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.
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.
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 supervised. 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.
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.
|20 marks||Solo Composition Task||Mark|
|imaginative development of original motifs (AO2)|
|through action, space and dynamics||inspired, creative and original development of materia||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||5|
|good analytical and evaluative skills evidenced and implemented||4|
|some analytical and evaluative skills evidenced and implemented||3|
|some analytical and evaluative skills evidenced but not fully implemented||2|
|limited analytical and evaluative skills evidenced||1|
|no evidence of analytical or evaluative skills||0|
Each of the four criteria are marked out of a maximum of five and totalled to give a mark out of 20.