Exam Questions. Flashcards
Explain how Christopher Bruce uses transitions between the different dances in the choreographic structure of the set work Rooster.
Students may refer to…
- Entries and exits of Dancers.
- Location in Stage Space.
- Repetition and/or development of Motifs.
- Lighting Changes.
- Musical Changes.
Discuss the starting points that CB uses for the choreography of his dance works.
Students may refer to…
- Identification of Starting Points used by CB e.g. history, popular culture, music, experiences, social, ecological, and political situations.
- Evidence of these Starting Points in his works.
Explain how the choreography involving the female dancer in the first dance ‘Little Red Rooster’ communicates the intention of this dance.
Students may refer to…
- Identification of aspects of the invention, e.g. chauvinism, male narcissism, female behaviour, aggression, and animalistic behaviour.
- How the movement content communicates the intention e.g. a male dancer raises his knee to knock the female dancer out of his way and then struts away from her.
Describe two motifs from the first dance ‘Little Red Rooster’.
- The male soloist takes long slow walks with his upper body leaning forward and his head jerking forwards and backward. His arms are held low in front of his body with relaxed wrists.
- Using his hands the male dancer adjusts his cuffs and his tie, smooths his hair down, and shrugs his shoulders into his jacket.
Describe two movement phases performed by the male soloist in the opening movements of ‘Little Red Rooster’ [4 MARKS]
- A chicken like jump, where the dancer does a butterfly kick and while holding his jacket with his elbows sticking outward as if to portray wings.
- A set of pedestrian gestures, e.g. slicking back hair, adjusting the tie, fixing cufflinks.
Explain how everyday gestures and mime are used to communicate the themese of the second dance, ‘Lady Jane’.
Students may refer to…
- Identificaztion o relevant themes, e.g. courtship, narrative of the song.
- How the use of everyday gesures and ime communicates the themes, e.g. slapping, licking lips, hand kissing, bowing to partner.
Describe two examples of the choreographic use of the dancers in the second dance, ‘Lady Jane’.
- Near the end of the dance, the dancers perform in canon when each female dancer turns and lunges towards her male partner as he places his hands on her shoulder.
- Different Spatial relationships are used when early in the dance one couple performs in the centre of the stage while the other couples are in a line, side by side across the back of the stage.
Explain how the character of Lady Jane is reflected in the choreography of the second dance, ‘Lady Jane’.
Students may refer to…
- Identification of features of the character of Lady Jane e.g. sweetness, shyness, confidence.
- How the movement content reflects the character of Lady Jane.
Describe two examples of contact work in the third dance ‘Not Fade Away’.
The female dancer is lifted by the male dancer. He puts his hands around her waist and moves her around his torso to land behind him.
2. The two dancers take a close ballroom hold and perform fast step turns together.
Explain how social dance styles are used to show the relationship between the two dancers in the third dance ‘Not Fade Away’.
Students may refer to…
- Identification of Social Dance Styles e.g. Lindy Hop, Jive, Ballroom.
- Identification of aspects of the relationship between the two dancers e.g. playful, boisterous.
Describe two movement examples that show the theme of rejection in the fourth dance, ‘As Tears Go By’.
- A lone male dancer approaches the other men, one holds out his hand to the lone male and then pulls it away quickly when he tries to take it.
- The three females are in a line as if going into a folk dance and the lone female joins at the end but they stare at her, and she drops to the ground emphasizing her exclusion.
Explain how the movement content in the fourth dance ‘As Tears Go By’ communicates features of children’s behaviour.
Students may refer to…
- Identification of features of children’s behaviour e.g. play fighting, group identity
Explain how the choreography of the fifth dance ‘Paint It Black’ reflects features of popular culture in the 1960s.
Students may refer to…
- identification of features of popular culture in the 1960s, e.g. fashion, group identity, individuality, social dance, music
- how the use of dancers reflects features of popular culture in the 1960s, e.g. number, gender,
Explain how the choreographic use of space in the fifth dance ‘Paint It Black’ communicates the mood.
Students may refer to…
- identification of aspects of the mood, e.g. depression, self-loathing, self-obsession, aggression
Explain how the choreographic use of the female dancers in the fifth dance ‘Paint It Black’ reflects their identity as a group.
Students may refer to…
- identification of features of their identity as a group, e.g. unity,
- examples to show the connections between the choreographic use of the female dancers and their identity as a group.
