Opportunities for learners to explore a range of dance genres and styles should be provided within a year’s programme. This could involve:

• learning sequences from a teacher, video, external tutor, or classmate
• looking at examples of different dance genres and styles
• discussion of the characteristics of dance genres and styles
  • This could also contribute to work for Achievement Standard 1.3 Demonstrate understanding of the relationship between cultural context and key features of a dance genre or style.
• extending learning by having students research dance styles and teach findings to peers
  • This might include clothing and props, typical movements, performance contexts etc.
  • This could also contribute to work for Achievement Standard 1.3 Demonstrate understanding of the relationship between cultural context and key features of a dance genre or style.
• working collaboratively in groups to explore and dance.

For this Assessment Activity, ākonga should perform sequences which derive from two different dance styles or genres from around the world. Teachers should select styles or genres that will give ākonga the best opportunity to demonstrate a range of performance skills. Teachers should also consider the cultural backgrounds and interests of ākonga in their selection.

The dance sequences could be social or cultural dances, or more contemporary forms. Examples of different dance genres or styles that could be used for this Standard include:

• haka
• ura
• sasa
• Chinese fan dance
• breakdance
• Bollywood.

Recording sequences during rehearsal

Recording the sequences during rehearsal may be of benefit to the students. Devices may be required to use the recordings for individual rehearsals outside of class time.

Dance performance assessment

Performances will be assessed live. A recording is required for moderation purposes. Students are not required to perform in front of an audience.

A Statement of Intention conveying the purpose of each sequence must be submitted. This Statement is not assessed but will support assessor judgement and moderation. The Statement will be around 50 words in length and can be in written or oral form. It may be submitted by the student (or group of students), the teacher, or a guest choreographer.

Assessment recordings should use a stable camera (not hand-held) on a mid or wide shot with minimal panning and no editing. The camera should be centre front of the performance.

Costumes are not required but teachers may wish to specify appropriate clothing, such as footwear, that will assist students to clearly show their movements and enhance the expression of the genre or style being performed. It is recommended that students do not perform in socks due to slip potential affecting size of movement, weight transfer, and confidence.