The achievement standard for this standard is available at this link and the student instruction sheet can be downloaded here for you to save or print. Your teacher will read through these with you to ensure you are clear on what the standard expects of you but you also need to refer to them regularly throughout the course of the teaching and learning to ensure you are meeting the requirements of the standard.
Intro Task:
Before we start choreographing let's talk about and reflect on the creative process. This TED talk might really get you thinking
Task One:
As part of your work for AS 1.4 you have studied Moss Patterson's work 'Kura', including learning a phrase from the dance work and carefully analysing a section of the dance. Using this new found knowledge you will work in a group to create your own choreography based on a similar stimulus.
To begin this process your teacher has asked you to go away and find a range of Kowhaiwhai patterns (similar to the process Moss used with his dancers).
FOR EXAMPLE:
When you have found your images, post them to your 1.1 page and share your group brainstorm pictures of your white/chalk boards which relate to the ideas for a group dance (be sure when you are posting your ideas that you are considering the language of dance and making reference where possible to the elements of dance). Don't be afraid to use the Dance wall charts to help you out and spark ideas.
Task Two:
Read through Brief 1: Weaving patterns (a group dance) with your teacher and make sure you understand what you are expected to do. A reminder that you are encouraged to go and print off a copy of the student instruction sheet yourself which you can download here
You are to work collaboratively in a group to choreograph a dance for three dancers using a kowhaiwhai pattern as the basis of your movement ideas.
Your kowhaiwhai pattern will:
- Be the inspiration for your group’s pathway through the space
- Provide ideas for still and moving shapes
- Be the inspiration for some locomotor and non-locomotor movement.
- A section that is performed in unison
- A section that is performed as a canon
- A section where the 3 dancers are doing different but complementary movements.
Conditions:
- Your sequence will be at least 45 seconds long but no more than 2 minutes.
- You will choreograph your dance sequence without music. You will have the choice of 3 pieces of music to perform to and some extra time to practise to this music.
- You will have approximately 8 sessions to choreograph your dance and then will have additional time to rehearse.
- Your teacher will assign your group to you. All of you will contribute to the choreography of the dance
Task Three (assessed against AS 1.4): Contrasting tempo
This activity focuses on the dance element of time. Choose a short phrase from your group dance for 1.1:
a) Rehearse the phrase using changes in tempo. For example: slow, increasing, fast, and decreasing.
b) Perform the phrase repeating it four times (as one video), using a change in tempo each time.
Video the original phrase and both variations and post the videos to your blog
As a group watch the videos and discuss/evaluate how the clarity of the dancer’s performance changed as the tempo changed.
Then, individually,answer the following questions as a comment following the video on your personal Dance blog:
- In what ways can changes in tempo change the clarity of the dancer’s
- In what ways can changes in tempo add interest to a dance
- Why might a choreographer use changes in tempo in a dance movements? performance? composition?
A reminder that the evidence that needs to be loaded to blog for this task is as follows:
1. Video of the original phrase, followed by the 4 contrasts in tempo
2. Individual responses to questions
Evidence Due Date: Term 1, Week 6 (posted to your personal blog page 1.4 by Friday 13th March)
Assessment and Reflection (Brief 1 - Group Dance):
Group One (Teagan's Group): Your assessment video is available at the following link.
Group Two (Bethany's Group): Your assessment video is available at the following link.
Please download the video and load to your 1.1. Blog page with a reflection on the following:
1) Where you pleased with your final group choreography? Why or Why Not?
2) How well do you think you contributed to the collaborative choreographic process? On a scale of 1-10 (1 being very little and 10 begin lots) explain your contribution
3) How well do you think your choreography met the requirements of the brief (check the task sheet)? Did you dance clearly convey the idea of Kowhaiwhai patterns and the initial brainstormed ideas?
4) What have you learnt about choreography this term?
5) Looking at the assessment schedule what would you award your choreography if you were marking it? Why?
6) In preparation for the next performance assessment what could you do to improve your assessment result?
Preparations for Brief Two/Three: Solo or Duet Choreography
Read through the student task sheet at this link. Refer to Briefs Two and Three (Solo and Duo). Decide which task you wish to submit for your final choreography towards Achievement Standard 90858, due to be assessed at the end of this term.
Discuss your choice with the teacher.
- If you choose the solo you will need to begin research in to a Chinese Symbol of your choice
- If you choose the duo you will need to decide on a relationship in which to base your concept on
Your teacher will then guide you through developing your concept prior to the choreographic process
Final Choreographic Intention (Post to your blog for Miss Gill to assess):
CHINESE SYMBOL SOLO:
On your blog post a picture of your Chinese Symbol. In a paragraph discuss how you have interpreted your Chinese symbol in your choreography (remember the focus of the dance is around interpreting the pathways of the symbol and showing them both in the air
and on the floor).
CHINESE SYMBOL SOLO:
Comment on:
- How you have used a variety of body parts (name them)
- How you have used locomotor and non-locomotor movements to show the pathways
- How your interesting still shapes at the beginning and end of the dance to reflect the symbol
- What was your change in the base of support
- How you effectively used transitions to link movements
- How well you used high and low levels
- What choreographic devices you have used to extend your movement ideas and why
MAKING CONNECTIONS DUO:
Post the outline of your relationship and explain how you have clearly shown this in performance.
Also comment on how you have used the following ideas to communicate your ideas about your
chosen relationship:
One still
shape where both dancers are connected and on different levels
A still
beginning and end shape
Three
different examples of weight-bearing using a variety of body parts
Meeting
and parting and/or parting and meeting and/or shadowing
A variety
of locomotor movements
Repetition
and/or variation of important moves and phrases.
Evidence Due Date: Term 2, Week 11 (posted to your personal blog page by Tuesday 30th June, prior to your assessment)
FINAL REFLECTIONS:
Solo Assessments are able to be viewed and downloaded from the following link. Duets at this link
Please download the video and load to your 1.1. Blog page with a reflection on the following:
1) Where you pleased with your final group choreography? Why or Why Not?
2) How well do you think your choreography met the requirements of the brief (check the task sheet)? Did you dance clearly conveyed your chosen Chinese Symbol through your use of pathways and the initial brainstormed ideas?
4) What have you learnt about choreography this term?
5) Looking at the assessment schedule what would you award your choreography if you were marking it? Why?
6) If you were to give any words of wisdom to the year 11's of 2016 about choreography at NCEA what would they be?
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