The achievement standard for this standard is available at this link and the student instructions 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 have completed all the tasks required.
Intro Task:
This standard requires you to demonstrate understanding of a range of choreographic processes. Watch this video on a choreographer's creative process in real time and on your personal blog page for this standard post a summary of things you learnt, found interesting, and would be interested in exploring yourself. How would you describe the choreographer's process?
You are required to have this completed by: Tuesday 17th February
Research the choreographic processes of two recognised choreographers (Stephen Bradshaw and Moss Patterson). Use the following questions to support your research:
• What is the starting point, stimulus, or inspiration for their choreography?
• How does the choreographer develop movement?
• How do they communicate ideas through movement?
• What design decisions do they make? (For example, the choice of music accompaniment.)
• Explain why you think one of the recognised choreographers works in the way you have described. Your explanation can be oral or written.
FIRST CHOREOGRAPHER: MOSS PATTERSON
Below you will find the clips for Moss Patterson's Kura danced by Footnote Dance Company.
Interview with the choreographer (Moss Patterson) and Footnote Dance Company's Artistic Director (Deidre Tarrant):
The dance work:
Other useful resources which might assist you with this task are included below:
1) Footnote Dance company Website
2) The following article titled 'A Contemporary voice finds dancing feet' on the history of Contemporary dance in New Zealand also mentions Footnote Dance Company, Moss Patterson, Stephen Bradshaw, and Atamira Dance Company and their place in the development of dance in New Zealand.
SECOND CHOREOGRAPHER: STEPHEN BRADSHAW
Below you will find the clips for Stephen Bradshaw's Mauri danced by Atamira Dance Company. Atamira is the country's leading Māori contemporary dance theatre group and its current Artistic Director is Moss Patterson.
Interview with the choreographer:
Creating Mauri:
Mauri (the full dance work):
1) Atamira Dance website
2) The following clip from Maori television regarding their exposure globally:
3) This Summary of the Dance Elements in Mauri could also provide useful for you.
4) These questions may also help guide you towards some conclusions for the questions you are required to answer:
You are required to have this completed by: Sunday 22nd March
Task 4: Learn and vary a phrase (part one):
After learning the phrase from Kura you worked in a group to very the phrase with a focus on the element of Relationships. You were asked to consider exploring ideas such as performing in unison/non unison, using a form of canon, call and response etc . You could have also varied the formations of the dancers and the distance between them. If you need reminding about the task scroll to Task Four in the PDF here.
Please make sure you load the following to the 2.6 page:
Task 7 - Duet (Part One):
Today in class you were asked to work with a partner to create a short duet based on the following: .
Travel in a small circle, jump or leap, travel in a larger circle, reach one hand out in any direction, then join another hand to the reaching hand and draw the hands back into the body. Take 3 steps backwards. .
Consider the things from the TED talk from last lesson and use these to assist you with creating something original, imaginative, and possibly abstract. Use the written phrase as inspiration.
Task 7: Communicate contrasting ideas in a duet:
Please make sure you load the following to the 2.6 page:
4) These questions may also help guide you towards some conclusions for the questions you are required to answer:
- Describe the unique style of dance that this company performs
- How does the choreographer describe Maori dance? Explain in detail.
- What things inspire the choreographer and give him ideas for his dances?
- How does Bradshaw’s organisation help young choreographers?
- What does “Mauri” mean for Bradshaw?
- How does the dance show a creation story?
- How does the dance communicate elements of nature?
- How has Bradshaw used movements from traditional haka?
- How did Bradshaw use ideas related to weaving in the dance?
Task 4: Learn and vary a phrase (part one):
Today you learnt a phrase from Moss Patterson's dance 'Kura'. See if you can identify where in the dance it occurs by watching this clip. Once you have learnt the phrase as a group record it and upload it to your Achievement Standard page.
Task 4: Learn and vary a phrase for a group
Please make sure you load the following to the 2.6 page:
- The completed the variation video
- Explain in detail what you have done to vary the phrase
- Explain in detail why you chose these variations
- Discuss and record the effectiveness of each variation (e.g the effectiveness of performing the phrase in unison was....)
Don't be afraid to refer back to the trusty Dance wall charts to help you out
You are required to have this completed by: Sunday 22nd February
Task 7 - Duet (Part One):
Today in class you were asked to work with a partner to create a short duet based on the following: .
Travel in a small circle, jump or leap, travel in a larger circle, reach one hand out in any direction, then join another hand to the reaching hand and draw the hands back into the body. Take 3 steps backwards. .
Consider the things from the TED talk from last lesson and use these to assist you with creating something original, imaginative, and possibly abstract. Use the written phrase as inspiration.
Task 7: Communicate contrasting ideas in a duet:
Please make sure you load the following to the 2.6 page:
- Your video of the ORIGINAL phrase
- Your 2 photos
- The reflection: Describe how each photo/moment from the duet relates to or communicates the contrasting ideas. You may comment on the contrasting use of dynamics, changes in focus, the relationship of the dancers in the space, the facings, contrasts in the use of levels, and contrasts in the use of body shape.
You are required to have this completed by: Thursday 19th February
Task 3: Explore the processes of Stephen Bradshaw
Following your research above in to the processes of Stephen Bradshaw after watching the excerpts from the ‘Contemporary Dance Aotearoa’ DVD on choreographic processes and the interview with the choreographer you will follow a similar process.
- Research creation stories.
- Find one that interests you and post it to your blog site
- Discuss what potential you see in it for creating a dance
- Use it to develop motifs & phrases as a group to structure in to a short dance sequence
Film your sequence and post it to your 2.6 Blog page under the creation story and initial ideas. Identify the motifs and phrases you developed as a group to structure the dance and then reflect on the processes you followed:
- How did it compare with Moss?
- What did you learn?
- How did having a clear choreographic process assist you in creating original and imaginative movement vocabulary?
- How has this process improved your confidence and skills as a student choreographer? How will you work differently in the future as a result?
You are required to have this completed by: Friday 6th March
Task 6: Improvise movements for a Group (in class Wednesday 18th March)
Using the starting point you chose for your 2.1 Group Choreography brainstorm ways that you could use this starting point to suggest movement (For example, you could choose individual words or phrases from a poem that suggest movement)
Post these suggested ideas to your blog
Take some of your brainstorm ideas and use them to make up some exercises, using choreographic devices, to improvise movement for a group (For example, you could mime an everyday experience. Then you could abstract the mime movements by fragmenting the action and re-ordering the fragments. You could also use other choreographic devices, such as using your whole body to do the movement, making a different body part important in the movement, or making the movement travel across the room. See Resource A for information on choreographic devices)
Post these exercises to your blog
Use the exercises you have developed to direct the small group of year 11 dancers provided to you to improvise movements.
On your blog:
- Evaluate your improvisations. Consider what worked well, what didn't work so well, what you would do differently next time etc
- Choose two movement improvisations – one that you could develop further to make a dance and one that you would choose not to use. Explain your choices.
You are required to have this completed by: Friday 20th March
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