1 Lesson 1: Classroom Homework set prior to the lesson To watch a clip of work and with the choreographic intention suggest where you see this (Independent learning)
2 Learning Challenge: What is the choreographic intention for Shadows? How is characterisation used to show the choreographic intention?
3 Who might these characters be? How is there character seen? Son Mother Daughter Father
4 How does their character enhance the choreographic intention of the work? Bruce invites the audience into the world of a small family, possibly set in Eastern Europe though this is left up to individual interpretation) The family are coming to terms with deprivation, poverty, and the realities of what lies outside their intimate family home. Bruce describes this piece as a darker work, with a sort-of narrative, allowing the audience to apply their own context to the material danced on stage.
5 How does their character enhance the choreographic intention of the work? The characters costumes are clearly gendered supporting choreographic intention: small family (mother, father, son and daughter). The costume colours are muted and worn down - again symbolising deprivation and poverty. Action, Space and Dynamics used by each character; for example, the son performs aggressive, forceful, strong, powerful dynamics. Contact work suggests intimate family.
6 Lesson 2: Studio
7 Learning Challenge: Can I perform the duet movement from the quartet section with character?
8 Today s Lesson Technical Warm-up because Shadows is a highly technical dance Learn the Duet from the Quartet Duet Tasks Performance/ peer assessment
9 Homework Create a handout about your character. You should consider Actions, Space, Dynamics and Relationships which are typical for your character. You may wish to use your character sheets to support you. Extra Challenge: Describe the costume that they are wearing. Best handouts will receive reward, home contacted and shared with class for revision purposes.
10 Lesson 3: Classroom
11 Rehearsals Revealed Shadows
12 What does a Narrative mean? It means tell a story The structure for Shadows is Semi-narrative because it sort-of tells a story.
13 A type of structure, narrative refers to a story-line, emotion or thread of ideas that the audience follows in order to understand the choreographic intention of a work. Props and costume; to indicate the era and environment in which the piece is set In Shadows, What helps us to follow the story-line, emotion and choreographic intent? Use of Character; e.g mother, father, daughter and son Relationships; how these characters interact with each-other Lighting; to create focus and pathways in space.
14 Lesson 4: Studio
15 Learning Challenge: Can recreate key movements/ motifs from Shadows? How were these movements developed within the work?
16 Today s Lesson Recap the Duet from the Quartet Recreating key moments within the dance Task/ motif development Film and Self assessment Watch 02:09 04:07
17 Homework Create a Movieboard of duet from Quartet section and key moments to help you remember them for revision. You should use the description box to state Action, Space,Dynamics and Relationships. Ask Miss Malins for an A, S, D & R help sheet.
18 Lesson 9: Classroom Staging/ Props
19 Learning Challenge: How do the props/ staging for Shadows enhance the audiences understanding of the work?
20 What props do we see in Shadows? A Coat
21 2 What props do we see in Shadows? Creating a dull mood suggesting poverty. The piece includes a table, a bench, two stools, a coat stand and suitcases all worn-looking, and somewhat drab confirming the notion of hardship within the family. Supporting the choreographic intention
22 3 What props do we see in Shadows? The dancers move the props with fluidity, the handling of them is as intrinsic to the piece as the physicality of the dancers. The characters also collect suitcases and bags, informing the audience that they are about to embark on a journey The piece includes a table, a bench, two stools, a coat stand and suitcases all worn-looking, and somewhat drab The space created allows the audience to enter the heart of the home, the kitchen. This is where the narrative of the choreography and the relationships between the family members unfolds. Enhancing the audiences understanding of the work by supporting the narrative structure.
23 How are the props used? There are clear moments within the piece when the use of props is prominent for example within the son s solo.. He uses the table to become a barrier and a place to hide behind in order to feel safe
24 Lesson 6: Studio
25 Learning Challenge: What was the choreographic approach for Shadows?
26 Today s Lesson Warm-up Choreographic task using the props. How might music effect out choreography? Performance and peer assessment Class discussion
27 Choreographic Approach Bruce does not prepare movement before entering the studio, preferring to wait and work with the dancers so that he can be The anxiety of influenced the music by them. greatly influenced the movement content, with the form of the piece allowing each member of For Bruce, as well as being appropriate to the piece, the movement must also sit well the on family the dancers. to have He started a voice Shadows and with the idea of a family unit sitting around hearth or around a dinner table tell their story and knew that the furniture would become an intrinsic part of the choreography as opposed to being a static set.
28 Lesson 7: Classroom Accomapniment Focusing on examples: Daughter solo (0: ) Mother, Father, Daughter Trio (1:40 3:05) Son Solo ( ) Linking climax of piece to the music Son Solo.
29 Learning Challenge: How does the Aural setting enhance the audiences understanding of the work?
30 Aural Setting What can you hear? The accompaniment is Arvo Part s Fratres (composed in 1977), the version for violin and piano pre-recorded for use in performance. The music has no break in tempo, following Part s signature style of composition. There is a clear correlation between the movement vocabulary and accompaniment in terms of speed and dynamics, often used to introduce each character and their emotional response to their environment.
31 Example A Daughter solo (0: ) Can you link this to the daughters character? In this section the music is frantic and in response to this Bruce created movement material with a similar feel. The daughter s character is extremely anxious with fast steps and choreography to display this. The music is played across the strings with multiple notes per bar (hemi-demi-semi quavers) throughout the solo, this section mainly features the violinist.
32 Example B Mother, Father, Daughter Trio (1:40 3:05) In complete contrast to the daughter s solo the music for this trio is soft and slow, allowing Bruce to portray the family comforting each other. The softer tones are led in the main, by the piano with the violin either shimmering in deep tremolo textures (rapidly moving the bow back and forth) or in the complete opposite of high pitched harmonics (pressing of a finger very lightly on a string as opposed to full finger blocking), before returning to chords on the piano whilst the violin gently plucks at the strings. Can you link this to their characters?
33 Example C Son Solo ( ) This is the real climax within the musical score and this is reflected through the movement. The audience can tell the son is clearly distressed through is thumping fists and usage of the props. The music suddenly changes to chord like sounds, with the violin using double stopping to play two notes simultaneous, adding to the heightened emotion within this section. Why is a climax important within choreography?
34 D I L Describe Interpretation Link back to the question Aural Setting GRID Describe a section of Aural Setting Interpret How does this support the audiences understanding of the work? Link We are focusing on these two first!
35 How does the aural setting enhance the audiences understanding of Shadows?
37 Homework Using your DIL plan, write a 12 mark answer for the following question:
38 Lesson 8: Studio
39 Learning Challenge: How is the choreographic intention seen within our work in comparison to Shadows?
40 Today s Lesson Recap the Duet, props choreography, and main movement choreography. Structure performance How might music support to show our choreographic intention? Film for class self assessment
41 Lesson 5: Classroom Costume HW: find costume that shows your character and bring to next lesson note it does not have to be 1930 s inspired; however, you may wish to recreate this.
42 Learning Challenge: How does the costume contribute to the audiences understanding of the work?
44 From memory you have 3 minutes to recreate a costume from Shadows in your groups!
45 What era influenced the costumes for Shadows? 1930 s 1940 s
46 Bruce s research found examples of what was worn during the 1930 s 1940 s, featured floral dresses, and blouses with a centre feature; either with additional embroidery or ruffles on the front panel. Similar items were then sourced and tailored to fit the dancers. Can you give an example from one of the characters? FATHER Shirt Tucked in with belt. Straight legged trousers with turned up.
47 The costumes are clearly gender specific Skirts suggest female character along with feminine floral designs. How do the costumes show the characters gender? Trouser and waist coat suggests male character.
48 The mother and daughter are both female characters? How might we see the difference between the two characters? The mother s dress was selected not only due to the era but it was integral that it appeared softer and maternal in appearance to assist the role portrayal. Contrastingly to the daughter s costume having school like garments (grey skirt and blouse) to directly correlate to her age. The costume helps the audience understand work by enhancing the sort-of narrative.
49 Why are these coats significant within the work? Towards the end of the work The the coats dancers suggest put on the shoes and characters coats. It was are critical preparing to ensure to leave that the the shoes house. matched the era It s that about the really work a family, is set a group within. of people The waiting coats for for the the knock son/daughter the door because they know they are going to be on the next train, were if not particularly the next train, the oversized train after, on proving a way to the a concentration reminder camp. that the family are living in hardship.
50 How does the costume contribute to other components? Lighting Aural Setting Props
51 How does the costume contribute to other components? Aural Setting SON s SOLO How does this show the Son s character? How does the Son s costume enhance this?
52 D I L Describe Interpretation Link back to the question How does the costume for Shadows enhance the meaning of the work? Group A Describe a part of the costume Interpret How does this support the audiences understanding of the work? Link to the meaning of the work Group B Begin answering this question in essay format.
53 Homework End of Topic Test Revision After School End of Topic Revision session - DATE
54 Lesson 12: Studio Practical revision/ revise areas of weakness
55 Lesson 11: Classroom Lighting focus HW: End of Topic Test Revision
56 Learning Challenge: How does the Lighting contribute to the audiences understanding of the work?
57 What lighting states do you notice in Shadows? What impact does the lighting have? Does the lighting enhance Narrative? Does the lighting create a mood?
58 How does the lighting for Shadows compare to the lighting for Infra? D I L REMEMBER! Exam questions may ask you to compare two works!
59 Homework End of Topic Test Revision After School End of Topic Revision session - DATE
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