Level 2 Dance Internal Assessment Resource

Internal assessment resource Dance 2.3B v2 for Achievement Standard 91207

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Internal Assessment Resource

Dance Level 2

This resource supports assessment against:
Achievement Standard 91207 version 2
Perform an ethnic or social dance to communicate understanding of the style
Resource title: Bullfight
4 credits
This resource:
· Clarifies the requirements of the standard
· Supports good assessment practice
· Should be subjected to the school’s usual assessment quality assurance process
· Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic
Date version published by Ministry of Education / February 2015 Version 2
To support internal assessment from 2015
Quality assurance status / These materials have been quality assured by NZQA.
NZQA Approved number: A-A-02-2015-91207-02-5445
Authenticity of evidence / Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

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Internal assessment resource Dance 2.3B v2 for Achievement Standard 91207

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Internal Assessment Resource

Achievement Standard Dance 91207: Perform an ethnic or social dance to communicate understanding of the style

Resource reference: Dance 2.3B v2

Resource title: Bullfight

Credits: 4

Teacher guidelines

The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

You need to be very familiar with the outcome being assessed by Achievement Standard Dance 91207. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

This activity requires students to perform in a Paso Doble dance choreographed by the teacher or guest teacher. Students will also make some contribution during workshopping and development of the dance.

Prior to assessment, you or the guest teacher are expected to have taught students the specific Paso Doble technique, including names of specific steps and characteristics of the dance. For example, you will need to explain the background of the dance and its intention, play students clips of bullfights and Paso Doble dances to assist them in understanding the context and style of the dance, and give them the opportunity to learn the poses, steps and movements involved.

Students will use these observations to assist them and their partner in contributing a section to the overall dance work.

Guidance about the basic elements of Paso Doble is provided in Additional Information. You may also choose to provide this to students.

You could adapt this activity to any other appropriate dance style/genre.

Conditions

This preparation work and assessment task will take place over approximately seven weeks.

Resource requirements

· Paso Doble costume

· Paso Doble clips or DVD ‘The grand Ballroom: Paso Doble technique and routines’

· Paso Doble clip: http://www.youtube.com/watch?v=AVxTq7oRuzM

· Clips of a bullfight to put the dance in context.

Additional information

You are expected to build on key Paso Doble dance steps and characteristics and work collaboratively with students to build a dance.

Characteristics of the Paso Doble

The Paso Doble is a fast-paced Latin American dance that models a Spanish bull fight. The leader of this dance plays the part of the matador. The follower generally plays the part of the matador's cape, hence the poses seen throughout the dance. In some versions of the Paso Doble the follower can also represent the shadow of the matador, as well as the bull or a flamenco dancer.

Characteristics of the Paso Doble dance include:

Technique

· Both the Male and the Female dancers have an upright posture – dominant and elongated with the abdomen up and the shoulder blades pulled back and down and the chest held forward to show a sense of pride

· Weight tends to fall over the balls of the feet

· Steps lead with the heels

· Beat of the feet is heavy, symbolic of marching (as heard in the music)

· Hand claps and stamping movements are dominant and rhythmic.

Focus

· Focus is generally up and out or on the partner

· Interaction with partner.

Expression

· The male dancer (the Matador) recreates the atmosphere of the bull fight

· Expression depicts the ideas of challenge and threatening of the bull

· The dance has a lively and fast paced energy.

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Internal assessment resource Dance 2.3B v2 for Achievement Standard 91207

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Internal Assessment Resource

Achievement Standard Dance 91207: Perform an ethnic or social dance to communicate understanding of the style

Resource reference: Dance 2.3B v2

Resource title: Bullfight

Credits: 4

Achievement / Achievement with Merit / Achievement with Excellence
Perform an ethnic or social dance to communicate understanding of the style. / Perform an ethnic or social dance to communicate an in-depth understanding of the style. / Perform an ethnic or social dance to communicate a comprehensive understanding of the style.

Student instructions

Introduction

This assessment activity requires you to learn and perform in the social dance known as the Paso Doble, which you have been taught and have spent some time exploring.

Teacher note: The dance could be adapted to another social dance such as Waltz, Cha Cha, Rock ‘n’ Roll or Lindy Hop.

The students could also perform an ethnic dance to meet this standard such as Tinikling, African Gumboot Dance, Samoan Sasa or Maori Poi dance.

You will be assessed on how clearly your performance communicates your understanding of the social dance style.

The complete work will be 1–2 minutes long and will be performed by you and a partner.

This task will take seven weeks to complete and the final product will be performed in class for assessment.

Teacher note: Amend the performance date to suit your course context.

Although you are performing the dance with a partner, you will be assessed individually.

You will be assessed on how clearly your performance communicates your understanding of emotion and style of the Paso Doble style.

Task

Develop, rehearse and perform a Paso Doble dance that your teacher or a guest teacher has taught you, with some creative input from you and your partner.

Read the Student Resource at the end of this task to find out more about the Paso Doble style.

Teacher note: You may choose to choreograph the dance yourself or invite a guest choreographer to come and teach the students, without requiring students to assist in developing the choreography. If students assist in developing choreography, ensure that they understand they will be assessed only on their performance.

· Working with your teacher and your partner, draw on your understanding of bullfighting and the strong and dramatic poses associated with Paso Doble dance style to develop your own poses

· Your poses need to reflect the Paso Doble’s intention of presenting the different characters in the bullfighting arena to make them credible to the audience

· Incorporate your poses into your dance to give your dance its own unique flavour

· Coordinate your poses with key points (e.g. dramatic climaxes) in the music you are using

· Rehearse your dance

· When you are satisfied that you have adequately prepared your dance so that demonstrates your clear understanding of the emotion and style of the Paso Doble dance, perform your dance for assessment.

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Internal assessment resource Dance 2.3B v2 for Achievement Standard 91207

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Student resource A

Characteristics of the Paso Doble

Characteristics of the Paso Doble dance include:

Technique

· Weight tends to fall over the balls of the feet

· Steps lead with the heels

· Beat of the feet is heavy, symbolic of marching (as heard in the music)

· Hand claps and stamping movements are dominant and rhythmic.

Focus

· Focus is generally up and out or on the partner

· Interaction with partner.

Expression

· The male dancer (the Matador) recreates the atmosphere of the bull fight

· Expression depicts the ideas of challenge and threatening of the bull

· The dance has a lively and fast paced energy.

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Internal assessment resource Dance 2.3B v2 for Achievement Standard 91207

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Assessment schedule: Dance 91207 Bullfight

Evidence/Judgements for Achievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with Excellence
The student performs a 1–2 minute Paso Doble dance with a partner.
The student reproduces the practices and stylistic characteristics of the Paso Doble dance as required by demonstration and/or description. Their performance demonstrates some appropriate focus on reproducing the atmosphere and actions associated with bullfighting in the dance.
These aspects combine to create a performance of a Paso Doble dance that communicates a limited understanding of the style.
For example:
The student performs the basic Paso Doble 2 step mostly accurately.
However, there may be inconsistencies in the coordination of this with hand-clapping and foot stomps that show some sense of timing and rhythm.
The student attempts to execute the Paso Doble stance for some parts of the performance by showing some grounding and softness of the knees and relaxing of the shoulders.
The student’s focus is generally on their partner or the audience with some evidence of interaction with their partner. However, there are instances of wandering focus.
Reproduction of the passion and actions of bullfighting is only occasional. / The student performs a 1–2 minute Paso Doble dance that communicates an understanding of the style.
The student reproduces the practices and stylistic characteristics of the Paso Doble dance as required by demonstration and/or description accurately, appropriately and with clarity of body shapes, posture, timing and movements.
Their performance demonstrates consistent focus on reproducing the atmosphere and actions associated with bullfighting in the dance.
These aspects combine to create a confident and mostly controlled performance of a Paso Doble dance that communicates an understanding of the style.
For example:
The student performs the basic Paso Doble 2 step accurately.
The co-ordination of this with hand-clapping and foot stomps that show a sense of timing and rhythm is mostly accurate.
The student executes the Paso Doble stance throughout most of the performance using a soft, grounded stance, slightly bent knees and relaxed shoulders.
The student’s focus on their partner or the audience is generally consistent: there is deliberate and consistent eye focus most of the time and interaction with their partner is generally maintained.
Reproduction of the passion and actions of bullfighting is evident at times but not sustained. / The student performs a 1–2 minute Paso Doble dance that clearly communicates an understanding of the style.
The student reproduces the practices and stylistic characteristics of the Paso Doble dance as required by demonstration and/or description accurately, appropriately and with clarity and control of body shapes, posture, timing and movements.
Their performance demonstrates consistent, sustained focus on reproducing the atmosphere and actions associated with bullfighting in the dance.
These aspects combine to create a confident and controlled performance of a Paso Doble dance that clearly communicates an understanding of the style.
For example:
The student performs the basic Paso Doble 2 step with consistency.
The co-ordination of this with effective hand-clapping and foot stomps that demonstrate a strong awareness of rhythm is clearly and accurately executed throughout the dance.
The student consistently executes the grounded Paso Doble stance with soft, slightly bent knees and relaxed shoulders during the whole performance.
The student has deliberate and consistent eye focus on their partner and/or the audience throughout the entire performance and demonstrates a high level of interaction with their partner in relation to the intention of the dance.
Reproduction of the passion and actions of bullfighting is sustained and convincing.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.