Unit 40 Developing My Own Choreography (Inez's Class)

In this lesson we rehearsing our motifs that have 2 mins, which we either video somewhere or perform it live and I have chosen to video it in a park and we also had to choose a title for our motif and song so I have chosen Survivor as my title and my song is Autumn Leaves by Chris Brown Instrumental. In this video I have filmed bits of it when rehearsing in class, so that I know my motif when I then perform in the park. Most of my movements go back to my Banksy image that shows I was caught in a explosion and try and get out of it by surviving and that's where I got my title for my motif.

 

Unit 40 Developing My Own Choreography Cyber Bullying (Jo's Class)

In this lesson we worked on our own solos that represent our character as a bully or victim, our solos had to show emotion and movement that show the audience why we are this character and what made us want to do what we did. My solo shows that I'm not happy with who I become and the reason why I have become this person, which is because of what happens to me at home I tend to take out others which makes feel good about myself. But then I got bored of it and now I just feel bad and want to take back all that I have done but so I show what I have done to people and show that I feel bad for that I have done, by showing that I'm hurting as much as I hurt other people that don't deserve it.

 

Unit 40 Developing My Own Choreography Cyber Bulling (Jo's Class)

In this lesson we where going over our duets pieces were we where put with victim as are partner and I was working with Marta and we had to work on a duet that showed each of our character where her movements have to be soft and light and mine have to be strong and sharp so that the audience can tell what character we are both playing in our motif. In my movements I show this because I take control and make my movements sharp and strong.

We then had to do a small chair routine where we get our partners for example Marta was mine and then we had to make a small movement piece with the chair so that it would get us off stage so that we go into the next scene, which was the duet pieces. 

Unit 40 Developing My Own Choreography Cyber Bulling (Jo's Class)

In this lesson we combined the bully's group piece and the victim's group piece together by doing movements that make it look like the bullies are interacting with the victims, as you can see the bully's movements are sharper and powerful while the victims are slower and light.

 

Unit 40 Developing My Own Choreography Cyber Bulling (Jo's Class)

In this lesson we went into our Victim and Bully groups and worked  on a piece that represents us. So we went into our bulling and victim groups, so I'm playing a bully and we worked on our group pieces which was Me, Tuwang, Rashane, Jasmine and Rafa.

 

Unit 40 Developing My Own Choreography Cyber Bullying (Jo's Class)

In lesson we took a look and listen to a cyber bullying video, which was about children in schools that get cyber bullied on social media like for example Instagram, Facebook, Twitter etc. during the lesson we had to listen to it and do movements that we felt that was right to go with the video, what I did was I went on to the floor first of all because it was about followers and knowing who your real friends are so I imagined my self as the victim, I didn't make it clear because I wasn't showing any expression.
In the beginning I didn't go straight into it because I wasn't feeling confident and not to worry about what I do. We then had to write a phrase that meant something to us about cyber bulling so my quote was "Why do you feel so good about yourself when your hurting someone else". We then had to make movements for each word and perform to each other.  

Unit 40 Developing My Own Choreography (Inez's Class)

In this lesson we are still working on developing are motifs in different areas and in this video I'm using stairs which I still try to keep my image in my Banksy picture by showing in my motif that I'm trying to escape, so in my motif I have change my movements a little bit so that I can work withing that space.

Unit 40 Developing My Own Choreography (Inez Class)

In this lesson we where still working on how to adapt our motifs different areas and in this video im adapting my motif in a small room where it is dark but I used mostly everything that was in this area for my motif but I still have my idea of my Banksy picture where I'm flying in the air holding on to a shopping trolley and trying still maintain that when im dong my motif.

 

Unit 40 Developing My Own Choreography (Inez's Class)

In this lesson we had to do our solo motifs in abstract places so that we would to certain area and adapt to that area with our movements, so we had to change a few things to make sure it went with where we were performing it.

So I performed on the stair near the entrance of our performing arts department, I found it really hard performing it on the stairs, because I was scared for my safety with doing the handstand but then I thought about it and decided to start it at the end of the stairs and make my way up.

Unit 40 Developing My Own Choreography (Inez's Class)

In lesson we where learning jazz movements and then we had to make our own motifs out of it so the movements where:

After we had made are own motif with the jazz movements we had to get into pairs and teach each other and then put them together. 

 

Unit 40 Developing My Own Choreography (Inez's Class)

In this lesson we where looking at Hofesh Shecter dance pieces and we had to name every movement we see in the the dance pieces, there choreographic intention or themes gestures, jump, turn, travel fall, stillness.

We the looked at the features of the pieces so the first piece was Political Mother,

• stillness 
• gestures with arms 
• travelling 
• levels 
• fall 
• repetitions
• tapping through space
• little jumping sequence 
• plie 
• forwards and back 
• gestures on the floor 
• hoping steps 

Up Rising

• gestures with arms and elbows 
• travelling steps 
• alot turning 
• alot of floor work 
• repetition
• cannon 
• jumps and falls  

The art of not looking back

• gestural 
• bucket solo turns 
• alot travelling, running 

Then we had to make our own solo motifs but using Hofesh Shecter style here are some videos 

  

Unit 40 Developing My Own Choreography (Inez's Class)

In this lesson we did a warm up, so that our core and all our muscles are warm and strong enough to to do certain movements in what we are learning today. 

  In this next video we are going through some of the motifs that we have taken from the Madagascar Nation piece and then we go on to developing on them and making them our own motifs. 

 

Unit 40 Developing My Own Choreography (Inez's Class)

In this lesson we had to work on piece of motif we already knew, so we took two easy motifs from our piece Madagascar Nation, we then had to develop on it and make it into our own movements. 

Unit 40 Developing My Own Choreography (Inez's Class)

  Motif 1 and 2 Developed put together.

Unit 40 Developing My Own Choreography (Inez's Class)

Motif 1 and Developed Part 2 

Motif 2 and Developed Part 2

Unit 40 Developing My Own Choreography (Inez's Class)

 Motif 1 and Developed using size and speed. 

Motif 2 and Developed using speed, levels and directions.

Changing of the movement

Change the space

• Levels
• The size of the movement
• Directions 
• Shape / Body design 
• Pathways air and floor
• Change from near to far proximity
• Dance in different areas of the stage

Change the action

• Add in action and add another action e.g a jump and turn together 
• Take out actions 
• Instrumentation - different body parts (do on R then on L)
• Repetition - repeat the motif or action 

Change the Dynamics

• The speed - faster / slower 
• The quality - stronger, softer, sharper, more direct, more flowing etc

The performance

• Change the focus 
• Embellishment / ornamentation - make a movement look more elaborate or complicated. 
• Alter the rhythm 
•  Alter the accent - where the points of energy and impulse are. 
• Change the expression - change from expressing calm to now express panic.  

   

Unit 40 Developing My Own Choreography (Inez's Class)

In class today we had to get at least two of our motifs done and developed and I did but still working on the third one.

This is motif one and developed

 

This is motif two and developed

Unit 40 Developing My Own Choreography (Inez's Class)

Making Dance Arts Alive 

Form & Structure

Once the choreographer has conceived key movement phrases, he or she can combine, manipulate and organize them into longer sequences, paying attention to:

1. Form

The form of a dance determines the way it is organized. This is similar to the way musical forms like the suite, symphony or concerto shape their overall contour or identity.

Three basic dance forms are:

A) ABA

ABA form begins with an opening theme, leads into a contrasting theme that complements the first, and concludes with a return to the opening theme. This conclusion is recognizable but somehow changed in order to bring the piece to its resolution. There is a cyclic feel, a sense of continuity, order and inevitability.


The rondo (ABACADA) is an expansion of ABA form. It uses a recurring theme (like a musical chorus or refrain) to which the choreographer returns, interspersed with contrasting themes, all building to a conclusion.


Theme and variation (A, A 1, A 2, etc.) is a form in which a basic movement theme is stated and then altered in various ways. To inject visual and dramatic variety, choreographers use devices similar to those in music composition (for example, inversion, retrograde and transposition).


A ballet solo is referred to as a variation when the choreographer selects and varies a movement theme to reflect the qualities of a particular character.

2. Structure

The structure of a dance is how the total work is put together. All elements combine to produce a whole work of art, with three main sections:

To convey the overall mood, atmosphere and message, the choreographer sequences movement sections in a variety of ways.

A) BEGINNING

Traditional 19th-century story ballets proceed in chronological order, following the classical dramatic structure used in plays. The opening introduces the main characters and sets the scene for the action to follow.
Some 20th-century works, like those by Martha Graham, do not follow a strict chronology, but use cinematic devices like the flashback to open the action. In plotless works, the opening may introduce the movement theme.
To open a work or a section of a work, the dancer or dancers may begin onstage, or they may enter from the wings, flies, traps or back of the stage.

B) MIDDLE

This is where the choreographer develops his or her material, bridging the opening and closing sections. Characters, plot, mood and movement themes are explored and embellished.

C) END

In works with a storyline, the plot builds to a high point or climax and culminates in a satisfying conclusion where dramatic tensions are resolved. Or they may intentionally be left open.
To end, the dancer or dancers may remain onstage or they may exit through the wings, flies, traps or back of the stage.
To pace these sections, the choreographer may put the climax nearer the beginning, middle or end for dramatic effect. Pacing determines how long each section is and affects the rhythm of the whole piece.
Even abstract works with no storyline have a carefully crafted beginning, middle and end. To build to the movement climax of a plotless dance work, George Balanchine sometimes started by setting the end of the ballet. He then worked on earlier sections, logically introducing elements to culminate in a spectacular finish.
In contrast, choreographer Merce Cunningham uses chance methods to determine the order of parts in a work: the opening section becomes the one performed first rather than the one whose content introduces the work.

Unit 40 Developing My Own Choreography (Inez's Class)

In class we all got an image of graffiti by Banksy and we had to write about what was going on in the picture so I wrote a story of  Women who was living her day to day life until something shocking happens. 

It was 2015 and the News was on in the Kitchen going on about an Isis attack, Rachel enters the kitchen deciding what too cook for dinner, because her family was coming over, so she finally knew what she was cooking, but then realized she didn't have the ingredients. So Rachel now pops out to the sopping market to get the stuff not knowing that while she was busy thinking about what to cook for dinner,  the news was about Isis bombing is getting closer to home. Rachel gets to the supermarket, she grabs a trolley then goes to the fruit and veg section and picks up a bag of apples and pears. Then she goes on to getting the other stuff she needs on her list, Rachel now reaches the drink section but as she picks up a bottle and puts it in the trolley a bomb goes off, and she was taken off her feet while one of her shoes fly's off onto the ground, and her trolley and shopping went with her. 

After we wrote about the story we had pick three words and chose Eruption, Shattered and Dispossession. 

Here are three videos of those words:

Eruption 

Shattered 

 Dispossession

Now here is a video with all three motifs put together: