Dance 2021 HSC exam pack

General feedback

Students should:

• read each question carefully to ensure they recognise the key words
• develop a plan to assist with structuring information which is succinct, logical, easily read and understood
• support the ideas in the introduction with in-depth discussion in each paragraph
• demonstrate breadth and depth of knowledge in answering the question and depth in the detail of the examples
• demonstrate knowledge and understanding of the appropriate aspects of the dance work and the choreographer(s) where applicable
• present a clear understanding of the work using relevant, significant and detailed examples to support ideas
• refer to relevant concepts using appropriate descriptive language and dance terminology
• conclude the response by summarising and affirming arguments and making clear interpretive statements
• write legibly using clear paragraphs and sentences.

Question 1 – Terrain

In better responses, students were able to:

• clearly demonstrate knowledge and understanding of the element of ‘space’ and its relevant aspects and how Frances Rings conveys the connection between people and land
• clearly explain the cultural significances of the Aboriginal people (men and women), the land and location, Kati Thanda (Lake Eyre) and ‘where spirit and place meet’
• provide relevant movement examples which support statements on the use of ‘space’
• demonstrate knowledge and understanding by providing depth and/or breadth in explanations in one or two sections of the work and aspects of space.

Areas for students to improve include:

• consistently linking the element of ‘space’ to the connection of ‘people and land’, rather than simply describing parts of the work
• explaining rather than restating the question, recalling or listing information about the choreographer and/or the work and/or the company
• describing movement examples accurately using appropriate dance terminology
• identifying the most relevant sections of the work to use as specific examples.

Question 2 – Sarabande

In better responses, students were able to:

• clearly demonstrate knowledge and understanding of ‘sequencing’ and how it communicates the subject matter
• apply definitions of ‘sequencing’, for example, the organisation of single movements into short and long phrases and/or to sequences and/or sections
• provide detail in explanations of ‘sequencing’ by referring to multiple sections of the work or multiple ‘sequences’ within a section
• clearly identify one or more aspect of the subject matter, for example, gender roles and identification, emotional and psychological traits associated with masculinity, such as aggression, vulnerability, frivolity, frustration, insecurity, sensitivity, bravado, group behaviour versus the individual, paradoxes
• choose relevant examples of sequences and/or sections to clearly support the subject matter
• use aspects of form and structure to communicate the subject matter.

Areas for students to improve include:

• explaining the use of sequenced movements and/or phrases and/or sections to communicate an understanding of the ‘subject matter’
• identifying relevant and appropriate examples, rather than information about the choreographer and/or the work
• clearly stating how ‘sequencing’ has been used to convey the themes related to gender, rather than storytelling the sections of the work
• structuring the response logically using the work’s formal structure or subject matter.

General feedback

Students should:

• read each question carefully to ensure they recognise the key words and intent
• develop a plan to assist with structuring information which is succinct, logical, easily read and understood
• support the ideas in the introduction with in-depth discussion in each paragraph
• demonstrate breadth and depth of knowledge in answering the question and depth in the detail of the examples
• demonstrate knowledge and understanding of the appropriate aspects of the dance work and the choreographer(s) where applicable
• choose relevant, significant examples, when citing movement from the dance work
• ensure their writing is coherent by using succinct language and referring to relevant concepts using appropriate descriptive language and dance terminology
• conclude the response by summarising and affirming arguments and making clear interpretive statements
• write legibly using clear paragraphs and sentences
• structure responses logically.

Question 1

In better responses, students were able to:

• identify what constitutes a seminal artist, for example, one that has influenced how dance is perceived as an artform in relation to challenging conventions, such as gender roles, performance spaces, popular culture and technology, social, political issues
• link artist’s practices to recognition as a seminal artist, for example, exploring choreographic processes (collaboration, improvisation), developing movement vocabularies, associating movement with emotions and psychological states
• provide detailed, relevant examples from the choreographer’s repertoire
• refer to two or more of the artist’s works.

Areas for students to improve include:

• developing an understanding of the most relevant examples from the choreographer’s body of work and choreographic practices
• explaining choreographic practices with accuracy, relevance and detail.

Question 2

In better responses, students were able to:

• describe how the changing world represented and shaped the choreographer’s work
• show understanding of the key socio-cultural, historical and political aspects of the changing world
• explain how the choreographer’s works represent a ‘reinvention’ of existing dance
• provide relevant examples of choreographic, movement, artistic, design elements, for example, pop art and popular culture, appropriation and experimentation, fusion of traditional dance styles.

Areas for students to improve include:

• providing relevant appropriate detail and description
• avoiding repetition of previously mentioned explanations or examples
• showing a clear, relevant understanding of the era
• linking examples from the choreographer’s work to the era
• being able to accurately refer to two or more works from the choreographer’s body of work or two or more aspects of the changing world.

Question 3

In better responses, students were able to:

• incorporate and link all aspects of the question, for example, dance elements (space, time, dynamics), theatrical elements and emotions of everyday situations
• show an understanding of Mats Ek's use of dance elements (space, time, dynamics) and theatrical elements to explore the emotions of everyday situations through detailed explanations and descriptions
• consistently use clear, accurate and relevant descriptive language
• identify the most relevant scenes, using theatrical elements and emotions for everyday situations, such as the bathroom/bidet, lounge/TV, ‘the pedestrian crossing’, the kitchen, children’s games, ‘march of the vacuum cleaners’, duo of the embryos, grand pas deux, safety barriers and ‘this division’
• explain humour and other relevant emotions within sections, for example, love, anger, indifference, boredom, the foibles of human nature indicating characters ‘close but separate’
• describe dance elements, (space, time, dynamics) and theatrical elements for example, pedestrian movement, movement styles with acting, expressive movement, signature 'Ek' movements
• describe the nature of relationships through movement choices and the use of theatrical elements

Areas for students to improve include:

• consistently and clearly addressing the key terms in the question, for example, dance elements (space, time, dynamics), theatrical elements and emotions of everyday life
• choosing relevant and meaningful examples
• avoiding a simple ‘re-telling’ of the work
• making explanations and descriptions relevant and succinct.