THE JOURNEY

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THE JOURNEY Notes for Teachers Unit Standard 11500 Explore the making of dance Level 2 Credits 6

Teaching, learning and assessment For element 1, the students learn and demonstrate the choreographic elements through participating in a series of workshops facilitated by the teacher. For elements 2 and 3, students are given the opportunity to work collaboratively and to use their newly acquired skills to create a dance work. Collaborative choreography may be used throughout the process but assessment must ultimately be of individual contribution to the work. It is intended that safe dance practice and respect for others assessed for element 4 underpin the learning and teaching in this unit standard. For element 5 the presentation could be in a workshop setting with fellow students as the audience. Respect for ownership of original ideas and cultural sensitivity underpins the learning and teaching in this activity. Gathering the evidence Teacher verification of the exploration of choreographic elements could be through video evidence or a verification grid. Students must complete at two different stages and the teacher must verify Resource A: Development of a Dance Idea. It is anticipated that annotated video evidence of the presentation would be used for assessment purposes. Resources Development of a Dance Idea. (provided resource) Green Gilbert, Anne. Creative Dance for All Ages: A Conceptual Approach. NDA/ AAHPERO Reston VA, 1992. Newlove, Jean. Laban for Actors and Dancers.(Putting Laban’s movement theory into practice: a step by step guide.) Nick Hern Books London, 1993. Sabatine, Jean. Movement Training for the Stage and Screen. Back Stage Books, 1995. Sunderland, Margot. Choreographing the Stage Musical. J. Garnet Miller Ltd, 1989.

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THE JOURNEY This activity assesses Unit Standard 11500 Elements 1 2 3 4 5 INSTRUCTIONS Your teacher will help you explore and apply choreographic elements in order to generate ideas for dance making. You will work as a part of a small group to integrate these ideas into a choreographed dance presentation of about three minutes. You will work in a group but you will be assessed as an individual. You will record and critically reflect on the process as you develop your choreographed work by completing Resource A Development of a Dance Idea (see task 4b). You will evaluate the presentation. You will need to demonstrate safe dance practice, show respect for others, discuss and record your observations. This activity will take place over a period of 5-6 weeks. Task 1 assesses element. Task 2 assesses element 2. Task 3 assesses element 3. Task 4 assesses element 4. Task 5 assesses element 5. 1 Explore choreographic elements (for assessment of Element 1) Explore the making of dance Level 2, Credits 6 Explore choreographic elements Generate ideas for dance making Choreograph the dance Demonstrate safe dance practice and respect for others Present choreographed dance

Your teacher will help you to explore choreographic elements through a series of workshops/classes. a Draw your name in space with at least three body parts (eg. finger, elbow, head, pelvis, knee, toe), using changes in levels and body base. Levels – high, medium, low. Body base – a fixed point or point of contact with body and floor. With a partner, share and explore the movement material you have created. Develop a short movement phrase by integrating three of the following aspects of space: pathways, planes, directions, lines, points of focus.

b

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c

Using a variety of body percussion to accompany your name, create a movement phrase. Teach your movement phrase to at least two others and learn their phrases to arrive at a longer phrase. As a group, experiment with the element of time by changing the tempo, rhythm and phrasing. Contribute to the group creation of a short dance work by using the movement material created in task 2. The group will then present this. Choose 2 contrasting qualities from the following list and use them in your work to enhance the movement dynamics: heavy, flowing, sharp, smooth, percussive. Generate ideas for dance making (for assessment of Element 2) Your teacher will help you to generate ideas for dance making. You will participate in and explore a range of stimuli for initiating dance.

d

2

a

On your own, choose four stimuli from the following list as a starting point for dance making: photos, props, music, art, animals, nature, personal experiences. Generate at least two ideas for dance making using this material.  Working with either a partner or group, improvise movement based on these ideas.

b Either i    Or ii In a group:  Use a photograph or an image to create the starting point for your work  Observe the scene, the mood and intensity, the relationships and interactions  Develop the movement possibilities for the starting point of your choreography c You have explored ideas for dance making and you are now at the stage where you must develop a choreographed work. Choose who you would like to create this work with and share your dance ideas and starting points. Decide on one idea to develop as a group and fill in the first stage of Resource A Development of a Dance Idea. The resource can With a partner: Make a study of an animal Observe its movement patterns and capabilities, behaviour, and characteristics Record observations and use these to develop a starting point for your choreography

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be completed in written form and can be supported with graphic material. 3 Choreograph the Dance (for assessment of Element 3)

From your dance idea, individually improvise to create movement ideas for the dance. a Each student select 6-8 movements that reflect the dance idea. Demonstrate and explain these movements to at least one other person. As a group, select 4-6 movement phrases from this material as a starting point for your choreography. Workshop your movement phrases by altering the element of time to develop and refine the dance structure. Note the changes that took place to the movement phrases. Workshop your adjusted movement phrases by altering the element of space to develop and refine the dance structure. Note the changes that took place to the altered movement phrases. Workshop your adjusted movement phrases by altering the dance dynamics. Note the changes that took place as this element was imposed. Fill in the second stage of Resource A Development of a Dance Idea, noting the changes that have been made to the work by exploring the choreographic elements. Working Safely with Others (for assessment of Element 4)

b

c

d

e

F

4

Throughout this activity you will be working with and alongside other people. You need to:  display concern and respect for others  show concern for safety and health of yourself and others At the end of this activity you will participate in a group reflection facilitated by your teacher. Record three examples of how you demonstrated safe dance practice and respect for others.

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5 a

Present the choreographed dance (for assessment of Element 5) Present your choreographed dance for assessment. Before your final presentation, use the following checklist to ensure you have met all of the criteria:  Is your presentation approximately three minutes in duration?  Is there evidence that your idea has been developed and refined from the original phrases?  Does your dance communicate an idea to the audience?  Does your dance display use of choreographic elements (time, space, dynamics)? Critical Evaluation Following the presentation of the choreographed dance, answer these questions, by giving a detailed response to each question orally or in writing:  What was the idea that your dance intended to communicate to the audience?  How did you feel the presentation of the dance was received?  How did the use of choreographic elements change the overall effect of your dance?  How did the use of choreographic elements affect development of the original movement phrases?  How were movements used in the choreographed dance to communicate the idea?  What would you have changed to improve the presentation if you were to perform this dance idea again?

b

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Resource A: Development of a Dance Idea Student Name:_____________________________ Use this task sheet at the beginning and at the end of the process of your choreography to demonstrate development and refinement of your idea. First Stage Dance idea Second stage

Choreographic intention Number of dancers Performance space

Costumes

Accompaniment considerations eg. delivery of music/sound Lighting ideas

Other components eg. use of props Rehearsal timeplan

Teacher comment and verification:

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Assessment Schedule Unit Standard 11500 Task Element

The Journey Explore the making of dance Level 4 Judgement (A statement that defines the standard to be achieved) Appropriate movement created from the student‟s name uses 3 body parts and explores 3 levels and 2 body bases. The movement phrase incorporates three space components from the following:  pathways  planes  directions  lines  points of focus The movement phrase is created using the student's name and body percussion. The movement phrase explores all of the following components of time  tempo  rhythm  phrasing The movement phrase uses two contrasting qualities from the following:  heavy  flowing  sharp  smooth  percussive Improvisation is based on two ideas from any of the following starting points  photos  props

1a

1.1

Evidence (The answers or performance expected from the student) Individual student exploration of movement using the element of space verified by the teacher.

1b

1.1

Individual student exploration of a movement phrase using the element of space verified by the teacher.

1c

1.2

Individual student exploration of a movement phrase verified by the teacher.  Student teaches movement phrase to two others.  Student learns two other student-created movement phrases. Individual student contribution to a movement phrase that explores the element of time verified by the teacher. Individual student contribution to group creation of a short dance work using material drawn from task 2 verified by the teacher.

1d

1.3

2a

2.1

Individual student participation in improvisation to generate ideas for dance making verified by the teacher.

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2b

2.1

Individual student contribution to developing a starting point for choreography verified by the teacher. Individual student response to Resource A: Development of a Dance Idea.

2c

2.2

3a 3b 3c 3d 3e 3f

3.1 3.2 3.3 3.4

Individual student contribution to workshopping of movement material verified by the teacher.

4

4.1 4.2

5a

5.1 5.2 5.4

Demonstration of safe practice and respect for others in actions. In reflection, the recording of three examples of safe dance practice and respect for others. Individual participation in a group presentation of a choreographed dance verified by the teacher.

 music  art  animals  nature  personal experience Starting point for choreography is based on either  the study of an animal  a photograph/image Student reflection gives appropriate response at two stages in the choreographic process and includes  dance idea  choreographic intention  number of dancers  performance space  costumes  lighting  rehearsal time plan  other complementary components Movement material is organised, developed and enhanced through  demonstration and explanation of individually selected movements from improvised ideas for dance  group selection of material for movement phrases  integration of choreographic elements of space, time, dynamics Student actions and responses demonstrate  safe dance practice  respect for others The choreographed dance:  is approx. three minutes duration

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

5b

5.3

Individual student response to the Critical Evaluation questions in task 5b.

clearly communicates an idea  shows clear evidence of refinement during rehearsal  displays use of the choreographic elements of time, space, and dance dynamics A detailed response is given to each question.

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SAMPLE OF STUDENT WORK Resource A: Development of a Dance Idea Use this task sheet at the beginning and at the end of the process of your choreography to demonstrate development and refinement of your idea. First Stage WINTER (from the photograph)  Stark/bare  A final stage of a process  Heavy energy  Cold – also with the emotions  Sick people – could be a comic side ie. all rugged up, sneezing etc.  Death  Hope at the end like Spring Second stage My idea of winter has stayed the same but after exploring the elements of dance I have refined my ideas. I plan to start the dance with the dancers making the same image as the photograph that I took the idea from. They will create the same shapes and be really frozen and still just like a photo. I‟m not going to explore the concept of death as I think this is too big and a whole concept on its own. It could also change the energy of the dance and I think I have enough of a contrast with the bleak, cold section and the comedy section. I am still ending with hope but we will take the same photo image and make it warmer by changing the lighting and the expressions of the dancers. Also the shapes are quite angular in the beginning but rounded and smoother in the end. My intention hasn‟t changed except for taking out the death part of the journey. I want the audience to appreciate that the same thing can be funny or sad. That there are two sides to everything. I‟m trying to use space, time and dynamics differently in each contrasting section to show this.

Dance idea

Choreographic intention

I want the audience to feel or experience winter. I want to take them on a journey through aspects of winter like the coldness and the bleakness, through to the tragedy like death and the final stages of life. I want to contrast this with the comedy of being sick and I want to really distort this concept by making my dancers move in a very big, slapstick type of way,

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sneezing and blowing their noses and even making sounds vocally and nasally. I want to finish with hope and a resurrection feel. Number of I will need a lot for the slapstick dancers section as they will all fall over each other like clowns and I want it to look very chaotic. I might need to achieve this with my choreography because I don‟t think it will be realistic to have a huge cast of dancers. The bleak and cold sections of the dance will be better with a smaller cast to give that feeling of isolation and space. Performance space I haven‟t decided yet whether I will stage this work outside. I could get a lot of really great effects with lights if I was inside of the stage but I‟ve found this great space in the gully by the back field which would be perfect if it was performed at about dusk. I could make use of the natural light, and the sun setting would give a great shift in energy to the piece. I would have to set up some sort of stage light for the end, especially if I finish with my hope idea and that might be too much hassle. I will make the decision this week so that I can create my choreography to suit the space. Costumes I imagine my dancers will be in costumes that mix the classic white image of winter with nature. I think of leaves and bare twigs and water and I would really love to design these images into the costumes. I imagine nothing too tailored. I want the costumes to have bits of fabric and possibly actual leaves etc, hanging off them and
THE JOURNEY Unit Standard 11500

Darrell had to pull out because he was in too many dances and couldn‟t do Tuesday after school. Now I have 5 dancers. For the sections where I want to create chaos, I‟m using speed, repetition and a crazy dynamic.

I decided to use the stage because it would be too difficult to set up lights outside and the rest of the dances are all on the stage so it‟s easier. I‟m happy with the performance space because we can use our bodies so much better on the wooden floor. In the gully it was hard because we got really dirty and we couldn‟t drop and roll the same way.

The costumes are exactly as I wanted them. Mrs Good, – Rachel‟s mum – helped us make them and they were really easy to make. They are just white t-shirts and long pants and on the shirts we have stitched on all this fabric that just hangs down and drapes all over the place. It looks really effective when we

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I want to use this in my choreography. I don‟t mind if the costumes make rustling sounds and I think this will be an interesting part of the work. Especially if I create a wind blown section where the dancers get blown around like leaves.

I want some of my dance to be in silence, especially if I decide to use outside because I can use the sounds of nature. I have been listening to an Enya CD and I „m sure that this music will suit all sections of my dance, like the bleak, cold part and the death part and even the hope part, because some of it is quite uplifting. For the comedy section I need a completely different track, quite old fashioned like an old 40‟s track like “it looks like stormy weather” or something. Or else I could have it in silence and just use body percussion and vocals. Lighting ideas As mentioned above, if I‟m outside I‟ll use the natural light and one or two rigged up for the end. If I‟m inside I don‟t think Mrs Jones has a huge budget for this so we might just have to use what‟s there. If I can I would have blue washes and when the sick comedy people come on I would have them in red spots and they could keep jumping out of them and the spots try to follow and keep up. Other components Twigs and leaves and stuff eg. use of props would be good. I‟d like to use the umbrella as an idea that keeps coming back and in rehearsal we could experiment with all different ways of
THE JOURNEY Unit Standard 11500

Accompaniment considerations eg. delivery of music/sound

move, especially in the fast section. We spray- painted leaves and twigs silver and made them into these incredible headpieces. It was hard to get them to stay on so we used bathing caps and now we can move really fast and they don‟t come off. They look great. I‟m using the first track of Enya for the beginning and then silence in the comedy section. Then the third track of Enya for the end. We fade the tracks because we don‟t use the whole thing but it doesn‟t have to be cued because there is silence in the middle.

There is a blue wash and we can have a colour on the cyc wall so I‟ve chosen green because I didn‟t want it to be all blue and because the fabric is blue on our costumes. We have the clown characters having a dialogue with the spots but we couldn‟t have red so they‟re just white.

We experimented a lot with umbrellas when we did the time, space and dynamic workshops, and they work really well. I wanted them to be oversized and one colour,

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moving with it.

but I couldn‟t find any, so they don‟t match.

We have class time for 4 weeks, Tuesday has worked well. We but this won‟t be enough missed one so we used a because some of my dancers are lunchtime. in other dances too and I‟m in Andrew‟s. So I have decided to call extra rehearsals on Tuesdays after school. This suits all of my dancers and I have to go to Andrew‟s on Mondays too. Teacher comment and verification:

Rehearsal time plan

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