Unit 3 - choreographic + rehearsal processes/learnt dance work Flashcards
Identify 2 processes used in rehearsals for your Unit 3 skills-based solo dance work and describe how each process had an impact on the rehearsals
1 - During rehearsals,I practiced the solo repetitively at full capacity to develop the physical skill of stamina.
- This allowed me to improve my skill of stamina during rehearsals and allowed me to feel more confident in executing the solo as I knew I could maintain energy throughout.
2 - Using the mirror to break down the steps. Whilst rehearsing my skills based solo, I rehearsed in front of a mirror to check the alignment and the shape I was creating with my movement phrases.
- By having the feedback of the mirror, I could adjust and change aspects of my movement that did not appear the way I hoped from an audience perspective.
Describe 2 activities you repeated and developed over time, which assisted you with refining your physical skills. How did each activity improve one physical skill that was needed to execute phrases and sequences from your Unit 3 learnt dance work?
Activity 1: I constantly executed dynamic stretches before learning, rehearsing or performing the choreography which aided in improving my flexibility.
This was needed to execute the splits in the group dance as well as back arches while on my knees and while in a lunge. Over time I increased the intensity of the warm-up stretches to further increase my flexibility. This improved my execution as my spilt was deeper and I could arch my back further while avoiding strain or over-extension.
Activity 2: I executed single leg calf raises three times per week, increasing my number of reps by 5 each week, to improve my strength needed to execute a triple pirouette and fouettés on a high relevé in the group dance.
In doing this I increased my strength which allowed me to better execute the turns and execute them safely as I was more supported in my ankle. I could also remain in relevé for longer which meant I could correctly execute a triple pirouette and long fouetté sequence.
Identify one activity from the choreographic process and discuss how this activity supported the realisation of your skills-based solo dance work.
Improvisation: To begin the choreographic process I began improvising, this allowed me to get a feel for the dance and the type of movement vocabulary of the piece. Improvising a range and variety of steps helped the creative process and the realisation of my skills-based solo. It provided me with a selection of movements and phrases which could be pieced together to create the solo.
Imagine you are backstage preparing to perform your solo at your school’s annual dance concert. Discuss 2 activities that you may undertake at this time to enhance the communication of your intention.
Visualisation: A dancer may like to close their eyes and visualise the intention or the character that they wish to embody.
- Visualisation may also help to ease the nerves of the dancer to help them to only focus on communicating the intention.
Warm up: A dancer may take part in a warm-up consisting of cardio and dynamic stretching in order to efficiently oxygenate muscles around the body and prepare the body for physical exertion.
- This will help the dancer to communicate the intention as they will better be prepared to physically execute the movement to be able to communicate the aspect of the intention.
Describe how the choreographer used a symmetrical formation in your Unit 3 learnt dance work to communicate intention.
In the beginning section of the group dance, the choreographer used a symmetrical group formation to convey a sense of unity as we all stood together in harmony. This formation also helped to illustrate a sense of peace and cohesion, as it included one dancer in the front, supported by many other dancers behind her and on both sides, creating a feeling of strength.
Describe how the choreographer used a asymmetrical formation in your Unit 3 learnt dance work to communicate intention.
Towards the ending section of the dance, the choreographer placed the dancers in a scattered formation where they were not particularly in lines, but were dispositioned randomly in the space. This uneven formation helped to express the idea of solidarity being broken, as we were no longer together/united in a balanced formation. The formation also evoked a feeling of independence and the start of new beginnings as the dancers were split from each other.
Choreographic process: how was selection used in the realisation of Unit 3 solo?
I used selection in the realisation of my solo by creating and filming different phrases and movements, before looking through the phrases /previous phrases and choosing certain movements that I wanted to showcase throughout my solo.
One phrase I created consisted of elevating my body to releve and kicking to the side with the leg bent in an angular shape. I then looked at another phrase which I had created previously, where the same angular shape was transposed in the bent arm gesture and flexed hands. As a result, I selected 2 movements from the separate phrases and combined them to create a new phrase.
