The Arts Support Materials
Assessment Principle 4
Assessments should be designed to meet their specific purposes
Dance snapshot: Extended sequence
Exploration of, and experimentation with, four (4) elements of dance (BEST)
to create dance sequences
Combinations of fundamental movement skills that develop body awareness, control, balance, strength, coordination and accuracy
Nature of the assessment
Purposes of the assessment
To monitor the skill level of individual students.
Stage in the Teaching sequence
Middle – formative assessment
As part of the warm-up, the teacher choreographed an extended sequence of no more than one minute in length, which drew on the skills described in the Year 3 syllabus. The choreography was set at a difficultly level that enabled students to demonstrate their movement skills using body awareness, control, balance, strength, coordination and accuracy.
Students learnt the extended sequence as part of the warm-up at the beginning of the dance lesson and practised it over several sessions.
Students performed the extended sequence and the teacher filmed the warm-up sessions so she could analyse their performances more closely to complete the skills checklist.
Using the information
The teacher used the information to evaluate students’ skill levels, identifying what they had mastered and the skills they still needed to learn. This enabled her to determine appropriate teaching points for the whole class, as well as individuals.
As the students all performed the same choreographed extended sequence, the teacher was better placed to assess their skill level. She believed that if students had created their own dances, they may not have had the same opportunity to show the level of their skill capability.