.
Think about the symbolic meanings of the pattern and its aesthetic qualities, such as the use of symmetry, curved lines, rotation, and repetition. You will draw on these ideas to create your dance sequence.
Explore the pattern physically. Choose and manipulate the elements of dance to convey your interpretation of the pattern. You might experiment with creating shapes and pathways, and explore a variety of body parts. You should focus on the ways you can integrate physical connection through movement in your dance sequence.
Step 2
Select the phrases and movements that are the most interesting or imaginative, and which creatively communicate the ideas of your visual pattern. Weave these phrases and movements together to create your group’s dance sequence.
Develop your sequence by considering points of focus, clarifying your choices in energy qualities, variations in groupings, facings, and use of time.
Choose a piece of accompaniment (music, silence, sound, or text) and share this with your teacher. Your teacher may provide a selection of music to help you.
Step 3
Edit your sequence, based on feedback from your teacher and peers. Consider how you might refine your use of dance elements and movements to create more 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 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 inspired by the pattern 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
Rehearse the dance sequence so that your compositional decisions are clear. You will present this to your teacher and classmates for assessment.
The brief in this Assessment Activity is to compose a dance sequence inspired by a visual pattern. You will develop movement material that reflects the ideas this visual pattern represents.
This involves:
- exploring ideas and concepts
- developing movement material by applying the elements of dance in interesting and effective ways
- selecting and combining movements to communicate your ideas and to create effects.
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
Your teacher will provide you with images of visual patterns. These patterns may come from tapa cloth, kōwhaiwhai or another cultural or artistic tradition. As a group, choose one of these patterns as a stimulus for your dance sequence.
Think about the symbolic meanings of the pattern and its aesthetic qualities, such as the use of symmetry, curved lines, rotation, and repetition. You will draw on these ideas to create your dance sequence.
Explore the pattern physically. Choose and manipulate the elements of dance to convey your interpretation of the pattern. You might experiment with creating shapes and pathways, and explore a variety of body parts. You should focus on the ways you can integrate physical connection through movement in your dance sequence.
Step 2
Select the phrases and movements that are the most interesting or imaginative, and which creatively communicate the ideas of your visual pattern. Weave these phrases and movements together to create your group’s dance sequence.
Develop your sequence by considering points of focus, clarifying your choices in energy qualities, variations in groupings, facings, and use of time.
Choose a piece of accompaniment (music, silence, sound, or text) and share this with your teacher. Your teacher may provide a selection of music to help you.
Step 3
Edit your sequence, based on feedback from your teacher and peers. Consider how you might refine your use of dance elements and movements to create more 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 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 inspired by the pattern 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
Rehearse the dance sequence so that your compositional decisions are clear. You will present this to your teacher and classmates for assessment.
How to present your learning
You will perform the final sequence at the end of 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 (see Step 4). 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 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 (see Step 4). 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 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 patterns and motifs found in visual art 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 patterns and motifs found in visual art as inspiration.
Student resources
Your teacher will provide you with a variety of images. You may also research online, talk to your whānau, look around your school, or visit your local library to find a variety of patterns to explore.
Your teacher will provide you with a variety of images. You may also research online, talk to your whānau, look around your school, or visit your local library to find a variety of patterns to explore.
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 a visual pattern. You will develop movement material that reflects the ideas this visual pattern represents.
This involves:
- exploring ideas and concepts
- developing movement material by applying the elements of dance in interesting and effective ways
- selecting and combining movements to communicate your ideas and to create effects.
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
Your teacher will provide you with images of visual patterns. These patterns may come from tapa cloth, kōwhaiwhai or another cultural or artistic tradition. As a group, choose one of these patterns as a stimulus for your dance sequence.
Think about the symbolic meanings of the pattern and its aesthetic qualities, such as the use of symmetry, curved lines, rotation, and repetition. You will draw on these ideas to create your dance sequence.
Explore the pattern physically. Choose and manipulate the elements of dance to convey your interpretation of the pattern. You might experiment with creating shapes and pathways, and explore a variety of body parts. You should focus on the ways you can integrate physical connection through movement in your dance sequence.
Step 2
Select the phrases and movements that are the most interesting or imaginative, and which creatively communicate the ideas of your visual pattern. Weave these phrases and movements together to create your group’s dance sequence.
Develop your sequence by considering points of focus, clarifying your choices in energy qualities, variations in groupings, facings, and use of time.
Choose a piece of accompaniment (music, silence, sound, or text) and share this with your teacher. Your teacher may provide a selection of music to help you.
Step 3
Edit your sequence, based on feedback from your teacher and peers. Consider how you might refine your use of dance elements and movements to create more 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 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 inspired by the pattern 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
Rehearse the dance sequence so that your compositional decisions are clear. You will present this to your teacher and classmates for assessment.
The brief in this Assessment Activity is to compose a dance sequence inspired by a visual pattern. You will develop movement material that reflects the ideas this visual pattern represents.
This involves:
- exploring ideas and concepts
- developing movement material by applying the elements of dance in interesting and effective ways
- selecting and combining movements to communicate your ideas and to create effects.
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
Your teacher will provide you with images of visual patterns. These patterns may come from tapa cloth, kōwhaiwhai or another cultural or artistic tradition. As a group, choose one of these patterns as a stimulus for your dance sequence.
Think about the symbolic meanings of the pattern and its aesthetic qualities, such as the use of symmetry, curved lines, rotation, and repetition. You will draw on these ideas to create your dance sequence.
Explore the pattern physically. Choose and manipulate the elements of dance to convey your interpretation of the pattern. You might experiment with creating shapes and pathways, and explore a variety of body parts. You should focus on the ways you can integrate physical connection through movement in your dance sequence.
Step 2
Select the phrases and movements that are the most interesting or imaginative, and which creatively communicate the ideas of your visual pattern. Weave these phrases and movements together to create your group’s dance sequence.
Develop your sequence by considering points of focus, clarifying your choices in energy qualities, variations in groupings, facings, and use of time.
Choose a piece of accompaniment (music, silence, sound, or text) and share this with your teacher. Your teacher may provide a selection of music to help you.
Step 3
Edit your sequence, based on feedback from your teacher and peers. Consider how you might refine your use of dance elements and movements to create more 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 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 inspired by the pattern 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
Rehearse the dance sequence so that your compositional decisions are clear. You will present this to your teacher and classmates for assessment.
How to present your learning
You will perform the final sequence at the end of 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 (see Step 4). 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 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 (see Step 4). 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 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 patterns and motifs found in visual art 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 patterns and motifs found in visual art as inspiration.
Student resources
Your teacher will provide you with a variety of images. You may also research online, talk to your whānau, look around your school, or visit your local library to find a variety of patterns to explore.
Your teacher will provide you with a variety of images. You may also research online, talk to your whānau, look around your school, or visit your local library to find a variety of patterns to explore.