Thinking about Choreography - Years 1-10
- Ways to use the Dance Vocabulary Cards
- Responding, Analysing and Talking about Dance - Years 2-10
- Using Action Words
- Thinking about Choreography - Years 1-10
- Practical Differentiation
Finding something appropriate to say about a piece of student choreography can sometimes be difficult! Here are some feedback/feed forward questions and statements for teachers to discuss with students to further develop dance choreography and performance. The questions and statements have been written for Years 1-6 and Years 7-10, but some may be appropriate for either group.
- Show me a way that you can make one of your moves as big as possible.
- Show me a way that you can make one of your moves as small as possible.
- Find another way to travel to that spot.
- I wonder if you can all travel in different ways to that spot.
- Show me a way that you can be closer to the floor when you perform that move.
- What happens when you move up and down and up and down to travel to that spot?
- How can you make that move very exciting?
- How many different ways can you find to travel across the room?
- Show me how slowly you can perform your dance.
- Pretend that you are very tired when you perform your dance
- Pretend that you are carrying a very heavy school bag when you perform your dance.
- Pretend that you are as light as a feather when you perform your dance.
- What happens when you perform that move kneeling instead of standing up?
- Can you still travel when you are lying down? Find a way.
Questions for students as audience members:
- How did the dancers begin their dance?
- What did the dancers do during their dance?
- When did they change levels in the dance?
- How did they change levels?
- What kinds of locomotor (travelling) movement did they perform?
Questions for students as performers:
- How far did you travel in your dance? Find a place where you could have moved further away from each other.
- What pathway did you follow?
- When were you moving on the spot in your dance?
- When did you perform the same movements at the same time? This is called UNISON.
- When were you all performing different movements?
- How could you make your moves even bigger and clearer?
- Find one movement that you could make more exciting.
- Find one movement that could be performed in the opposite direction?
- Find one movement that could be performed on a different level?
- What different body parts could you use to perform a movement?
- Find a movement or shape that you can embellish (make fancy; add detail).
- Find a movement or shape that you can augment (make bigger in time or space).
- You have some repeated movements in your sequence. See if you can include another movement or make the repeated move a little different.
- See if you can perform that move in slow motion.
- See what happens when you reach out or extend as far as possible when you perform that move.
- I wonder if you can all use the same locomotor movement but travel on different pathways to that spot.
- What would happen if you all started in different places?
- What would happen if you all started your dance at different times?
- What would happen if you all started the dance facing in different directions?
- See what happens when you perform your sequence twice, but make the second time a little different.
- What is your most interesting move? What makes it interesting?
- Take turns to sit and watch your group perform their dance. What could they do to improve their performance?
- Where should your focus be in the dance?
- See if there is a moment in your dance when you focus out to the audience and try to engage them in your performance.
- What facial expression would suit your dance? See what happens when you: smile; glare; frown as you perform your dance.
- See if you can remember the dance without looking at the other dancers.
- What could you do if you think you are going to laugh during your dance? Possible discussion points/responses: Bite your bottom lip (gently!); focus on the back of the room; keep your focus away from your friends; think only about your dance moves; be proud of your dance!
- What is the appropriate posture for the dancers in your dance? If the appropriate posture is upright: "Try to keep your shoulders and belly button far apart as you walk forward".
- If appropriate for the dance style: "Try to extend your legs and toes in your elevated moves�. "Stretch your toes down to the floor when you jump up in the air".
- Find some ways to make your dance flow smoothly from one part into the next.
- See if you hold your final shape for 5 seconds before you move off the dance area.
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