Lecturer: Jacqui Dreessens
July 12, 2012
Elements of Dance
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Mirror, Mould and Extend
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Mirror – movement to a position that is a
replica of a movement previously taken.
o
Mould – Using a movement taken buy another
person and creating a new shape in conjunction with the old
o
Extend – An extension of a shape/movement made
by another which continues from the original
Choreographic
Elements in Dance
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Aesthetics
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The artistic choices that we ask to portray an
idea. How do you make the choices to
portray an idea
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Macro perspective
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Who, what, where, how, why? The bigger picture
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Micro perspective
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How the elements of movement have been used.
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Time, space, energy, body, dynamics
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Rational included in the interpretation of a
movement or action.
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What ideas are the movements portraying. Is there a theme?
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What is the audience perception of the
choreography
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Showing differences in movement
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Moving through Negative/positive space
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Shape
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Levels/planes
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Movement qualities
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Moving with music
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Exploring a narrative
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Entering and exiting the space (Choreographic
devices; eg. Augmentation)
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Using dance in different year level
§
Introduction (entering), problem (instruction,
general idea of task), resolution (exiting)
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Using VELS levels terminology in other curriculum
areas to help with ideas of incorporating dance into curriculum.
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Topics. Eg, cultural texts
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Start simple then move to movement qualities
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Warm up – how to move around the space and get
the muscles ready
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Always begin with safety expectation of the
students
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Shaking/vibrations to release stress and
inhibitions
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Motif; repeated actions that changes/develops
slightly throughout the task
o
Finding where the negative spaces in the group
were.
o
Moving to different levels through touching
different parts of body and floor
o
Breaking the circle and moving in different
o
Awareness of the space and others within the
space
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When touching parts of the body using knees to
bend
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School of fish
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Movement as a group following the leader at the
front.
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Leader changes as the group faces a different
direction.
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Moving the school as a group through the space
still following the leaders movements of how a fish might move.
o
Break into smaller group where a task was
provided. A problem to solve, thinking
about the macro perspective the group might be going to create an
interpretation of another group’s ideas.
The use of these movement qualities would be beneficial at an early years level. Being able to move in the space and imitate animal qualities is highlighted in VELS Levels 1 and 2. The use of the school of fish can be used in a number of ways including working together to achieve similar goals and creating a movement based on a stimulus such as a visual image or film.
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