Unit 3 - Sample approaches to developing an assessment task

Outcome 3

The assessment task for this outcome is practical, requiring only the section of the outcome relating to performance of the learnt work.

This work must be choreographed by the teacher or another adult choreographer. It must not be choreographed by students (i.e. a student in the class or in another class).

The choreographer should be encouraged to create a work that is challenging for all students in the group, and be work that allows all the students to show the full range of their abilities. Teachers may also select an existing work, such as an excerpt from a ballet or contemporary work.

Task design

The task design must allow for equity across the class while catering for the needs of individual students. 

The work can be learnt by a combined class where there are students studying Units 1 and 2 as well as Units 3 and 4. In this case, students in Units 1 and 2 might only participate in some sections of the dance. However, all students undertaking the same unit should have the same amount of performance time to make assessment equitable.

A suitable time length for the dance is between 3 and 5 minutes.

The work should use both aerial and floor pathways as well as a full range of movement categories and physical skills.

The learning process must give students opportunities to:

• know the intention of the dance
• be able to reproduce the elements of movement needed to convey the intention to the audience
• be able to accurately and safely execute formations and transitions between formations.

Delivery of the task is structured around the stages listed for realising a dance work (learning and performing) as outlined in the VCE Dance Study Design. These stages are: learning, rehearsal, preparing for performance and performance.

Task conditions

The task is worth 50 marks and contributes 5 per cent to the VCE Dance study score.

Where possible, all students in a class should be assessed under common conditions; for example, at a performance evening.

Preparation

Preparation for the task begins at the commencement of Unit 3 and can include a number of stages. For example, a class might participate in weekly technique sessions. Students might also participate in workshops or undertake structured improvisations to learn or develop specific physical skills required to execute the movement vocabulary safely and expressively.

Preparing and performing the dance

Students are provided with information about the timeline and process for learning and rehearsing the work, as well as other requirements, such as costume or production elements that they need to provide. Note that costume or production elements are not required for this task and requirements relating to these elements must not be considered in the assessment.

Authentication

Authentication issues can be minimised if students complete most of the development work during scheduled class time. The teacher/s who are assessing the task should regularly observe classes and rehearsals in order to monitor the contributions of individual students.

Written component

Throughout the rehearsal period, students maintain a written or digital record of their progress, analysing the processes used. After the performance, they evaluate their work incorporating feedback from audience members.