Exercise One: Students the definition of accumulation in regard to individual movement. They then create 4 moves and apply accumulation to the phrase. Exercise Two: Students learn the definition of accumulation in regard to ‘accumulating people.’ They create a new, 16-count, phrase. Students apply accumulation to the bodies in the space. Choreographic devices: (unison, canon, repetition, abstraction) and choreographic structures (narrative, binary) to create dance that communicates meaning () Group work practices (sharing ideas, problem-solving, giving feedback, listening skills) in dance () Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style () Week 5 LESSON ONE Choreography workshops: Abstraction Introduction/Roll Warm up Students learn the definition of abstraction. They are given a poem and using a brainstorm, they are to create a list of words/emotions/ideas that relate to the feeling of the words and also the overall feeling of poem. They are then to create a phrase that uses these words as inspiration. They should apply a range of choreographic elements and devices. The aim is to be as non-literal as possible. Students will perform for the class. Students will give feedback about what made the performances successful. Warm-up and cool down as part of a dance class () Improvisation skills to explore new movement () Choreographic devices: (unison, canon, repetition, abstraction) and choreographic structures (narrative, binary) to create dance that communicates meaning () Group work practices (sharing ideas, problem-solving, giving feedback, listening skills) in dance ()
Group work practices (sharing ideas, problem-solving, giving feedback, listening skills) in dance () Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style () Week 11 Week 11 Choreography task ASSESSMENT Students will be assessed on the following criteria Your ability to work with others and in a Your commitment and focus to the task. Your creativity to include the choreographic devices required. Your performance qualities. Creativity of motif Clarity of choreographic intent. Students will also be asked to reflect on how they felt, and what they thought during their performance in their Task 4 booklet. They will also be asked to verbally respond to group work presented. Students will be to comment on specific, effective parts of their peers' choreography in regard to how it conveyed their intention. Students should demonstrate correct audience etiquette whilst watching their peers dance. LESSON TWO: Choreography task booklet due Students will complete their Task 4 booklet and reflection. This is due today. Warm-up and cool down as part of a dance class () Improvisation skills to explore new movement ideas () Choreographic devices: (unison, canon, repetition, abstraction) and choreographic structures (narrative, binary) to create dance that communicates meaning () Group work practices (sharing ideas, problem-solving, giving feedback, listening skills) in dance () Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style () Week 11 Task 4A Choreography Assessment Week 11 Task 4B
Chory Reflections SCHOOL HOLIDAYS TERM TWO Week 1-9 Weeks 1-9 Cultural Dance Begin by reading through Task 1 outline and marking key. Students will be learning a style of cultural dance over approximately 18 lessons throughout the year. (**Please note that there are 2 Year 8 dance classes in 2018 and each class will study a different cultural dance). During these lessons there will be a focus on: Warm up (including general whole body warm up, isolations specific to genre, coordination skills, and major muscle group stretches). Progression skills (correct body position for style of dance whilst moving or on the spot, weight transference, musicality, ability to travel through space and ability to apply corrections). Dance choreography (completing skills and dance steps in a way that is correct to the style of cultural dance chosen, ways to remember movement, muscle memory, importance of practice/rehearsal and performance qualities) Students will also be exposed to the history and function of this cultural as well as appropriate music and costuming depending on the culture chosen. Each week these skills will be recapped and extended on taking into account differing student ability. Some students may be given solo’s or put into groups with students of similar ability- and taught harder or easier sequenced movement which can be performed at different times throughout the dance. Skills and Techniques: Dance skills that develop technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination () Safe dance practice of techniques () Warm-up and cool down as part of a dance class () Techniques that focus on developing retention of movement () Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style () Week 4 Task 1A Cultural Dance Progress Assessment Week 7 Task 1B Cultural Dance Final Assessment