NCEA outline of 2025 exams

WHAT MIGHT THE EXAM BE ABOUT?

We never know what questions will be in the exam, it changes every year. However they have given some ideas as to what you must be 'familiar' with for the 2025 exam. Take a look here:
Level 3

For 2025 they have outlined that level 3 students SHOULD be familiar with:
• use of space
• sound / aural design
• motif development. 

YEAR 13

91514: Analyse a dance performance
Credits: 4


It may help you to think of this exam in two parts:

1. Interpretation. You must be able to name a dance and discuss your own interpretation of it, in relation to the specific lens of the question

2. Evidence. You must provide clear, truthful examples from the work to back up your interpretation
   
   

This year the ministry has highlighted you MUST be familiar with the following things:

• • use of space
  • sound / aural design
  • motif development.
  
  
  
  

Other important information:

• In the exam you must name the work, name the choreographer, name the company that performed that work and the date of the performance

• You must answer ONE question.  Three will be provided. You choose and answer ONE only.

• The question may contain more than one part; all parts of the question must be answered in order to even be considered for Achieved. 

• When there are spaces to use sketches and labels, you should always use them. Treat these sections as a written answer, include as much detail as possible.

• You will not be provided a resource list of the dance components
  
  

• The exam questions may include bullet point suggestions to provide guidance for your answers. These bullet points are not intended to limit your answers. 

• Questions will require answers in extended paragraph or essay form. 

• Answers should be supported by specific examples, and you may also use bullet points and diagrams, where relevant, to support your discussion. But you should mainly write in essay format. 

• You must use ink for both sketched and written answers (pens, felts, highlighters) 

• Information in planning spaces will not be marked. 

For a high grade you need to comprehensively demonstrate your understanding of the key aspects of the work. This means to:  

• describe and interpret significant key aspects of the dance performance.

• evaluate a range of these key aspects. An evaluation should include the effect, purpose of each

• explain the important ideas that are communicated in the dance

• discuss the ways different aspects combine to produce an effect or convey meaning

• critically evaluating the contribution of key aspects to the overall effectiveness of the dance performance.
  
  
  

For Excellence, this extends to:

• making reasoned responses to aspects of the performance such as evaluating the impact of the dance on an audience;

• explaining personal interpretations of the designs and movement choices;

• evaluating the effectiveness of the designs and movement choices;

• discussing the importance of the theme/s in relation to the work and the wider world;

• interpreting the possible choreographic intention of the dance.
  
  
  

You should use additional supporting evidence to support your interpretation such as:
-Reviews of the dance;
-Comments from the choreographer;
-Programme notes;
-Descriptions and explanations may include diagrams and drawings.

You must be able to describe in detail the different ways that meaning is conveyed in the dance performance such as:

• how production technologies contribute to conveying meaning (technologies are things like costume, set, lighting, music);

• interpreting movement choices, such as interpreting the symbolism of individual movements;

• explaining perceptively the relationships between the movements and the technology designs (costume, set, lighting, music);

• making perceptive responses to key aspects of the performance such as critically evaluating the relationships between performers, the movements and the visual and aural design;

• the way the structure contributes to convey meaning;

• characterisation.
  
  

Key aspects of a dance performance typically include: 

• The choreographic intention of the choreographer;

• Ideas, moods and emotions communicated in the dance; 

• Choreographic features e.g. individual movements, sequences, use of the body, use of space, use of time, use of energy, use of choreographic structures, the use of repetition and variation, the use of formations, groupings, relationships between the performers and the visual and aural design;

• Aspects of form such as the use of unison, sequential, contrasting and complementary movements;

• Structural components e.g. opening and closing sequences, entrances and exits, use of climax, and structures such as narrative, ABA etc;

• Production technologies e.g. lighting, sound, venue, costume, set, props, makeup, accompaniment;

• Characteristics and context of the genre or style of dance performers e.g. gender, role, skill, number of performers;

• Performance context and/or setting e.g. on stage, outdoors;

MARKING SCHEDULE LEVEL 3

NATIONAL FEEDBACK FROM THE 2023 & 2024 EXAMS!

Students who answered the question directly and used ideas from the dance that related to the question were successful in their responses. Those who succeeded at higher levels provided detailed supporting evidence and displayed an understanding for the question being asked. 

So what does this mean?

• Responses that engage directly with the specific requirements of the question selected were the most successful. 

• Higher performing candidates were able to work their existing knowledge of the work, in to their answers, while still addressing the unique requirements of the question. 

• In contrast to the above, less successful candidates attempted to work rote-learned content into their response without linking it to the question, or without making sure they are actually answering the question along the way. This limited their ability to show detailed or comprehensive understanding. 

• When candidates paid attention to the key terms in a question they had the best chance to display their knowledge and skills.  

• Candidates who cited relevant examples to support their answer to a question, achieved higher grades than those who referred indirectly to examples.  

 Any questions or concerns? Please contact your teacher:
Miss Samuel: jsamuel@ormiston.school.nz