Unit 4: Choreography – controlled assessment (40%)

Solo Composition Task 4A (15%)

Candidates will demonstrate their increasing effectiveness as a choreographer and their ability to appreciate dance.

Key principles (see Section 3, Subject Content):

  • explore and synthesise ideas, thoughts and meaning through movement
  • select and use actions, dynamics, space and relationships to convey artistic intention
  • create and structure dances.

Task setting

The task is set by AQA, as described below. The task is open-ended, allowing candidates to answer the task in a variety of ways, depending on the resources available.

With guidance from the teacher, candidates select 3 motifs from one of the selected professional works from the prescribed list (see Section 3.1). This should be a different work to that selected for the Performance in a Duo/Group Dance (unit 3).

The motifs must be developed by the candidate to create a short solo dance, with clear form and structure, of between 1 and 1½ minutes. Controlled Assessment Advisors will be available to provide guidance to centres.

Task taking

Candidates need not work under direct supervision when researching for this task. The recommended time for preparation of submissions is 11–12 hours, during which candidates must be informally Candidates with a disability which prohibits them completing their submission in 11–12 hours may be given extra time as appropriate.

The candidate may use any appropriate accompaniment for this task.

The teacher may offer feedback and general guidance but may not suggest movement material for the candidate to use. Candidates should be encouraged to offer peer-group feedback but each candidate's response must be an individual one.

Task marking

The motifs used must be demonstrated in their original form before the resulting composition is demonstrated. Candidates should be prepared to give a brief explanation, or provide a single page of notes, giving a key into the ways in which the motifs have been developed.

Final performances should, where possible, be assessed live but may be assessed by video if live assessment is not practicable. Where work is filmed for subsequent moderation, the original motifs must also be filmed. Assessments take place during moderation; if numbers require it, remaining assessments are completed after moderation. Live assessments must be video-recorded and the recording should not be made by the teacher who is making the assessments.

Evidence to support centre marks for analytical skills could include: notebook, essay, recorded viva, recorded Q & A, etc. Such evidence should be available to the moderator.

Criteria for assessment

  • imaginative development of selected or given material through action, space and dynamics
  • successful integration and linking of the motifs into the composition
  • structuring and use of choreographic devices and principles
  • analysis and evaluation to bring about improvement during the progress of the piece.

Assessment Grid for the Solo Composition Task

20 marks

Solo Composition Task

Mark

imaginative development of original motifs (AO2)

through action, space and dynamics

 

inspired, creative and original development of material

5

development of material is good and shows some originality

4

material has been developed using action, space and dynamics

3

material has been developed using some aspects of action or space or dynamics

2

initial motifs have not been developed but are evident

1

no evidence of use of motifs even in original form

0
successful integration and linking of motifs into composition (AO2)

transitions, repetition, new material, fragmentation, retrograde, continuity, etc

 

motifs are integrated in an inspired, creative and original manner

5

seamless integration of developed motifs

4

motifs have been developed and linked and combine to add some interest to the piece

3

basic developments are linked

2

bare motifs linked together 

1

 no evidence of linking

0
structuring and use of choreographic devices (AO2)

beginning/ middle/end, logical sequence, unity, contrast, climax, repetition, to augment choreographic form

 

structure is highly appropriate and use of choreographic devices very effective – the piece has unity and interest

5

good use of choreographic devices and structure  the piece works well

4

structure is sound and some choreographic devices have been used

3

structure is uneven but there has been an attempt to use some choreographic devices

2

limited structure and use of choreographic devices

1

no use of structure or choreographic devices

0
analysis and evaluation to bring about improvement (AO3)

during the progress of the piece (process)

 

highly developed analytical and evaluative skills evidenced and implemented

 

good analytical and evaluative skills evidenced and implemented

 

some analytical and evaluative skills evidenced and implemented

 

some analytical and evaluative skills evidenced but not fully implemented

 

limited analytical and evaluative skills evidenced 

 

no evidence of analytical or evaluative skills

 

Each of the four criteria are marked out of a maximum of five and totalled to give a mark out of 20.

 Choreography for Solo or Group 4B (25%)

Candidates will demonstrate their increasing effectiveness as a choreographer.

Key principles (see Section 3, Subject Content):

  • explore and synthesise ideas, thoughts and meaning through movement
  • use and select actions, dynamics, space and relationships to convey artistic intention
  • create and structure dances.

Task setting

The task is designed in the centre according to the following criteria set by AQA. Candidates must select a starting point or stimulus from the following prescribed list:

  • words, a poem or piece of text (can include instructions, etc)
  • a photograph or a piece of 2-D or 3-D art
  • a prop, accessory or object
  • a feature of the natural world
  • a piece of music composed before 1970*
  • an everyday activity, topical or historical event.

The dance can be in any style that fully addresses the criteria. Controlled Assessment Advisors can give advice as to how the assessment criteria may be met.

Candidates may choose to choreograph a solo, or a group dance for 2, 3, 4 or 5 dancers.

A solo dance must be between 1½ to 2 minutes; a group dance must be between 2½ to 3 minutes.

Candidates may perform in their own choreographies.

A group dance must be the outcome of the work of one choreographer.

A brief programme note detailing the title, accompaniment and selected starting point should be provided by the candidate and attached to the Candidate Record Form.

Task taking

Candidates need not work under direct supervision when researching for this task. The recommended time for preparation of submissions for this task is 24–25 hours. Candidates must be informally supervised during this time. Candidates with a disability which prohibits them from completing the work in 24–25 hours may be given extra time as appropriate.

The candidate may be given general ideas regarding choice of musical accompaniment but these must not be specific and the candidate must make the final decision him/herself. The candidate will make any editing decisions about the music but need not carry out the edits him/herself.

The teacher may offer feedback and general guidance but may not suggest specific movement material for the candidate's dance. Candidates should be encouraged to offer peer-group feedback but each candidate's response must be an individual one.

Task marking

Assessments should be live wherever possible. Assessments take place during moderation; if numbers require it, they are completed after The assessments must be videorecorded and the recording should not be made by the teacher who is making the assessments.

Criteria for assessment

  • creative and imaginative response to selected stimulus/starting point
  • selection of action content and its application to relationships where appropriate
  • selection of dynamic content and its application to relationships where appropriate
  • selection of spatial content and relationships content where appropriate
  • overall form and structure
  • use of choreographic devices and principles
  • choice of aural setting
  • overall communication of dance idea.

*Candidates using pre-1970 music as a stimulus may also use music from any time or place as theaccompaniment. 

Assessment grid for Solo or Group Choreography

 40 marks

Choreography for Solo or Group 

Mark

creative and imaginative response to selected stimulus/starting point (AO3) 

response to the stimulus and how well it has been realised

 

the response leads to an interesting and creative outcome

5

the response leads to an outcome that has some creativity

4

the response leads to a literal outcome

3

the response leads to a simple outcome

2

the response leads to a simple and unrelated outcome

1

no response to the stimulus is evidenced 

0
selection of action content and its application to relationships where appropriate (AO2) 

to help convey dance idea

 

original, well-realised and varied, adding significance to the dance idea

5

good and varied content which adds interest to the dance idea

4

action content is varied and adds some interest to the dance idea

3

some variety in action content but not obviously chosen for specific purpose 

2

limited evidence of variety of action content

1

no evidence of variety of action content

0
selection of dynamic content and its application to relationships where appropriate (AO2) 
 

to help convey dance idea

 

     

exceptionally well-realised and adds variety and interest to the dance idea 

5

use of dynamics is good and adds variety and interest to the dance idea

4

dynamic content is varied and adds some interest to the dance idea

3

some dynamic interest but not obviously chosen for specific purpose

2

limited evidence of dynamic interest

1

no evidence of selection of dynamic content

0
selection of spatial content and relationships content where appropriate (AO2) 

to help convey dance idea

 

use of space (and relationships) is exceptionally well-realised and enhances artistic intent

5

use of space (and relationships) is good and supports the dance idea

4

choices have clearly been made in use of space (and relationships) and they contribute to the dance idea 

3

some choices made in use of space (and relationships) not always contributing to the dance idea 

2

limited attention to use of space (and relationships)

1

no evidence of consideration of spatial content (or relationships)

0
overall form and structure (AO3) 

form, beginning/middle/end, unity, transitions, logical sequence, etc.

 

structure is highly appropriate and very effective, giving unity to the piece

5

structure is good and the piece has unity

4

the structure is apparent

3

an attempt to use some elements of structure

2

limited use of structure

1

no evidence of consideration of structure

0
use of choreographic devices and principles to augment choreographic form (AO2) 

repetition, development, contrast, climax, motif, highlights, use of number, fragmentation, retrograde, canon, unison, etc.

 

highly effective use of choreographic devices

5

good use of choreographic devices

4

appropriate use of some choreographic devices

3

an attempt to use some choreographic devices

2

limited use of choreographic devices

1

no evidence of the use of choreographic devices

0
choice of aural setting (AO2) 

a) offers suitable mood/atmosphere

b) offers contrast/ variety

c) works with the structure of choreography

d) works with the theme or idea

e) offers opportunities for demonstration of sensitivity/musicality

 

offers all five elements of indicative content

5

offers four elements of indicative content

4

offers three elements of indicative content

3

offers two elements of indicative content

2

offers one element of indicative content

1

no consideration of the aural setting is evidenced

0
overall communication of dance idea (AO2) 

mood or meaning of the dance and the ability to realise this through choreography (product)

 

highly sensitive and multi-layered communication of the mood and meaning of the dance idea

5

very clear and layered communication of the mood and meaning of the dance idea

4

the mood and meaning of the dance idea is communicated in a literal manner

3

the mood and meaning of the dance idea is sometimes communicated

2

the dance idea is occasionally apparent

1

no communication of the dance idea

0

Each of the eight criteria are marked out of a maximum of five and totalled to give a mark out of 40.