INTERPRETATIVE SKILLS

A dance can express tragedy or beauty. Expression is communicated through the way dancers project the dance idea through the use of their bodies.

PROJECTION – FOCUS
MUSICALITY - PHRASING
PHRASING
COMMUNICATION OF THE DANCE IDEA - CHARACTERISATION
EMPHASIS

To be able to communicate the dancers must know the idea, their role and movement; be able to dance in time with the music; use dynamics appropriately; dance in the right place; and know where to look at any time. Physical skills should be mastered first and then interpretative skills layered on top.

PROJECTION

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Things that aid projection – breathing through the movement, muscle tensions and facial expression.

FOCUS

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Focus is used in dance differently depending on the dance style.

Ballet – certain ways that the head is held in different positions.

Contemporary – depends on the subject matter. Relies heavily on movements telling a story rather than facial expressions.

Lindy Hop – dancers are expected look at each other and the audience and not so much on body parts.

A lack of focus can cut out the audience and switch them off. Traditionally focus was thrown out to the back of the auditorium. This should still be the case especially with raked seating.

Projection is an important skill for a dance performer. What is meant by projection?

The dancer considers the audience in creating the dance image ; looking toward the audience to draw the audience to watch. Use of focus/sightline/focus of energy.

How does the use of projection help a dancer to communicate?

Assessment of the value of projection in effective communication: The dancer makes the audience watch through use of whole self. S/he may do this through looking outward or through emphasizing a particular movement. In this way s/he establishes a relationship with the audience or with other dancers which makes it easier to communicate the dance idea.

How to improve projection: e.g. concentrate eye-line to back of auditorium; use video for self-assessment; feedback; emphasis; peer assessment.

Focus is the way that you look with both the direction of your face and the use of your eyes. Focus can be directed towards the audience when the choreographer wants the audience to watch the whole dance image. If they want the audience to look at a specific image such as a hand gesture of importance then the performer will focus at the hand to draw the audience in to that image. If dancers are wanting the audience to look at both of them then they may look/focus at each other. Focus is used as a directing tool.

A way of improving focus is to look up towards the back of the auditorium, film yourself, use peer feedback

Timing with other dancers – ability to keep in time with other dancers in your group. Ways to help improve this include:

e.g. refine counting; rehearse together; repeat and refine; use of mirror/video.

INTERPRETATIVE SKILLS – EMPHASIS

Emphasis involves knowing what aspects of energy, space and time to accent at different moments throughout the dance. The dancer is responsible for giving a clear performance to the audience. This involves colouring the movement with the right kind of expressions, namely those which the choreographer intended. The dancer must be able to direct energy impulses, and to make use of space and time in a way laid down by the choreographer. Energy impulses may be directed between dancers, or to a certain fixed point on the stage. The shading of the dynamics and qualities by the dancer is vital to the expression of the dance. It may involve acquiring a feel for where the movement phrases begin and end.

Give an example of how you could use emphasis in your performance in a trio.

Give an example of when you could use emphasis in your solo choreography and performance.

Homework: Describe where you have added emphasis in your solo dance in this lesson.

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Explain what impact adding emphasis has given to your performance and choreography.

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MUSICALITY

Musicality refers to fitting a ______to the ______being played, with the goal of relating the dance to the music's______, ______and mood. Dancers usually step on the ______of the music, and may vary the size of their movements with the volume of the music. This is especially true in______, where dancers plan a routine of dance moves, sometimes with a specific song in mind.

Add the appropriate words from the list below:

choreography music dance beats rhythm melody

Glossary:

1.  Phrasing – Phrasing is the sentences and paragraphs, made up of body language, through which the dancer communicates his/her interpretation of the music. In the process he/she also expresses their own feelings.

2.  Melody – Melodies often consist of one or more musical phrases or motifs, and are usually repeated throughout a song or piece in various forms. Melodies may also be described by their melodic motion or the pitches or the intervals between pitches, pitch range, tension and release, continuity and coherence, cadence, and shape.

“Pop goes the weasel” melody

3.  Rhythm – Is what makes music move and flow. Rhythm is made up of sounds and silences, these are then put together to form patterns of sound, which are repeated to create rhythm. A rhythm has a steady beat but it may also have many different kinds of beats. Some beats may be stronger or longer or shorter or softer than others.

  1. Timing – In dance, timing refers to moving with the beats of the music. However, having perfect timing means more than performing basic steps perfectly with music beats. It's not difficult to move with the beats, but it takes lots of practice to teach your mind and body how to actually feel the beats of the music.

Perfect timing is being able to "let go" and allow yourself to express your feelings through your movements, instead of trying to keep count of the beats in your head. When you achieve perfect timing, your dancing will appear relaxed and natural. You will no longer need to count beats, as your body will be fully aware of its place in the music at all times. Professional dancers are masters at perfect timing.

  1. Tempo – Tempo is the speed of music. Tempo can be slow or fast or in-between, and it can change during a song. Tempo influences how music sounds and feels. Musicians and composers often use Italian names to describe different tempos.