Week Two Week Two: Lesson One and Two Choreography Workshops: Revision of ‘B.E.S.T’ including cannon, and Choreographic Devices of unison and repetition. Roll and warm up Revision of warm up, safe dance practices, why we warm up and what it involves. from Year 8 Dance: BEST The elements of are the building blocks for all choreography. The different ways we use our bodies, the space in which we dance and the timing of movement, should always be unique and interesting. The more we use these elements of dance in different ways, the more interesting the dance becomes. The four elements of are: BEST (Body, Energy, Space, Time). BODY Is used to make shapes create interesting movement. To continually change the shape of the body is an important part of choreography. You can make shapes individually or as a group to create interesting effects. Some shapes we use in dance are: symmetrical shape, asymmetrical shape, curved, angular, open and closed (give examples and explain each). Activity- shapes and transitions (in pairs). Spacial patterns you stand in Levels Directions Floor Patterns Expansion and minimisation (size) Activity [FLOOR MAPS] In a group student, will draw a floor map on a piece of paper. Students then need to create a phrase that represents their floor map (no more than 6 moves). Individually, students draw their own floor pattern. Improvisation skills to find new movement possibilities for the same idea () Elements of dance: body, energy, space, time (BEST), selected and manipulated to create dance that communicates choreographic intent () Choreographic devices: (unison, canon, repetition, abstraction, contrast, motif) and choreographic structures (narrative, binary, ternary) to create group dance that communicates choreographic intent (ACADAM023) Group work practices (collaborative dance planning, giving and applying critical feedback) in dance () Importance of warm-up and cool down procedures for dance and rehearsal preparation (ACADAM022) Dance performance opportunities, demonstrating appropriate expression, projection, focus and musicality ()
Interview/Reflection Students will have a 3 minute, individual interview the lesson after their performance and will be expected to fill out their choreographic planner each lesson. The interview will address questions about their choreographic intent and use of devices and elements. Week Five: Lesson Two Choreography Task Task 4 Task 4 expectations recapped. Students will understand the expectations of the task and be able to list them by the end of the lesson. Motif development exercise. Students must choose their stimulus today. Answer relevant questions in their choreographic planner and choose music. Students should to choreograph communicates choreographic intent (ACADAM023) Group work practices (collaborative dance planning, giving and applying critical feedback) in dance () Importance of warm-up and cool down procedures for dance and rehearsal preparation (ACADAM022) Practical and reflective rehearsal strategies, focusing on movement retention, clarity of movement and choreographer's intention (ACADAM022) Dance performance opportunities, demonstrating appropriate expression, projection, focus and musicality () Week 6 Week Six: Lesson One and Two Choreography Task Students will be expected to recap the choreography from the lesson before and to then extent on their choreography. Students MUST have chosen this week. As a class, we will brainstorm ways to troubleshoot/problem solve for when students get stuck in regard to choreography. Students will begin/continue to choreograph their dance. Students must record progress on their computers at least once per week. Students must answer the reflection questions to them once a week in their journals. Improvisation skills to find new movement possibilities for the same idea () Elements of body, energy, space, time (BEST), selected and manipulated to create dance that communicates choreographic intent () Choreographic devices: (unison, canon, repetition, abstraction, contrast, motif) and choreographic structures
next Choreography lesson. Students will need to think about the following when planning their appropriate performance qualities. Audience (age/gender etc.). The starting and finishing of positions Entrances and Concentration- both inward and outward. Memory Facial expressions Strength and accuracy of movement. Dancing in synch with one another. Students will be expected to recap the choreography from the lesson before and to then extent on their choreography. Students are expected to record choreography at least once per week. Students must answer the reflection questions in Task 4 journal each week. Choreographic devices: (unison, canon, repetition, abstraction, contrast, motif) and choreographic structures (narrative, binary, ternary) to create group dance that communicates choreographic intent (ACADAM023) Group work practices (collaborative dance planning, giving and applying critical feedback) in dance () Importance of warm-up and cool down procedures for dance and rehearsal preparation (ACADAM022) Practical and reflective rehearsal strategies, focusing on movement retention, clarity of movement and choreographer's intention (ACADAM022) Dance performance opportunities, demonstrating appropriate expression, projection, focus and musicality () Week 9 Choreography (Task 4) ASSESSMENT Students will participate in a class warm up. Students will have 10 minutes to rehearse their dances and refine. Once all groups have performed, students will be expected to reflect on performance in their Journals. Journals are due at the end of this lesson During the second lesson of this week students will participate in a one-on-one interview where they will be asked questions in relation to choreography. Improvisation skills to find new movement possibilities for the same idea () Elements of dance: body, energy, space, time (BEST), selected and manipulated to Task 4A Choreography Performance Task 4B Interview