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Dance 2.1 Choreograph a Section of a Dance for a Group

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Number AS90293, Version Two, Five credits 'Searching for Balance'

Student Instruction Sheet

You are to choreograph a section of a dance for three students in a Binary (AB) structure about contrasting emotions. You will be one of the dancers.You will each select a different pair of emotions from the choices below.(It is intended that the sequences choreographed by each of the three dancers could be linked to create a full three-minute dance of contrasting emotions.)Think of a real-life situation where the two emotions you have selected could occur. Compose a one-minute dance that clearly communicates the idea of the first emotion and situation (Section A) and the contrasting emotion when the empathy technique of ' Look, Listen and Think ( 28 KB) '  is applied (Section B).

  1. ANGER and KINDNESS
  2. ANXIETY and RELIEF
  3. EMBARRASSMENT and PRIDE

You must select movement to reflect the ideas you have about the chosen emotions and the situation, and each section will contain a counter-balance, a weight-taking movement (taking the whole weight of another person) and a motif, which will be explored in two ways using the choreographic devices of embellishment, augmentation or insertion.Your sequence must:

  • Be at least one minute long
  • Communicate the idea of your selected emotions and the 'situation'.
  • Contain both unison and non-unison movements
  • Show contrasts in range (the distance between the dancers from near to far)

Each section must contain a different:

  • Gesture (motif) that relates to the emotion of the situation and at least one development of the motif using the choreographic devices of either embellishment, augmentation or insertion
  • SAFE, but imaginative counter-balance
  • SAFE weight-taking movement
Vocabulary:

Movement Motif: a movement or gesture that can be elaborated on or developed in a variety of ways in the process of dance choreography.
Choreographic Device: a specific way of manipulating movement to develop dance choreography
Augmentation: a choreographic device where movements are made larger in space or time.
Embellishment: A choreographic device where detail is added to a move, such as a hand gesture or an arm movement.
Insertion: New movement is added to the motif
Counter Balance: a balance for more than one person, where each person relies on the others to maintain their shape.
Weight Taking: One person lifting another person.
Range: The distance apart of the dancers from near to far Unison: Dancers moving at the same time doing the same movements
No costumes or props are required for the performance of the work, but appropriate clothing should be worn.The teacher will provide the music, or you may perform in silence.The assessment will take place in the ________________ Your sequence will be videoed to confirm assessment judgements.The date of your assessment will be ____________________You must also complete the Choreographic Intent worksheet ( 31 KB)

This must be handed to your teacher prior to your assessment.

Assessment Schedule
Evidence Achieved Merit Excellence
A 1-minute sequence in a binary structure for three people based on contrasting emotions containing a motif, two choreographic devices, counter balance and weight taking, is composed and performed.
The sequence is in a binary structure and the idea of contrasts in emotions is communicated. The sequence is in a binary structure, is interesting and the idea of contrasts in emotions is communicated clearly and effectively. The sequence is in a binary structure, is imaginative and the idea of contrasts in emotions is communicated skilfully and perceptively.
A motif is performed in each part and varied with the use of two selected choreographic devices. A motif is performed in each part at least once and is varied with the use of two selected choreographic devices in interesting ways. A motif is performed in each part at least once and is varied with the use of two selected choreographic devices in imaginative ways.

The sequence shows appropriateuse of the following:

  • Counter-balances
  • Weight-taking
  • Range
  • Unison and non-unison movements

The sequence shows deliberate and effectiveuse of the following:

  • Counter-balances
  • Weight-taking
  • Range
  • Unison and non-unison movements

The sequence shows skilful and perceptiveuse of the following:

  • Counter-balances
  • Weight-taking
  • Range
  • Unison and non-unison movements

Download Word file (Word 53 KB)

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