Question 1

What is NCEA AS 91939 about?

Accepted Answer

In this externally assessed standard, students write a portfolio about a dance sequence they have actually performed in during the year. They pick two short sections (each about 10–15 seconds long) from that sequence and write in detail about how the elements of dance — body, space, time, energy, and relationships — are used in those sections, and how those elements connect to what the dance is trying to communicate (its purpose). The performance itself is not marked; it is the written reflection that is assessed.

Question 2

What do students need to do for AS 91939?

Accepted Answer

1. Choose a dance sequence you have performed in during the year — it could be a solo, duo, or group piece choreographed by anyone. 2. Identify two sections of roughly 10–15 seconds each from that sequence (use timestamps and screenshots to make them clear). 3. State the purpose of the dance — what it is trying to express or communicate — ideally as its own clear section at the start of your portfolio. 4. For each of the two sections, describe and discuss the specific elements of dance (body, space, time, energy, relationships) and their components that you can see being used. 5. Explain or evaluate how those elements work together to communicate the purpose of the dance. 6. Use correct dance vocabulary throughout (e.g. 'locomotor movement' not just 'travelling', 'unison' not just 'together'). 7. Support your writing with screenshots, annotated images, or other visual evidence where possible.

Question 3

What's the difference between Achieved, Merit, and Excellence for AS 91939?

Accepted Answer

Achieved: You briefly describe what the dance elements look like in each section and identify the purpose of the dance. You might focus on the broad element (e.g. 'time') rather than drilling into its specific components, and you hint at how it connects to the purpose rather than spelling it out clearly. Merit: You clearly describe the elements and their specific components in detail, explain the effect they have, and make a clear connection between those elements and the purpose of the dance. You use accurate dance terminology and might discuss multiple components under one element (e.g. for body: body shape, body base, locomotor and non-locomotor movement). Excellence: You go into real depth on how the specific components of the dance elements work together to communicate the purpose or create impact. Your reflection is insightful — you discuss why choreographic choices were made, not just what they are. Examples are thoroughly illustrated, often with screenshots, and your writing shows genuine understanding of the dance as a whole.

Question 4

What mistakes do students typically make in AS 91939?

Accepted Answer

1. Not describing the purpose of the dance sequence at all — this is required just to reach Achieved. 2. Only discussing one element or one component instead of engaging with multiple elements across both sections. 3. Writing about more than two sections, which tends to show breadth rather than the depth needed for higher grades. 4. Using vague everyday language instead of correct dance vocabulary — for example saying 'travelling together' instead of 'locomotor movement in unison'. 5. Talking about production elements like music or costume without connecting them to the elements of dance. 6. Giving inaccurate descriptions or examples of dance elements and their components. 7. Not explaining the effect of the elements used — just describing what you see without saying what it does or why it matters — which keeps responses at Achieved rather than Merit or Excellence. 8. Writing very long responses that wander off-topic rather than giving focused, relevant answers.

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