Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.

We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard

The intent of this Standard is for ākonga to demonstrate understanding of dance elements and their use in communicating a purpose in a dance sequence. Ākonga are not required to choreograph the sequence they reflect on. A dance sequence may be choreographed by the teacher, a guest choreographer, a group of students, or the student themselves. A dance sequence may be performed as a solo, duo, or group. They are required to participate in the recorded presentation of the dance sequence. They draw on this practical knowledge in their analysis by giving examples from the sequence in their response. It is this embodied understanding that allows for a deeper exploration of the elements. This provides ākonga with a foundation they can build on in both choreography and dance performance at NCEA Levels 2 and 3. Ākonga are not assessed on performance skills in this Standard, but rather their understanding of the ways dance elements have been used to communicate a purpose.

Dance elements consist of:

• body (body shapes, body base, body parts, and locomotor and non-locomotor movements)
• space (level, size, range, place, focus, direction, and pathways)
• time (rhythm, tempo, beat, and accent)
• energy (weight and flow of movement — for example float, swing, sudden, smooth, sharp, percussive, vibratory, or explosive)
• relationships (how the body relates to itself, to others, and to the dance environment).

As part of a teaching and learning programme, ākonga should have the opportunity to explore and reflect on the use of dance elements in a variety of choreographic and performance experiences. They learn to identify and describe dance elements within choreography, and they demonstrate practical application of the elements through participation in movement activities and developed sequences. When viewing and responding to the work of others, ākonga learn to understand dance as movement language, and to identify the effects and impact of dance elements to communicate meaning (such as to create a particular mood, or to communicate specific ideas and concepts).

Making reliable judgements

The focus of this assessment is on the understanding of the use and effects of dance elements in relation to an identified purpose, not on performance skills. To meet the Standard, ākonga need to demonstrate their understanding of at least two dance elements, using examples from a dance sequence they have participated in. They will describe the purpose of this dance sequence, and the ways at least two elements are used in the sequence to communicate this purpose.

At higher levels of achievement, ākonga use critical thinking skills to explain the connections between the use of elements and the purpose of the dance sequence. The discussion of effects should be specific, and be supported by relevant examples from the dance sequence.

When reflecting on the use of the dance elements, ākonga should discuss their impact and consider how effective this use of elements was in realising the purpose of the sequence. They might also consider possible refinements or variations in the use of elements that could be made to improve the impact of the work.

Collecting evidence

Evidence of the use of dance elements will be drawn from a recorded presentation of a dance sequence ākonga have participated in during the current year. A recording of this sequence must be provided as evidence. Ākonga should be clearly identified in this sequence. A dance sequence is a series of connected dance movements that work together, not a complete dance. The sequence should be of sufficient length that elements are able to be demonstrated. At Curriculum Level 6, ākonga are expected to participate in a sequence of at least 45 seconds in length, and should be active throughout. The examples selected from the sequence must evidence the discussion and evaluation of the use and effects of dance elements. During teaching and learning, ākonga should participate in a variety of dance sequences to have options to select from.

Possible contexts

Dance sequences where a clear purpose is identified (ie where a clear mood, concept or message is evident) will provide the best context for discussing the use and impact of dance elements. The choreography must involve sufficient development of dance elements to enable ākonga to discuss and reflect on the effects.

Standard Exclusions

This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.

Find out more about the NCEA Level 1 Exclusions List.