Sample work Creative Arts K–6 Stage 3: Dance: Shape Dance

Suggested materials

Shape cards, music, tambourine or clap sticks, worksheet

Prior learning

Students have learnt about safe dance practice and the importance of warming up and cooling down. They have participated in activities involving mirroring, complementing and contrasting shapes. Students have worked in groups to compose dance sequences using the elements of space and relationships. They have selected and refined movement, and are able to recognise shapes and transitions.

Board of Studies, Creative Arts Units of Work, pp 168-171

Outcomes

Performing (DAS 3.1)
Performs and interprets dances from particular contexts, using a wide range of movement skills and appropriate expressive qualities.
Composing (DAS 3.2)
Explores, selects, organises and refines movement, using the elements of dance to communicate intent.
Appreciating (DAS 3.3)
Discusses and interprets the relationship between content, meaning and context of their own and others’ dances.

Criteria for assessing learning

Students will be assessed on their:

• use of expressive and movement skills
• engagement in and understanding of the process of composition
• manipulation of the elements of dance to create and perform a movement sequence
• reflection on the creative process and product.

Work Sample Assessment 

Reese 

Reese and partner have demonstrated a high level of competence in composing a dance sequence based on shapes. The written reflection provides a general interpretation of the dance, and the routine has been well organised. Thorough knowledge and understanding of the elements of dance and the choreographic process is evident. Four different shapes and three transitions have been used but only two of the transitions are locomotor movements. This work sample demonstrates characteristics of work typically produced by students performing at grade B standard at the end of Stage 3.

Drew 

Drew and partner have demonstrated a high level of competence in composing a dance sequence based on shapes. The written response provides a general reflection on the creative process and product but there is confusion in the understanding of locomotor movement. Thorough knowledge and understanding of the elements of dance and the choreographic process is evident. The routine is creative in the interpretation of shapes, although the first shape could be clearer. There is interesting use of timing in the alternation between shapes and transitions. This work sample demonstrates characteristics of work typically produced by students performing at grade B standard at the end of Stage 3.

Terry 

Terry and partner have demonstrated an adequate level of competence in composing a dance sequence based on shapes. The written reflection provides a sound description of the creative process but some of the shapes used in the composition do not appear to match those on the worksheet. There is evidence of an adequate level of competence in exploring, refining and organising movement and a sound understanding of the elements of dance. Some shapes are locomotor, rather than stationary, and the element of timing is unclear as the shapes have not been held for a uniform number of beats. An interesting use of relationships has been displayed. This work sample demonstrates characteristics of work typically produced by students performing at grade C standard at the end of Stage 3.

Ali 

Ali and partner have demonstrated an adequate level of competence in composing a dance sequence based on shapes. The written reflection provides a detailed description of the creative process. The routine is creative and has been well organised. There is evidence of an adequate level of competence in exploring, refining and organising movement and sound understanding of the elements of dance. Two of the four shapes do not seem to match those on the worksheet but the remaining two shapes have been interestingly created using two bodies to form one shape. Relationships have been effectively used but locomotor transitions need further development. This work sample demonstrates characteristics of work typically produced by students performing at grade C standard at the end of Stage 3.