2013 Dance GA 3 - Examination Report - GENERAL COMMENTS - SPECIFIC INFORMATION - Question 1

Sep 20, 2026

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2013 Dance GA 3 examination report summarizes performance in the VCE Dance written exam for Units 3 and 4 under the 2007–2013 study design. It highlights compulsory five-question structure, the need to use prescribed works from the current VCAA Bulletin list, and common weaknesses such as limited understanding of key concepts and misuse of dance terminology. Guidance stresses careful reading for command terms, using reading time to identify key concepts, and practicing writing within set time limits, with sample and reference-style responses shown for Question 1a and 1b.

LanguageEnglish

CategoryExam

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

GENERAL COMMENTS

SPECIFIC INFORMATION

Question 1a

Question 1b

2013 Examination Report 2013 Dance GA 3: Examination GENERAL COMMENTS The 2013 VCE Dance examination was the final exam for the current study design (VCE Dance Study Design 2007– 2013) . Teachers and students should be aware of changes to the study and the examinations specifications that take effect from 2014. The new VCE Dance written examination specifications and sample questions are available on the VCAA website. The 2013 Dance written examination was based on the key knowledge and skills that underpin the outcomes in Units 3 and 4. Students were required to demonstrate their understanding of choreographic principles and the prescribed works studied in both units. The examination consisted of five questions that were all compulsory. Questions 3, 4 and 5 related to dance works selected from the prescribed list of dance works published annually in the VCAA Bulletin VCE, VCAL and VET. Teachers are reminded that this list changes from year to year; therefore, it is important to check the current list before deciding on the final selection of works. Responses indicated that some students had not studied works selected from the 2013 prescribed list. In general, high-scoring students presented comprehensive responses that demonstrated consistent use of appropriate terminology, as well as detailed knowledge and understanding of the key knowledge and skills relevant to each question. Students who didn’t score highly displayed a limited understanding of the key concept(s) involved and/or showed limited knowledge of appropriate dance terminology. Key terms for the study are defined in the study design. It is essential that students become familiar with these terms early in the year and use them appropriately. Students are advised to read each question carefully to ensure they understand what is being asked. They should use the reading time to identify the key terms (for example, ‘list’, ‘describe’, ‘discuss’, ‘analyse’, etc.) and key concepts being tested. They should address all aspects of the question in their response. Some students presented overly long responses for Questions 1 and 2, and appeared to run out oftime for the remaining questions. Practice at writing to a set time should assist students in preparing for examination conditions. SPECIFIC INFORMATION Note: Student responses reproduced in this report have not been corrected for grammar, spelling or factual information. This report provides sample answers or an indication of what answers may have included. Unless otherwise stated, these are not intended to be exemplary or complete responses. The statistics in this report may be subject to rounding errors resulting in a total less than 100 per cent. Question 1a. | Marks | 0 | 1 | 2 | 3 | 4 | 5 | 6 | Average
3.9 | | --- | --- | --- | --- | --- | --- | --- | --- | --- | | % | 12 | 4 | 8 | 12 | 15 | 13 | 35 | | The question tested students ’ knowledge and understanding of the three elements of movement. It also tested their capacity to describe the particular choreographic manipulation of each element in one example of movement vocabulary by using terminology relevant to time, space and energy. To gain full marks for this question, students were required to describe the use of all three elements of movement in one example of movement vocabulary from their Unit 3 solo dance work. Students with high-scoring responses presented comprehensive and detailed descriptions of all three elements of movement, or time, space and energy (as identified in the study design) , in one example of movement vocabulary from their Unit 3 solo dance work. Dance GA 3 Exam © VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY 2014 1 2013 Examination Report Low-scoring responses 􀁸 did not refer to all three elements of movement 􀁸 did not describe a movement example or referred to multiple movement examples from throughout the work 􀁸 used terminology inaccurately and, therefore, did not demonstrate an

FAQs

What changes in VCE Dance were teachers and students advised to watch for after 2013?

They were reminded to be aware of changes to the study design and examination specifications taking effect from 2014.

How was the 2013 Dance written examination structured?

It consisted of five compulsory questions, with Questions 3, 4 and 5 related to dance works selected from the prescribed annual list published in the VCAA Bulletin.

What did low-scoring students commonly fail to do in Question 1a and 1b?

For 1a, they often did not refer to all three elements of movement or used terminology inaccurately. For 1b, they often did not refer to and explain all three movement creation processes, or provided lists/definitions rather than clear explanations.

Sep 20, 2026

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