Candidates had to demonstrate a clear understanding of the relationships between exploration/improvisation and the expression of their concept/intent. Higher order candidates were able to demonstrate their understanding of the question by supporting their answer with relevant examples that were physically demonstrated. Candidates described how the animation software was used to manipulate time in the development of the work.
Often followed the structure of the work rather than drawing from the work to answer the question. References were also made to music, the socio-historical context and the work's narration.
Major Study Appreciation
Dance
2001 HSC Dance Marking Guidelines
For each student, the HSC exam for Dance consists of four parts: three parts, totaling 60 points, which assess the core, and one part, worth 40 points, covering the student's main study. Part B: Each student presents a choreographed 'Work' for two or three dancers Section VII - Major Study Dance and Technology (40 points).
Written Paper — Dance
Core Appreciation Question 1 (10 marks)
10 marks)
Demonstrates a comprehensive understanding of the relationships between movement, space and dynamics to portray the character of Carmen used in Mats Ek's Carmen, using relevant examples from the work. Addresses all aspects of the question in a well-structured and coherent answer with appropriate high-quality terminology. Addresses most aspects of the question, or all aspects less convincingly, in a structured answer, with extensive detail and use of appropriate terminology.
Demonstrates some general understanding and describes the use of movement, space and dynamics to portray the character of Carmen in Mats Ek's Carmen using examples from the work. Addresses some aspects of the question in a structured answer with basic details and limited terminology. Demonstrates limited understanding of the use of movement, space and dynamics to portray Carmen's character using few examples from the work.
Major Study Appreciation Question 1 (10 marks)
20 marks)
Demonstrates a broad knowledge of the content of Appalachian Spring and a comprehensive understanding of how it relates to Martha Graham's desire to create dance for the nation and her time. Demonstrates a thorough knowledge of the content of Appalachian Spring and a sound understanding of how it relates to Martha Graham's desire to create dance for the nation and her time. Shows a general knowledge of the content of Appalachian Spring and some understanding of how it relates to Martha Graham's desire to create dance for the nation and her time.
Addresses several aspects of the question, in a structured answer, with some detail and limited use of terminology. Demonstrates limited knowledge/understanding/description of Appalachian Spring content and attempts to describe how Martha Graham created dances for her nation and time.
Dance — Practical tasks
8 marks)
The candidate demonstrates the ability to structure the "Dance" in a form that fits the concept/purpose that brings unity to the solo dance in the context of the study of dance as an art form. It represents a "Dance" in which there is a clear sense of unity achieved through skillful structuring in a form relevant to the concept/intent. Demonstrates a high degree of skill in sequence of movements, use of transitions, repetition, variation and contrast (based on concept/purpose) which contributes to the overall unity of the work.
Presents a "Dance" that strives for unity, which may show itself in the coupling of the beginning and the end, but whose internal structure is inconsistent, unclear, or not clearly related to the concept/intent. Shows good skill in some sequence of movements and some use of transitions, and/or repetition, and/or variation and contrast, in relation to concept/intent, but lacks consistency and consequently overall unity. Shows some sequence of movements, lower order transitions, excessive or ineffective use of repetition, little evidence of variation and contrast, in relation to concept/intent.
Presents little or minimal evidence of structure, which may be limited to attempting to form a few simple sequences or connecting shapes with minimal or unclear connection to concept/purpose. Shows little evidence of sequence of movements, use of transitions, repetition, variation and contrast in relation to concept/purpose. Addresses aspects of the question (although some may not be equally addressed) in a structured answer using appropriate terminology.
The candidate choreographs a 'Work' of between four and six minutes' duration for two or three dancers.
16 marks)
Maintains a skillful manipulation of the elements of the dance and the generation of personalized movements in relation to a clearly established concept/intention, within the framework of a 'Work'. Demonstrates a high level of skill in maintaining clearly established, personal motifs, the development of the motif into a phrase and a phrase structure that realizes the concept/intention, in conjunction with the number of dancers, other optional additional considerations and the chosen accompaniment/non- accompaniment. Shows some degree of personalization in the use of the elements of the dance and in composing movements in relation to a concept/intent; however, this lacks an overall consistency that affects its realization within the framework of a 'Work'.
Shows mostly sound skill in organizing movement within a "Work", in relation to concept/purpose, and in relation to number of dancers, other optional considerations and chosen accompaniment, but may lack some personalisation, or clarity, or consistency, in establishing motifs, developing motifs in phrases and/or creating a clear phrase structure in the 'Work', in relation to concept/purpose, number of dancers, other optional considerations and chosen accompaniment/non-accompaniment . Makes some effort to organize movement in relation to a concept/goal, but mostly simple, and/or not clearly developed in motifs and phrases, and/or not clearly connected to the concept/goal, and/or largely highly inconsistent with regard to the number of dancers, other additional optional considerations and accompaniment/non-accompaniment selected. Shows minimal organization of movement, which may be primarily the linking of simple shapes, or sequences of movements, and/or movements that are not clearly defined as motifs, that are largely unstructured in a formal sense, and that have little or no clear, consistent connection to concept/purpose, number of dancers, other optional additional considerations, and accompaniment/non-accompaniment.
16 marks)
It maintains a skilful presentation of the 'work' in which there is a clear sense of unity achieved through the integration of form, concept/purpose, choice of number of dancers, inclusion of any other optional extra aspects and chosen accompaniment. /no-follow. Demonstrates a high level of skill in sequence of movements/phrases, use of transitions, repetition, variation and contrast, in achieving a sense of unity in the 'Work' in terms of concept/purpose, number of dancers selected, other optional aspects and accompaniment/unaccompaniment selected. Shows some evidence of simple basic internal structuring, but lacks a coherent overall shape, lacks a clear and/or consistent connection to concept/purpose, and may look more like a "dance" than a "work", with limited connection to the number of dancers, other optional extra considerations and escort/non-accompaniment.
Maintains skillful, highly personalized manipulation of the virtual elements of dance, in relation to a clearly established concept/intent within the context of a 3D animation 'Work', in relation to the number of virtual dancers, other optional considerations and choice of . Demonstrates skill and consistency in generating highly personalized abstract movements in relation to a well-established concept/intent, within the context of a 3D animation 'Work', with well-established, personalized motifs, the development of the motif in a sentence and a sentence structure relative to the concept/intent, the number of virtual dancers and other optional additional considerations. The candidate demonstrates the ability to structure the 'Work' for two or three virtual dancers, in a form relative to the selected 3D animation software, based on a.
Demonstrates a high level of skill in sequencing virtual movements/phrases, using transitions, repetition, variation and contrast to achieve a sense of unity in the 3D animation 'Work', in relation to the concept/intent, selected number of dancers, other additional optional considerations and the chosen accompaniment/non-. Presents a 3D animation 'Work' which demonstrates some skill in sequencing virtual movements/phrases, understanding the use of transitions, repetition, variation and contrast, in relation to the concept/purpose, number of virtual dancers, other optional extra considerations and the accompaniment /non-accompaniment, but due to inconsistencies and/or lack of clarity, an overall sense of unity is not achieved. Work', relevant to the film/video medium, the number of dancers, other optional considerations and choice of accompaniment/non-accompaniment.
Demonstrate skill and consistency in the generation, filming and editing of highly personalized abstract movements, relating to a clearly established concept/intention, within the context of a 'Work' relevant to the film/video medium, with clearly established, personalized motifs , the development of the motif in a phrase, and a phrase structure relative to the concept/intention, the number of dancers and other optional additional considerations. Shows some personalization in the use of the elements of dance in relation to a concept/intention, within the context of a 'Work', relevant to the film/video medium and the number dancers, but in which there are some contradictions is what impact on its realization. Work' relevant to the film/video medium, but which lacks an overall consistency in the organization of the movement with regard to motif, motif in phrase, phrase structure and other optional considerations.
