Group Choreography (2) / Assessment Evidence
P1, M1, D1
P2, M2, D2
P3, M3, D3
P4, M4, D4 / Date Set:
Monday 17th March 14
Completion Date:
Friday 13th June 14 / Assessor
Mrs Harries
ASSIGNMENT DESCRIPTION:
In this unit, learners will develop their knowledge of the process of choreography. This will be achieved through a series of practical tasks giving learners the opportunity to explore movement design and to create dance for performance.
APPLIED LEARNING SCENARIO:
You have recently been commissioned to create a group choreography lasting between 2-3 minutes for performance at a dance showcase to an audience of inspiring dancers.
You will explore a range of stimuli, carefully selecting one that will allow you choreograph material demonstrating a complex and developed response to the theme, ensuring that you think outside the box with ideas. You will take on the role of choreographer and will choose who will perform your choreography, ensuring that you adapt your choreographic intentions to the capabilities of your dancers. You will also have to make further decisions including the structure of your dance and accompaniment. You will be supported as you develop movement using a range of choreographic devices and should take on feedback from a range of sources to ensure your choreography is successfully realised in performance.
As a responsible and autonomous choreographer, you will evaluate the choreographic process and the final group choreography, analysing its strengths and weaknesses and identifying areas for improvement.
LEARNING OUTCOMES
On completion of this unit a learner should:
1 Be able to apply compositional structures and devices in the creation of dance work
2 Know how to respond to, and work with, different stimuli
3 Be able to work effectively with dancers
4 Understand the choreographic process and the performance of dance composition
Assessing Your Work
In order to pass this unit, the evidence that learners present for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describes the level of achievement required to pass this unit.
· You can meet all of the learning outcomes for the unit
· You achieve a minimum of a Pass grade for each Grading Criterion
The assessment criterion for the PASS grade describes the minimum level of achievement required to pass this unit.
UNIT 39: Choreographic Principles Grading CriteriaTo achieve a Pass grade the evidence must show that the learner is able to: / To achieve a Merit grade the evidence must show that the learner is able to: / To achieve a Distinction grade the evidence must show that the learner is able to:
P1 create dance material which demonstrates the use of compositional structures and devices
[CT] / M1 create dance material which demonstrates a comprehensive use of compositional structures and
devices / D1 create innovative and well structured dance material
which demonstrates a
thorough use and effect of
compositional structures and
devices
P2 explore the potential of
stimuli, demonstrating
appropriate responses
[CT] / M2 explore the potential of
stimuli, demonstrating
appropriate and developed
responses / D2 explore the full potential
of stimuli, demonstrating
complex and developed
responses
P3 demonstrate a working
method with dancers
showing an awareness of
their needs and abilities,
when creating dance material / M3 adapt choreographic
intentions to the capabilities
of dancers when creating
dance material / D3 work with dancers to fully
communicate choreographic
intentions that are successfully
realised in performance
P4 evaluate the choreographic
process and performance,
giving an outlined analysis.
[RL] / M4 evaluate the choreographic
process and performance,
with a clear breakdown of
the development of the
dance material, and the final
presentation. / D4 evaluate the choreographic
process and performance,
with a detailed analysis of
the means used to create
the work, and the final
presentation.
Textbooks:
Ashley L – Essential Guide to Dance, Third Edition (Hodder Education, 2008)
Auty J and Harrison K – Dance Ideas for Teachers, Students, Children (Hodder Arnold, 1991)
Blom L A and Tarin Chaplin T – The Intimate Act of Choreography (Dance Books, 1995)
Smith-Autard J – Dance Composition: A Practical Guide to Creative Success in Dance Making, Fifth Edition
Websites:
www.dancebooks.co.uk
www.surrey.ac.uk/NRCD
www.theplace.org.uk
www.rambert.org.uk
www.phoenixdancetheatre.co.uk
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TASK SHEET
TASK 1 – Working with Stimuli / ASSESSMENT EVIDENCE YOU NEED TO PRODUCE / ASSESSMENT FOCUSLearning outcome 2: Know how to respond to, and work with, different stimuli
(Engagement) (Autonomy)
Task 1
· Explore a range of stimuli considering how you could use it to create an interesting and inspiring piece of choreography. Think about the Actions/ Dynamics/ Use of Space and Relationships that would relate to your stimuli.
· Choose a stimulus and explore it fully in terms of actions/ space/ dynamics/ relationships. Consider music choices and movement options.
· Create a motif that relates to your stimulus.
Key terminology: Using stimulus material: discussion, improvisation, interpretation of stimulus material, experimentation; selection and rejection, evaluation, manipulation of stimulus, development of ideas / TEACHER:
· Tutor observations (Feedback)
· Video recordings of classes
LEARNER:
· Complete a dancer’s log/portfolio of ideas, thoughts, feedback, responses (Autonomy) (Feedback) (Engagement)
· Log book/portfolio evidence that shows an exploration of a range of different stimuli.
· Log book/portfolio evidence of a detailed and complex response to a chosen stimulus outlining possible use of actions/space/dynamics and relationships.
· Create a motif (sequence of movement that relates to the theme/stimulus and can be repeated, varied and developed). (Autonomy) (Engagement)
Pass: You will demonstrate the most obvious responses to stimulus material, and as a result generate dance material that is quite ‘safe’ and predictable in response to the chosen stimulus.
Merit: You will explore the stimulus material further, being more inclined to try out new ideas and go beyond the obvious. You will be prepared to experiment and improvise in order to find more developed responses to the stimulus material.
Distinction (Challenge): You will go way beyond the obvious and will be prepared to experiment, evaluate, improvise and revaluate the dance material in order to fully explore the potential of the stimulus material, and as a result will create innovate and challenging movement vocabulary. You may ask for further assistance to achieve the best you can, rehearsing outside of lesson time. / GRADING CRITERION:
P2, M2, D2
PLTS:
Independent Enquirers: Document responses to stimuli, tasks undertaken.
Reflective Learners: Reflect on choice of stimulus, exploring fully. Reviewing and reflecting on the choreographic process and choice of movement for motif. Setting targets for future improvement
Creative Thinkers: Generating dance ideas and exploring possibilities. Working from stimulus material to create dance material. Experimenting with movement, timing, dynamics, space and relationships. Adapting and modifying movement phrases.
Effective Participators: Taking part in the choreographic process and performance with other learners.
FUNCTIONAL SKILLS:
ICT: Managing information, selecting and using a variety of sources, presenting information in ways that are fit for purpose.
English: Keeping a portfolio/log book.
Compare, select, read and understand texts and use them to gather information, ideas.
TASK 2 – Choreographic Process / ASSESSMENT EVIDENCE YOU NEED TO PRODUCE / ASSESSMENT FOCUS
Learning outcome 1: Be able to apply compositional structures and devices in the creation of dance work
(Engagement) (Autonomy)
Task 2
· Choose a suitable structure for your choreography. (Binary/ Ternary/ Rondo/ Arch)
· Develop your motif/s using a range of choreographic devices.
· Develop transitional movement material, which relates to the stimulus/theme.
Key terminology:
Structures: at least two of the following: binary, ternary, rondo, narrative, theme and variation, abstract, chance
Devices: motif development; unison; canon; repetition; dynamic variation; contrast; climax; highlights; proportion and balance; logical sequencing; unity; symmetry; asymmetry; inversion; stillness / TEACHER:
· Tutor observations (Feedback)
· Video recordings of classes
LEARNER:
· Complete a dancer’s log/portfolio of ideas, thoughts, feedback, responses (Autonomy) (Feedback) (Engagement)
· Decide on a structure that suites your theme/stimulus.
· Develop your motif/s using a range of choreographic devices (Autonomy) (Engagement)
· Develop transitional movement material, use feedback and the selection and rejection process to ensure chosen movement is complex, innovative and engaging. (Autonomy) (Feedback) (Engagement)
Pass: you will produce choreographic material that shows the use of some compositional structures and devices. Your work will be limited and the most obvious structures and devices, e.g. narrative or rondo structures, unison, canon and motif development in a simple form, used to create the dance material.
Merit: the use of choreographic structures and devices will be more developed and it will be clear that you understand how to use structures and devices in interesting and more complex ways.
Distinction (Challenge): you will produce choreographic material that shows, through the choice of movement material and the way in which it is structured into a finished work, that you thoroughly understand how to apply choreographic structures and devices and that you can use them to create complex, innovative and engaging dance material. / GRADING CRITERION:
P1, M1, D1
PLTS:
Reflective Learners: Reviewing and reflecting on the choreographic process. Setting targets for future improvement
Creative Thinkers: Generating dance ideas and exploring possibilities. Working from stimulus material to create dance material. Experimenting with movement, timing, dynamics, space and relationships. Adapting and modifying movement phrases.
Self-Managers: Coping with the pressure of producing dance material in time for a scheduled Performance. Responding positively to challenges, seeking advice and support when needed
Effective Participators: Taking part in the choreographic process as an individual solo choreographer and structuring with other learners.
FUNCTIONAL SKILLS:
ICT: Managing information, selecting and using a variety of sources, presenting information in ways that are fit for purpose.
English: Keeping a portfolio/log book.
Compare, select, read and understand texts and use them to gather information, ideas.
TASK 3 – Working with dancers / ASSESSMENT EVIDENCE YOU NEED TO PRODUCE / ASSESSMENT FOCUS
Learning outcome 3: Be able to work effectively with dancers.
(Engagement) (Autonomy)
Task 3
· Teach your motif and developments to your dancers.
· Teach the transitional movement material
· Continue to use the selection and rejection process to ensure your movement is complex, innovative and engaging.
· Adapt movement to suit your dancers, without compromising the choreographic intentions of your piece.
Key terminology:
Number of performers: work with at least two of the following: solo, duo, trio, small groups, larger groups
Working relationships: cooperation; listening; valuing the work of others; organisation; focus / TEACHER:
· Tutor observations (Feedback)
· Video recordings of classes
LEARNER:
· Complete a dancer’s log/portfolio of ideas, thoughts, feedback, responses (Autonomy) (Feedback) (Engagement)
· Teach your motif to your chosen dancers, this may have to be done outside of lessons if you have chosen to use dancers not in the class.
· Teach your dancers the transitional movement.
· Adapt movement to suit your dancers, continue to use the selection and rejection process without compromising the choreographic intentions of your piece.
· Get feedback from a range of sources to ensure your dance is complex, innovative and engaging. (Autonomy) (Feedback) (Engagement)
Pass: You will be able to work with dancers to create dance material that reflects the dancers’ abilities when they perform the completed dance. You will be aware of the limits of the dancers and create appropriate material. At a pass level you may compromise your choreographic intentions to suit the dancers.
Merit: You will be more sensitive to the needs and abilities of the dancers and will be able to challenge them further while trying to realise your choreographic intentions.
Distinction (Challenge): you will find ways of working with the dancers so that your choreographic intentions can be fully realised in performance while respecting and coping with the needs and abilities of the dancers. At distinction you will manage the dancers effectively in order to get the best from them.
/ GRADING CRITERION:
P3, M3, D3
PLTS:
Reflective Learners: Reviewing and reflecting on the choreographic process. Setting targets for future improvement
Creative Thinkers: Generating dance ideas and exploring possibilities. Working from stimulus material to create dance material. Experimenting with movement, timing, dynamics, space and relationships. Adapting and modifying movement phrases to suit your dancers, without compromising the choreographic intentions.
Self Managers: Coping with the pressure of producing dance material in time for a scheduled Performance. Responding positively to challenges, seeking advice and support when needed
Effective Participators: Taking part in the choreographic process as an individual paired choreographer and structuring movement with other learners.
Team Worker: Collaborating with others to teach and combine ideas and sharing feedback.
FUNCTIONAL SKILLS:
ICT: Managing information, selecting and using a variety of sources, presenting information in ways that are fit for purpose.
English: Keeping a portfolio/log book.
Compare, select, read and understand texts and use them to gather information, ideas.
TASK 4 – Performance / ASSESSMENT EVIDENCE YOU NEED TO PRODUCE / ASSESSMENT FOCUS
Learning outcome 1 - 3: Be able to apply compositional structures and devices in the creation of dance work. Know how to respond to, and work with, different stimuli and be able to work effectively with dancers.
Task 4
· All of your hard work will be realized in performance where the final product can be fully assessed for criteria 1-3. / TEACHER:
· Marking of final choreography (feedback)
· Video recordings of classes
LEARNER:
· Ensure your dancers are prepared for the final performance. / GRADING CRITERION:
P1, M1, D1
P2, M2, D2
P3, M3, D3
PLTS:
Self Managers: Coping with the pressure of producing dance material in time for a scheduled Performance.
TASK 5 – Evaluation / ASSESSMENT EVIDENCE YOU NEED TO PRODUCE / ASSESSMENT FOCUS
Learning outcome 4: Understand the choreographic process and the performance of dance composition.
(Engagement) (Autonomy) (Feedback)
Task 5
· Keep a log book/portfolio throughout the choreographic process.
· Write a detailed evaluation on the choreographic process and final performance.
·
Key terminology:
Evaluate process: interpretation of stimulus; selection of movement material; devices and structures used; working relationship with dancers; time management; rehearsals; strengths and weaknesses.
Evaluate performance: effect on the audience; strengths and weaknesses; communication of ideas; intention and meaning / TEACHER:
· Marking of process (log book/portfolio) & evaluation (feedback)
LEARNER:
· Complete a dancer’s log/portfolio of ideas, thoughts, feedback, responses (Autonomy) (Feedback) (Engagement)
· Reflect and analyse the choreographic process and final performance. (Autonomy) (Feedback) (Engagement)
Pass: You will be able to reflect on the choreographic process and the final performance of the dance work in a limited way. You will be able to identify obvious strengths and weaknesses in the process and the performance and make broad suggestions for improvement.
Merit: You will be able to reflect on the choreographic process and analyse what happened, what worked well and what could be improved in some detail. You will also be able to do the same with the final performance.
Distinction (Challenge): You will be able to analyse the choreographic process and the final performance in considerable detail. You will be able to identify a range of strengths and weaknesses showing insight and perception and make well thought out suggestions for improvement. / GRADING CRITERION:
P4, M4, D4
PLTS:
Independent Enquirers: Gaining primary and secondary research to substantiate conclusions and personal observations.
Reflective Learners : Reviewing and reflecting on the choreographic process. Inviting feedback on their work from tutors and peers. Evaluating their experiences and learning to inform future progress. Setting actions for future improvement
FUNCTIONAL SKILLS:
ICT: Managing information, selecting and using a variety of sources, presenting information in ways that are fit for purpose.
English: Use notes from your log book/portfolio to inform your evaluation. Write a detailed evaluation that reflects and analyses the choreographic process and final performance.
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