Mock analysis


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Mock analysis

  1. 1. AS Dance Mock Analysis
  2. 2. Please spend 10 minutes going through your exam paper and read each comment and feedback. If there is something you don’t understand please star the page so you can ask me later.
  3. 3. Grade Boundaries from 2012/13 Grade Points you need to get in order to reach this grade A 41 B 37 C 33 D 30 E 27 U Up to 26
  4. 4. Overall Feedback; • Many of you did not answer the questions properly • Many of you did not provide accurate answers • Many of you either did not revise or did not remember many of the topics covered in class • Two of you have very bad handwriting and your examiner will not spend ages trying to figure out what you have said and therefore will not get marks (E, S) • None of you planned your answers for the 20 mark questions • Most of you need to use terminology correctly otherwise you will not get a mark even if the examiner gets the gist of what you are trying to say
  5. 5. Overall Feedback; • You need to use the P.E.A. system when answering questions that are 6 – 20marks; Point, Evidence, Analysis • You need to arrive to your exam on time so you are not rushed and disorientated • You need to consider the key words in the question so you know what you are expected to do. • Take a Theory Prep booklet – this will help you to improve your written exam answers
  6. 6. Front of the Paper Time allowed 1.5 hour Instructions Use black ink or black ball-point pen. Write the information required on the front of your answer book. The Examining Body for this paper is AQA. The Paper Reference is DANC1. Answer all questions. Do all rough work in your answer book. Cross through any work that you do not want to be marked. Information The marks for questions are shown in brackets. The maximum mark for this paper is 60. You will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate Advice You are advised to spend 30 minutes on Section A and 1 hour on Section B. You will be expected to draw on your knowledge of choreography, performance and appreciation in answering these questions. You may use diagrams and/or floor plans where appropriate
  7. 7. Questions 01 and 02 are linked. 01 Describe two choreographic devices. (2 marks) • All of you identified two correct choreographic devices but the questions asks you to describe it. Some of you did not describe it at all and some of you described them vaguely or incorrectly • Therefore that is 2 easy marks that you did not get because you picked two choreographic devices that you could not accurately describe
  8. 8. 02 Explain how it is possible to use each device to communicate a dance idea. (4 marks) • To answer this question correctly you firstly have to understand what a ‘dance idea’ is • Then you have to explain how the device you have chosen does this • There is no need for a little intro i.e. “A device can be used to communicate a dance idea” Just go straight into your explanation • Your explanation has to be detailed • You should explain how movement is developed and manipulated/used • You should give reasons that explain how the choreographic device clarifies and enhances the dance idea
  9. 9. 03 Explain how the following aspects of safe practice will help to protect a dancer against injury. Correct alignment ,Warm-up/cool-down (6 marks) • In the context of this exam ‘explain’’ means you should clarify something by providing more detail and the relevant reasons behind that detail • Some of you did not give accurate information or the information was irrelevant. • This question is not asking for you to explain what happens in the body during warm up/cool down or to explain correct alignment. It is asking you to explain what happens in the body during warm-up/cool-down that protects the dancer against injury and how correct alignment helps to protect against injury. • You could have talked about the changes that happen in the body, the anatomical structure, the structure of a dance class, weight placement and placement in relation to other dancers during support work
  10. 10. 04 The following are examples of forms used to structure dance works. Ternary (2 marks) Theme and Variation (2 marks) Describe what is meant by each of these • Once again you are being asked to describe what something is. If your description was incorrect you would not have gain any marks. If your description was too vague you would have only gain 1/2 marks • Example of an answer; Ternary – an ABA structure where the B section is a contrast to the A section. It is a pleasing structure as it returns to the beginning, giving a sense of completeness • Theme and variation – the theme is a recognisable phrase of movement that recurs with variations that allow it to be presented with different shading and mood. The phrase remains consistent in time and movement. It can provide a recognisable thread through the piece which gives coherence.
  11. 11. 05 Explain how structure is significant in two professional works you have studied (4 marks) • This means you have to give an explanation of why structure is important in two of the works you have studied • Many of you gave vague or inaccurate answers or you talked about things that were not relevant • Marks would have been given for the knowledge of structures used in particular works (Justitia uses a narrative structure) and an explanation of how the structure is significant to each work
  12. 12. 05 Explain how structure is significant in two professional works you have studied (4 marks) • Your knowledge should have covered: different forms used in the sectional structuring of material e.g. binary, ternary, rondo, theme and variation, episodic, narrative chance etc; different choreographic devices used to structure dance material e.g. motif and motif development, repetition, contrast, highlights, climax, transition, chance; number of section in the work you are discussing • Your explanation could have covered: supporting the development of character, humour, emotion, theme; complementing the use of aural/physical setting, reinforcing the choreographic intention, being appropriate to the genre/style, supporting the choreographer’s development of their own ideas about the dance in the social, historical , cultural context. Please note, you would be credited for your own personal views and interpretation of the work
  13. 13. 06 List the ways that choreographers use the aural setting to help them to communicate the choreographic intention using examples from your own experience, performances you have seen and professional works (20 marks) • Please note, this question asks you to list all of the different ways choreographers use aural setting to communication intention. • This requires you to have knowledge the different relationships between dance and music AND which choreographers use which relationships, including performances you have seen or been apart of • You would have received marks for identification and understanding of the different music and dance relationships; identification of the relationships different choreographers use; how this helps them to communicate their choreographic intention
  14. 14. 07 Explain how you have used the rehearsal process to develop the skills needed for dance performance(s) (20 marks) • In the context of this exam ‘explain’’ means you should clarify something by providing more detail and the relevant reasons behind that detail • The focus of this question is on cause and effect. You are being asked to identify the different aspects of your dance performance that were in need to attention and to explain how you used the rehearsal process to deal with those issues. • Obviously there will be a varied of aspects that you could talk about including choreographic skills as well as physical, technical and performance skills. • The rehearsal process could be seen as something that begins when the dance has been ‘finished’ in terms of choreography or/and it may be seen as part of the creative/choreographic process – both views are valid. • Some of you talked about improving your technical skills within a dance class and this does not count as the rehearsal process.
  15. 15. 07 Explain how you have used the rehearsal process to develop the skills needed for dance performance(s) (20 marks) You would have received marks for: • knowledge of choreographic and physical skills used to develop movement material • knowledge of the rehearsal process e.g. selection and refinement and feedback • knowledge of skills needed for performance e.g. physical technical, performance, interpretive, dancing sensitively with others • Knowledge of different types of rehearsal e.g. rehearsals that focus on specific issues like timing, spacing, technical rehearsal, dress rehearsal • Description of strategies, exercises, approaches to training that help a dancer to improve/address a particular need that might have been identified during rehearsal • Explanation of the effect that rehearsals have in preparing for performance
  16. 16. Your homework is to redo questions 6 and 7 and hand it in next week. Questions?