Choreography - year 2

  Practitioner influence Crystal Pite   Crystal Pite is a Canadian choreographer; her first professional debut was in 1990 and since then she has created over fifty pieces for many different companies (ROH Biography, 2020) The way she approaches choreography is by building a choreographic phrase, she starts by using basic movement to start such as a mini combination then expanding and enlarging the movements by recognizing the feeling behind this. Her aim she wants her work to have on the audience is for their “eyes to be bouncing around the dancer” (CBC Arts, 2018). Also, as a choreographer she grounds her work on the specifics, she aims to work with the “strengths and abilities” of the dancers she is working with. She explained this in an interview on one of her pieces ‘Flight Pattern’, Pite mentioned that since having a child and becoming a mother she has completely changed the outlook on life and explains how she feels “more aware, more passionate, more terrified and mor...

  Anylasing Feedback and creating choreography – lesson 9   In today's lesson as a group we read through our feedback given by Miss Evans and expressed our thoughts and opinions. She made some of the following points: -Timing throughout piece needs more work - Show contrasts between dynamics and expansion on movement through whole body on some phrases - beep section can be dragged out longer   After reviewing the learning objectives of the module as a class, we then were given time to see how wd approach the feedback given. As a group we thought it was best to focus on the timing and dynamics of the 1 st section to make sure this was clean before creating anymore material. In my opinion going through the counts and dynamics of this section in more depth and cleaning it made a difference in how we performed it and the presentation of the movement to the audience. We then worked out how to expand movements further so they are more involved with the whole body...

  Developing choreography further- Lesson 8 In today's lesson as a whole year group, we structured out a plan of goals to achieve up until our assessment date. The weekend before this lesson we spent our weekend choreographing new motifs and getting at least 5 minutes of choreography complete. This is shown in the link below: As a group we worked out what our two pieces of music were expressing, our first piece -Everything must change being set on conformity, and our second piece- Clouds set on individuality. We choose these ideas as it gives a definite aim for each half of the piece and allows us to work on the episodic structure for each section. Our choreographic intention is to highlight conformity within society using a lot of unison sections as well as enhancing individuality by adapting motifs and creating new motifs with a different dynamic. During this week we finished choreographing a draft to the first piece of music with a set structure by the end of this work as ...

  Creative Session Expanding ideas- Lesson 7 At the start of this lesson, we came to a final decision on our music choice. This was choosing these two pieces Olafur Arnalds ‘Everything must change’ and Ezio Bosso ‘Clouds, the mind on the Wind’ to edit them together to have the perfect music for our choreography.   This idea of an episodic structure in our choreography is clearly mirrored here in our contrasting pieces of music that furthermore show a narrative element in our piece. We then moved on to finishing the entrance of our piece and finding a way to make it work which then was able to highlight our stimulus to the audience. Once we had finalized our entrance, we then decided what we wanted to choreograph from this section, we decided to try fitting the household motif inspired by Crystal pike but only one part of this motif which we felt flowed on from the entrance. Carrying on from this section we added the Geometric shape motif which was developed from Megan and ...

  Expanding and Developing a motif- Lesson 6 In the start of this lesson as group we begin to discuss music and how we would find the right piece and something which would suit the stimulus of our piece. Our two starting points for this was to start looking at film soundtracks and neo classical pieces of music from other choreography which would then start a brainstorming point as to what style of music we would be looking to have. We also looked at how much material we roughly had which was 1-minute 20s not including the ending which would make the material count 3 minutes. This gave us an idea of how we would then plan our time to allow us to create choreography and finish by the assessment. For the rest of the lesson me, Devanshi, Caitlyn and Mhairi started a new motif as our household due to Megan and Daisy being in self isolation. We developed a motif based on the choreography of ‘Solo Echo’ by Crystal Pite. In partners we came up with two different motifs linking to the i...

  Generating Choreography Ideas- Lesson 4 and 5 The image above shows our geometric shape in preperation to start that section. In lesson 4, as a group we were discussing our final stimulus along with sharing our idea with the other two groups and they shared theirs. After, discussing all our ideas we then went onto the task of developing three motifs using three different words that link to our stimulus. Abi and Megan had chosen the word connection and created a few counts of eight based on this word, this is shown below: https://youtu.be/4F-Z22VhzEw   Mhairi and Devanshi had chosen the word uncertainty and made a small motif based on this word, the clip is shown below:   https://youtu.be/rODm27jD6Yo Caitlyn and Daisy created movement linking to their chosen word influence, they also adapted their motif from their original, this is shown below: https://youtu.be/DEyt30wNnMw   https://youtu.be/kbkIGG8DMZE We all then came together and taught the thre...