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The Assessment in the HSC resource is designed to provide Stage 6 teachers with opportunities to develop their understanding of the assessment requirements for the practical and performance works in the HSC dance course. It has been written to support and compliment the NESA Creative Arts Assessment and Reporting in Stage 6 dance advice and requirements

HSC dance teachers can use this resource to:

• familiarise themselves with the requirements of each practical and performance component
• develop their understanding of the language of the NESA assessment criteria for each of the practical and performance works
• develop confidence in applying assessment criteria through identification and analysis of work sample characteristics
• assist Year 12 students in making informed choices when selecting course options
• build student confidence and knowledge of success in each practical and performance work.

The following preliminary task consists of a practical component and written self-evaluation of the dance performance.

Outcomes

A student:

• P1.1 understands dance as the performance and communication of ideas through movement and in written and oral form
• P1.2 understands the use of dance terminology relevant to the study of dance as an art form
• P2.3 recognises the importance of the application of safe dance practice
• P2.4 demonstrates appropriate skeletal alignment, body part articulation, strength, flexibility, agility and coordination
• P2.5 performs combinations, phases and sequences with due consideration of safe dance practices.

Dance stage 6 syllabus External link© NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009

Task description

Perform a movement sequence derived from class work and video the performance.

Submit a written self-evaluation of performance from the video that:

• identifies two body skills within the video performance and outlines the correct alignment for the safe performance
• outlines the safe dance considerations made in the performance of these two skills from the video.

Submit a 500 word written report that:

• defines a safe dance practice
• outlines the importance of warm-up and safe methods of stretching.

Submit a journal containing weekly entries that:

• document safe dance and alignment considerations
• reflect on body limitations and strategies to improve techniques.

Answer a viva voce question of two parts:

1. discuss the importance of the warm-up and technique class
2. demonstrate one stretch and one technique exercise and discuss their importance in preparation for performance.

Marking criteria

You will be assessed on your ability to:

• demonstrate the application of safe dance practice to dance technique in performance
• demonstrate an understanding of safe dance practice in written and oral reports
• develop a dance vocabulary.

These marking guidelines require an on-balance judgement of student achievement across the various components of the assessment task.

Marks 16–20 criteria include:

• Sustains a skilled performance – demonstrating alignment, strength, articulation, flexibility, agility, coordination and consistent application of safe dance practice.
• Demonstrates a clear understanding of safe dance practice through written evaluations, reports, journal reflection and viva voce.
• Structures written and oral responses with accurate detail and appropriate terminology.

Marks 11–15 criteria include:

• Presents performance that may demonstrate some inconsistencies in alignment, strength, articulation, flexibility, agility and coordination and application of safe dance practice.
• Demonstrates an understanding of safe dance practice through written evaluations, reports, journal reflection and viva voce.
• Attempts to structure written and oral responses. Descriptions and explanations are sometimes inconsistent in their accuracy and use of terminology.

Marks 6–10 criteria include:

• Presents a limited dance demonstrating a lack of control of alignment, strength, articulation, coordination and major inconsistencies in the application of safe dance practice.
• Demonstrates a superficial and limited understanding of safe dance practice in response to written and oral tasks such as listing some aspects of safe dance practice without definition, demonstrating a warm-up without linking it to performance.
• Basic information listed in written and oral responses with limited use of terminology.

Marks 1–5 criteria include:

• Moves with minimal awareness of alignment, strength and articulation and/or major inconsistencies in the application of safe dance practice.
• Provides little or no response to written and oral tasks.
• Inaccurate information in written and oral responses.

This task focuses on nutrition as an aspect of safe dance practice in the maintenance of the body and the prevention and treatment of injury. This focus is seen in the context of the student’s performance of the dance.

Outcomes

A student:

• H1.1 understands dance from artistic, aesthetic and cultural perspectives through movement and in written and oral form
• H2.1 understands performance quality, interpretation and style relating to dance performance
• H2.2 performs dance skills with confidence, commitment, focus, consistency, performance quality and due consideration of safe dance practices.

Dance stage 6 syllabusExternal link© NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009

Task description

Perform a solo dance of 2 minutes.

Submit a written report that includes:

• an outline of the importance of correct nutrition in the prevention and healing of dance injuries
• a plan for a balanced diet that would suit own body's needs for one week – take into account your own body type and the demands placed on your body
• a discussion of the nutritional benefits of each meal.

Answer a viva voce question of two parts:

1. outline the importance of diet and nutrition in a dancer’s schedule
2. explain and demonstrate an application of knowledge of nutrition in the preparation and performance of dance performance.

Marking criteria

You will be assessed on your ability to:

• demonstrate dance technique and performance quality, incorporating safe dance practice
• demonstrate an understanding of the application of aspects of safe dance practice to dance performance in a viva voce
• synthesise information from research into a written report.

Marking guidelines

These marking guidelines require an 'on-balance' judgement of student achievement across the various components of the assessment task.

Marks 8–10 criteria include:

• Sustains a skilled performance of the dance, demonstrating consistent technique and performance quality with due consideration of safe dance practice.
• Selects appropriate information, explains and demonstrates a clear understanding of the importance of nutrition as an aspect of safe dance practice.
• Analyses and synthesises information about nutrition in a well-structured and coherent written report.

Marks 5–7 criteria include:

• Demonstrates sound dance technique and performance quality, with some inconsistencies in alignment, control and safe dance practice.
• Selects information and demonstrates understanding of the importance of nutrition but is unable to clearly articulate the link between nutrition and performance.
• Presents a report on nutrition that attempts to link research to own needs for dance performance.

Marks 3–4 criteria include:

• Presents movement with limited demonstration of dance technique and performance quality with major inconsistencies in safe dance practice.
• Talks generally about the importance of nutrition.
• Presents general information about nutrition but is unable to link the information to safe dance practice.

Marks 1–2 criteria include:

• Moves with minimal awareness of alignment, line and projection with little strength or endurance.
• Talks about nutrition with few accurate details and little or no demonstration.
• Provides some information about nutrition in written form.

The Assessment in the HSC resource is designed to provide Stage 6 teachers with opportunities to develop their understanding of the assessment requirements for the practical and performance works in the HSC drama course. It has been written to support and compliment the NESA Creative Arts Assessment and Reporting in Stage 6 drama advice and requirements.

HSC drama teachers can use this resource to:

• familiarise themselves with the requirements of each practical and performance component
• develop their understanding of the language of the NESA assessment criteria for each of the practical and performance works
• develop confidence in applying assessment criteria through identification and analysis of work sample characteristics
• assist Year 12 students in making informed choices when selecting course options
• build student confidence and knowledge of success in each practical and performance work.

• HSC drama sample assessment schedule 1 (DOCX 49.58 KB)
• HSC drama sample assessment schedule 2 (DOCX 48.64 KB)
• HSC drama sample assessment schedule 3 (DOCX 48.82 KB)

• Assessment task (DOCX 49.35 KB)
• Marking criteria (DOCX 49.89 KB)

• Assessment task (DOCX 48.47 KB)
• Marking criteria (DOCX 47.6 KB)

• Assessment task (DOCX 48.71 KB)
• Marking criteria (DOCX 47.67 KB)

• Assessment task (DOCX 48.6 KB)
• Group performance marking criteria (DOCX 47.7 KB)
• Individual performance marking criteria (DOCX 47.09 KB)

The following sample assessment task is for a study of Thornton Wilder's play, Our Town.

Australia's National Institute of Dramatic Art (NIDA) presents school productions, teacher training and workshops for secondary and primary students as well as drama, English and entertainment teachers.

The English National Theatre provides resource packs of current and past productions as well as a virtual tour of the venue.

The NSW Arts unit offers professional learning workshops and opportunities for teachers of the arts, including drama.

The Assessment in the HSC resource is designed to provide Stage 6 teachers with opportunities to develop their understanding of the assessment requirements for the practical and performance works in the HSC music 1, music 2 and music extension courses. It has been written to support and compliment the NESA Creative Arts Assessment and Reporting in Stage 6 music 1 advice and requirements.

HSC music 1 teachers can use this resource to:

• familiarise themselves with the requirements of each practical and performance component
• develop their understanding of the language of the NESA assessment criteria for each of the practical and performance works
• develop confidence in applying assessment criteria through identification and analysis of work sample characteristics
• assist Year 12 students in making informed choices when selecting course options
• build student confidence and knowledge of success in each practical and performance work.

This assessment task can be adapted for students studying HSC Music 1. Students are required to research the music of a jazz band and discuss how they treat musical concepts and specific performance techniques as well as outlining the influences of jazz in the wider musical context.

Outcomes

Through activities in performance, composition, musicology and aural, a student:

• P2 – observes, reads, interprets and discusses simple music across characteristic of topics studies.
• P5 comments on and constructively discusses performances and compositions.
• P6 – observes and discusses concepts of music in works representative of the topics studied.
• P7 – understands the capabilities of performing media, explores and uses current technologies as appropriate to the topics studied.

Task description

Research the music of a jazz band. Refer to at least two works to outline the distinctive characteristics of the band’s style.

• Discuss the band's treatment of the musical concepts, including specific performance techniques.
• Place the group in a wider musical context by outlining influences evident in its music.

This task is to be a class presentation. Students are required to illustrate points with musical examples. These may include sheet music, videos, and/or live demonstration of relevant excerpts.

Assessment criteria

Students will be assessed through:

• use of appropriate musical examples
• identification of stylistic characteristics
• understanding of the treatment of musical concepts
• knowledge of stylistic influences.

This resource (DOCX 84 KB) is designed to guide students through the composition process for HSC Music 1 core and elective composition. The portfolio provides students with opportunities for long term planning and reflection, a process log, background listening analysis, notes and journal entries, composition in progress and rehearsal reflections.

The Assessment in the HSC resource is designed to provide Stage 6 teachers with opportunities to develop their understanding of the assessment requirements for the practical and performance works in the HSC music 1, music 2 and music extension courses. It has been written to support and compliment the NESA Creative Arts Assessment and Reporting in Stage 6 music 2 advice and requirements.

HSC music 2 teachers can use this resource to:

• familiarise themselves with the requirements of each practical and performance component
• develop their understanding of the language of the NESA assessment criteria for each of the practical and performance works
• develop confidence in applying assessment criteria through identification and analysis of work sample characteristics
• assist Year 12 students in making informed choices when selecting course options
• build student confidence and knowledge of success in each practical and performance work.

The Assessment in the HSC resource is designed to provide Stage 6 teachers with opportunities to develop their understanding of the assessment requirements for the practical and performance works in the HSC music 1, music 2 and music extension courses. It has been written to support and compliment the NESA Creative Arts Assessment and Reporting in Stage 6 music extension advice and requirements.

HSC music extension teachers can use this resource to:

• familiarise themselves with the requirements of each practical and performance component
• develop their understanding of the language of the NESA assessment criteria for each of the practical and performance works
• develop confidence in applying assessment criteria through identification and analysis of work sample characteristics
• assist Year 12 students in making informed choices when selecting course options
• build student confidence and knowledge of success in each practical and performance work.