Assessment Type 2: Dance Contexts (30%)

In this assessment type, students develop their knowledge, understanding and application of skills to create a dance work that may be informed by various cultural, social, political, historical or traditional contexts.

Students select, research and explore their chosen context or contexts as a catalyst for the creation of their own self-devised dance works, which are recorded. A student’s choreographic analysis is based on the recording of the dance works. The student is not required to participate in the performance.

As preparation, students may have the opportunity to attend live performances, view recorded performances, and research dances, performers, and choreographers.

This assessment type comprises two tasks:

• recording — one or two recorded performances to a maximum of 3 minutes, demonstrating choreographic intent for stage or screen
• choreographic analysis — one or two written, oral, or multimodal choreographic analyses to a maximum of 1000 words or 6 minutes multimodal equivalent.

Students who undertake one recorded performance submit one choreographic analysis. Students who choose to undertake two recorded performances may submit either one comparative choreographic analysis of the two performances or two separate analyses of the two performances.

A recording should demonstrate evidence of choreographic concepts and processes such as:

• manipulating known movement phrases from different global contexts to create innovative outcomes
• improvisation, experimentation, selection, and refinement of movement ideas
• knowledge and understanding of the use of the body, dance skills, elements of dance, choreographic devices, and structure
• translating an original choreographic intention to movement.

A choreographic analysis should demonstrate evidence of how research into a chosen dance context or contexts has informed artistic choices in the creation of the dance works. This should include analysing features such as the contextual significance, dance elements, structural devices, production elements, and dance skills of the dance.

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:

• understanding dance
• creating dance
• responding to dance.