BTEC Level 3 National subsidiary Diploma in Performing Arts (DANCE)

Assignment Brief 1 of 2

Choreographic workshops and Solo choreography

Assessment Evidence

P1, M1, D1P2, M2, D2P4, M4, D4

Date Set:Friday 7th September

2012Completion Date: Friday 21st December

2012

Assessor

Miss McEwen

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 been commissioned to choreograph and perform a solo composition at the International Festival ‘Dance Umbrella’. Through your participation in a series of workshops, seminars and your own research, you will investigate and explore the use of different stimuli, choreographic devises and structures. You will explore motif development and use your findings from these areas to create a 2 -3 minute solo choreography. You will also create a detailed and professional research pack on the categories of stimuli that will support your choreography and learning.As a responsible and autonomous learner, you will evaluate the choreographic process and your final performance, 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 Understand the choreographic process and the performance of dance composition

1

Unit 39: Choreographic Principles

TASK SHEET TASK 1 – Workshops ASSESSMENT EVIDENCE YOU NEED TO PRODUCE ASSESSMENT

FOCUSa) Conduct your own independent

research into the five categories of stimuli; visual, aural, kinaesthetic, tactile and ideational in order to create a detailed research pack.

b) Participate in a series of workshops that explore different stimuli, motif development and choreographic devices.

a) A detailed research pack on the five categories of stimuli. For each category of stimuli there should be:- Good examples of stimuli- Further background research into that stimuli- Your initial responses and analyse of the stimuli- How it would lead to movement generation

b) A reflective choreographic journal entry for each workshop. The journal should include:- Choreographic notes and key terminology- Initial feelings and responses to the stimuli- Strengths and weaknesses- Areas for development

AND

DVD recordings of your participation in the workshops

Tutor Observations of participation in workshops

GRADING CRITERION: P2, M2, D2

PLTS:Independent Enquirers:Researching a range of stimuli to develop their understanding and experience of choreography. Carrying out research to generate stimulus materialReflective Learners:Reviewing and reflecting on the choreographic process. Setting actions for future improvementCreative 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 scheduledPerformance. Responding positively to challenges, seeking advice and support

2

Unit 39: Choreographic Principles

when neededEffective 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: Speaking and listening: making a range of contributions to discussions and make effective presentations in a wide range of contexts. Reading:Compare, select, read andunderstand texts and use them to gatherinformation, ideas, arguments and opinionsWriting:Write documents, includingextended writing pieces, communicatinginformation, ideas and opinions, effectivelyand persuasively

Key TerminologyDevices: motif development; unison; canon; repetition; dynamic variation; contrast; climax; highlights; proportion and balance; logical sequencing; unity; symmetry; asymmetry; inversion; stillnessStimuli: at least two of the following: music, poetry, text, characters, current affairs, paintings, photographs, sculpture, spoken word, sound, moving image, abstract concepts, objects, professional repertoireUsing stimulus material: discussion, improvisation, interpretation of stimulus material, experimentation; selection and rejection, evaluation, manipulation of stimulus, development of ideas

3

TASK 2 – Solo Choreography ASSESSMENT EVIDENCE YOU NEED TO PRODUCE ASSESSMENT FOCUS

a) Participate in a series of workshops that explore different choreographic structures

b) Select a stimulus/motif from a previous workshop and use it to devise a solo choreography. Your solo must:- Be between 2 – 3 minutes

long- Evidence a clear stimulus

and analyse of the stimulus- Have a clear structure- Use choreographic devices

a) A reflective choreographic journal entry for each workshop. The journal should include:- Choreographic notes and key terminology- Initial feelings and responses to the stimuli- Strengths and weaknesses- Areas for development

AND

DVD recordings of your participation in the workshops

Tutor Observations of choreographic process

b) A choreographic workbook including working notes, ideas, analysis of the stimuli, structural ideas and use of choreographic devices

AND

DVD recordings of your finished solo choreography

GRADING CRITERION: P1, M1, D1P2, M2, D2

PLTS:Independent Enquirers:Researching a range of stimuli to develop their understanding and experience of choreography. Carrying out research to generate stimulus materialReflective Learners:Reviewing and reflecting on the choreographic process. Setting actions for future improvementCreative 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 scheduledPerformance. Responding positively to challenges, seeking advice and support when neededEffective Participators:Taking part in the choreographic process and performance with other learners.

4

FUNCTIONAL SKILLS:ICT: Managing information, selecting and using a variety of sources, presenting information in ways that are fit for purpose. English: Speaking and listening: making a range of contributions to discussions and make effective presentations in a wide range of contexts. Reading:Compare, select, read andunderstand texts and use them to gatherinformation, ideas, arguments and opinionsWriting:Write documents, includingextended writing pieces, communicatinginformation, ideas and opinions, effectivelyand persuasively

Key TerminologyDevices: motif development; unison; canon; repetition; dynamic variation; contrast; climax; highlights; proportion and balance; logical sequencing; unity; symmetry; asymmetry; inversion; stillnessStructures: at least two of the following: binary, ternary, rondo, narrative, theme and variation, abstract, chanceStimuli: at least two of the following: music, poetry, text, characters, current affairs, paintings, photographs, sculpture, spoken word, sound, moving image, abstract concepts, objects, professional repertoireUsing stimulus material: discussion, improvisation, interpretation of stimulus material, experimentation; selection and rejection, evaluation, manipulation of stimulus, development of ideas

5

TASK 3 – Performance Evaluation ASSESSMENT EVIDENCE YOU NEED TO PRODUCE ASSESSMENT FOCUS

a) Participate in a Post-performance discussion with your peers.

b) Complete a written evaluation of the choreographic process and your final solo choreography.

a) Detailed notes taken throughout the discussion of yours and other peoples’ opinions and thoughts on your solo choreography.

b) A substantial written evaluation which comments on all aspects of the choreographic process as well as the success and failures of the final solo choreography. You should draw on primary and secondary research to substantiate your conclusions and personal observations.

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: Speaking and listening: making a range of contributions to discussions and make effective presentations in a wide range of contexts. Reading:Compare, select, read andunderstand texts and use them to gatherinformation, ideas, arguments and opinionsWriting:

6

Write documents, includingextended writing pieces, communicatinginformation, ideas and opinions, effectivelyand persuasively

Key TerminologyEvaluate process: interpretation of stimulus; selection of movement material; devices and structures used; working relationship with dancers; time management; rehearsals; strengths and weaknessesEvaluate performance: effect on the audience; strengths and weaknesses; communication of ideas; intention and meaning

7

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.

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)

Copeland R and Cohen M (editor) – What is Dance? (Oxford University Press, 1983)

Humphrey D – The Art of Making Dances (Dance Books, 1997) ISBN

Minton S C – Choreography: A Basic Approach Using Improvisation, Third Edition (Human Kinetics Europe,2007)

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

8

Unit 39: Choreographic Principles

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 DevicesGrading Criteria

To 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 anddevices

D1 create innovative and well structured dance materialwhich demonstrates athorough use and effect ofcompositional structures anddevices

P2 explore the potential ofstimuli, demonstratingappropriate responses[CT]

M2 explore the potential ofstimuli, demonstratingappropriate and developedresponses

D2 explore the full potentialof stimuli, demonstratingcomplex and developedresponses

P4 evaluate the choreographicprocess and performance,giving an outlined analysis.[RL]

M4 evaluate the choreographicprocess and performance,with a clear breakdown ofthe development of thedance material, and the finalpresentation.

D4 evaluate the choreographicprocess and performance,with a detailed analysis ofthe means used to createthe work, and the finalpresentation.

9