Dance 2017 HSC exam pack

Students are reminded to:

• be well prepared and familiar with the exam procedures
• understand the components of the exam and the complexities of each component
• be prepared with a correct rationale, appropriate clothing and music in the correct format
• ensure their music is appropriate to the dance and provides enough dynamic variation to sustain interest
• consider the number of ideas that they wish to communicate through dance. Often, the refining of ideas can lead to a clearer development of the concept over time
• understand the difference between 'Area of Study: 3 – organising the movement' as it relates to dance choreography and 'Area of Study: 4 – organising the work' (form/structure)
• demonstrate variation and contrast in the element of dance which increase the sense of projection and/or commitment to the dance/work
• avoid attempting skills beyond their capabilities.

Students can prepare for this examination by:

• understanding the syllabus terminology and being able to discuss in detail and provide effective links to concepts
• having a solid understanding of why and how a performer communicates an idea preparing the technical aspects of the exam; that is, delivery of music, props and dancers
• ensuring they understand and can communicate safe dance practice.

In the better responses, students were able to:

• demonstrate an understanding of the connection between the two components and link the concepts together with appropriate examples from the dance/work performed
• demonstrate the synthesis of knowledge (why and how), both physically and orally, and address all the areas of the criteria equally in relation to the dance/work performed
• understand the importance of dance technique in relation to their anatomical structure
• control movement through the use of strength, endurance and dance technique
• use the elements of dance to provide variation and contrast more consistently in their work
• choose movements relevant to their interpretation and perform more consistently throughout the dance/work in Major Study Performance
• demonstrate the authenticity and relevance of the movement to the work
• demonstrate highly skilled execution of the dance technique with strong body awareness.

Students are reminded to:

• use the motifs to drive the phrases and allow the communication of the intent to develop rather than relying on the spatial design of the dance
• adhere to the 300-word length limit for their rationale and provide a clear understanding of the process that they went through to complete the dance/work
• distinguish how the motif has been manipulated in different sections to suit the development of the movement/work, not simply restate the same idea across the composition.  

In the better responses, students were able to:

• choose a concept/intent that was appropriate and achievable, to construct movement in both Core and Major Study Composition
• explore abstraction and manipulation
• elaborate and physically demonstrate the process of composition and the development of an idea through the use of logical sequencing
• manipulate movement for specific purposes (sections of the work) and develop their idea across the whole composition
• understand the purpose of motif and how the process of motif into phrase leads to a better understanding of the internal structure of the dance/work
• understand the difference between variation and contrast and the use of these across the composition
• understand the use of motif in relation to the choice of the number of dancers in the Major Study Composition.

Students are reminded to:

• use up to 12 minutes to complete their work, including the finding of examples on the provided technology
• consider the intent of the work and how movement will represent the idea supported by the technology
• clearly identify in the virtual body how they create movement and why they chose to manipulate the movement using the editing choices available
• articulate how and why they chose to manipulate aspects such as the movement, location, space, time and dynamics through the use of technology. These choices should reflect and be relevant to the work
• concentrate on the film medium or the virtual body medium and explore the options available to create their work
• demonstrate physically and/or using the technology provided.

Students can prepare for this examination by:

• embracing the use of technology and exploring ways to communicate an idea using movement through the film medium.

In the better responses, students were able to:

• have a clear concept/intent and articulate this through movement and the film medium
• develop movement relevant to the concept/intent using the Elements of Dance and discuss these choices in relation to additional choices that editing a film provides
• discuss the use of the camera to enhance the concept/intent and to link the movement of the body to the available technology
• consider the filming aspects in relation to the movement considerations. These choices aided the communication of the concept/intent.

Students should:

• provide sufficient detail when describing the movement(s) and address all aspects of the questions
• answer the questions asked rather than narrating a story or listing points, and choose sufficient examples to support the response
• use appropriate dance terminology and relevant examples from the work that clearly support the response
• demonstrate a substantial level of knowledge and understanding of the work, linking the parts of the question with reference to movement and contextual examples
• address all aspects of the question.

Question 1

In better responses, students were able to:

• thoroughly discuss the link between the emotional impact of the work Fine Line and how it communicates with the viewer
• demonstrate sustained and logical discussion in relation to the statement throughout the response
• provide a range of contextual information from the work and discuss in detail
• understand the work and clearly discuss examples using descriptive language
• present consistently appropriate examples to support the response
• reference the statement
• clearly discuss the link between Healy’s choices and an audience’s understanding and/or experience.

Question 2

In better responses, students were able to:

• describe how Kylian’s choreographic style is represented in the work Sarabande
• present a logical and cohesive response
• demonstrate understanding of the diversity of the work, using descriptive language to recount sections, sequences or phrases from the work.

Question 1

In better responses, students were able to:

• demonstrate knowledge of the artists, their works and relevant contextual information
• structure responses in a logical and cohesive way
• provide relevant movement and contextual examples
• demonstrate an understanding of era, context, history and background
• provide detail and depth with examples, making multiple links
• avoid generalised statements.

Question 2

In better responses, students were able to:

• respond to open-ended questions, demonstrating their knowledge and understanding of the artists and their themes
• present a wide range of innovative themes and examples from the works
• avoid repetitive examples and support their responses with evidence from the works.

Question 3

In better responses, students were able to:

• provide a range of examples linking the concept of imaginative interpretations with relevance
• develop well-structured, logical and relevant responses in relation to the work Appartement
• link their ideas and imaginative interpretations with specific examples from the work
• describe the ‘why and the how’ rather than the ‘what’.