A Level Dance Student Information.
Due to the demands of A-level, a lot is expected of you in order for you to maximize your grade Ensure you have 100% commitment to the course if you do not you will struggle next year Ensure you have excellent attendance and punctuality. If you are going to miss a lesson, then let your teacher know in advance and copy up all the work that you miss Get yourself organised right from the start. Make sure all the materials I give you get put into the folders in the correct order Ensure you complete, at the very minimum, 5 hours of private study/homework in Dance each week. This includes homework that your teacher sets you, additional notes to extend understanding, organizing folders, reading over class work, preparing revision notes and flash cards as the unit progresses. It is important to realise that you will have considerably more work to do than Y11. Not all work is set by your teacher. You must take responsibility for your own learning. You will need to do a lot of note taking and background reading in order to prepare yourself for the longer written answers. You will need to attend revision sessions on Saturday mornings and holiday time when they take place Make sure you use all the resources that are available to you including books, online resources and your teachers! Past experience has shown that students who gain an A or B have worked very hard throughout Year 12. Remember no pain, no gain!
Component 1: Performance a) Solo performance based on a PRACTIONER. The assessment objective is assessed through the following elements in relation to the PRACTIONER precision and control of physical/technical skills Spatial elements (personal and stage space) Dynamic elements Interpretative/performance skills in order to communicate the dance idea(s), b) Quartet This will probably be a different genre/ style to your solo dance. The dance must allow you to demonstrate the following within the context of a quartet linked to a style/genre: demonstration of physical/technical skills spatial awareness (including sensitivity to other dancers) interpretative/performance skills What are physical and technical skills? Strength, flexibility, cardio vascular endurance, muscular endurance, precision, control, balance, agility, alignment, stylistic qualities. What are spatial elements? Personal and stage space with sensitivity to other dancers. Formation, pathways, levels all in relation to the style/ practitioner. What are interpretive skills? Timing, musicality, rhythmic control, focus, projection, dynamics, emphasis and expression
Component 1: Choreography Movement components: ie action (jump, turn, transference of weight, travel, gesture, stillness), spatial and dynamic (speed, energy, continuity) elements Choreographic Devices: motif and motif development, variation, repetition, contrast, highlights, climax, transitions. Choreographic Structures: Binary An AB sectional structure/form. Section B provides the contrast to section A Ternary An ABA structure/form Rondo An ABACADA structure/form. The repetition of 'A' provides the recurring theme whilst the other sections provide the variety and contrast. Theme and variation An A, A1, A2, A3, etc. structure/form. A theme is stated at the outset of the dance and the subsequent sections are all variations of this theme. Narrative A sequential structure/form which allows the story to unfold. Episodic A series of sections. The sections can be self-contained but when put together will illuminate the overarching theme of the choreographed work. Chance - a choreographic process in which movements are chosen at random or randomly structured. Aural setting includes: Tempo - the speed at which a passage of music is or should be played. Rhythm - The systematic arrangement of musical sounds, principally according to duration and periodical emphasis. Mood and atmosphere - The dancers may not be using the musical rhythm or phrasing but the aural setting is helping to evoke the mood and/or atmosphere. Direct correlation - Dance and music work together, sharing the same time signature, tempo Music visualisation - Dance which aims to clarify the music, using the structure and content as its base. The dance follows the rhythmic, melodic and harmonic lines in the music. Mutual coexistence - Dance and music are created independently of each other but may share the same tempo, theme or directive. Narrative - The music and dance express an idea or tell a story. Disassociation - Dance and music are created independently of each other and when performed share only time and space. Call and response - Similar to a conversation the music or dance 'calls', the other 'responds'
Component 2: Critical Engagement Compulsory (section A) - Rambert Christopher Bruce Rooster with Ghost Dances, Swansong, Seargent Early s Dream. Students must know and understand the following about Rooster: the significance of the character of the dance the subject matter (eg theme or topic) of the dance and its treatment the form of the dance (eg phrases, sections) and its effectiveness in communicating the subject matter the Constituent features of the dance and their relevance in embodying the subject matter the choreographic approach (the particular technique, movement style and choreographic style) of the choreographer the influences affecting the development of the choreographer the origins of the dance the relationship between the dance and its context the importance of the dance in the development of both the choreographer and the genre the similarities and differences between the dance and other works by the choreographer.
Rambert Dance Company 1966-2002 Richard Alston and Siobhan Davies Students must know and understand the following about the area of study: the stylistic features of Rambert Dance Company and how these relate to the genre the choreographic approach of 2 other choreographers the influences affecting the development of the named practitioner s technique and style Features of each work: significance of the character of each dance the subject matter (eg theme or topic) and its treatment the form of the dance (eg phrases, sections) the Constituent features of the dance and their relevance in embodying the subject matter the importance of the practitioners works in the development of the genre in relation to Rambert Dance Company the relationship between the development of the genre and its context, ie the position of the genre within history, culture and society the genre s capacity to reflect and challenge society terminology specific to the genre.
Section B Singin in the Rain Singin in the Rain with other dances by Gene Kelly. the significance of the character of the dance the subject matter (eg theme or topic) of the dance and its treatment the form of the dance (eg phrases, sections) and its effectiveness in communicating the subject matter the Constituent features of the dance and their relevance in embodying the subject atter the choreographic approach (the particular technique, movement style and choreographic style) of the choreographer the influences affecting the development of the choreographer the origins of the dance the relationship between the dance and its context the importance of the dance in the development of both the choreographer and the genre the similarities and differences between the dance and other works by the choreographer
American Jazz Dance 1940 1975 Jerome Robbins Fancy Free, On the Town, West Side Story Bob Fosse Cabaret, Sweet Charity, Chicago, Pyjama Game For the corresponding area of study students must know and understand: The stylistic features of the area of study and how these relate to the genre The choreographic approach (the particular technique, movement style and choreographic style) of a minimum of two named practitioners from the list below showing the range within the genre, including: The influences affecting the development of the named practitioner s technique and style Significance of the character of each dance The subject matter (eg theme or topic) and its treatment The form of the dance (eg phrases, sections) The Constituent features of the dance The importance of the practitioners works in the development of the genre in relation to the area of study The relationship between the development of the genre and its context, ie the position of the genre within history, culture and society The genre s capacity to reflect and challenge society Terminology specific to the genre.
Key words Constituent features Movement components Aural setting Dancers Physical setting action, spatial and dynamic elements music, sound, the spoken word, the audible aspect of dance, silence number, gender, role, physique costume, properties, set, lighting design, performance environment, film Style A word used in dance which has a variety of meanings, including: a) Movement style: the specific choices and manipulation of the three movement components by a choreographer which when put together become a recurring and major element of the choreographic output b) Choreographic style: the consistent choices a choreographer makes in relation to all elements of choreography, for example subject matter and its treatment, use of choreographic devices, structuring, dancers, aural setting and physical setting. Analyse - Identify the elements and investigate in detail in order to explain or interpret. Appreciation - The ability to understand the worth of a dance/ choreography and value its qualities and importance within the context of the art form; a recognition of aesthetic values. Artistic intention - Artistic intention includes a knowledge and awareness of the purposes, characteristics and principles of the art form and how these contribute to the structuring of individual choreographic intention. Comment - Express an opinion and/or response. Compare - Identify and explain the similarities and differences by placing the points alongside each other and changing the focus from one to the other. Define - Give the exact meaning in briefest possible terms. Describe - Give a detailed account of. Discuss - Refer to the analysis of the idea or elements and describe the strengths and weaknesses of the parts and the whole. Evaluate - Judge from available evidence. Examine - Investigate closely. Explain - Clarify something by providing more detail and the reason(s) for. Identify - Give the briefest possible information which clearly separates the idea or element from all the other ideas or elements
Task 1 Create a fact file/information booklet about Christopher Bruce, use the following information to help you: 1) Who is Christopher Bruce? - When was he born? - Place of birth - Why is he famous? 2) What style of dance is he famous for? 3) How does he link to the company Rambert? Task 2 Watch and analyse Christopher Bruce s performance of Rooster, using the table below. Look at the following sections: - Little red rooster - Paint it black This is the help you please create your own, hand written or on the computer Action Space Dynamic Relationship Action means what the body is doing. There are 5 main groups: jumps, turns, gesture, travel and stillness. How does this movement help show the meaning of the piece Space means where the body is moving. It can relate to direction, levels, pathway, size/shape of a movement. What does the spacing tell you about the theme? How do the dancers use the space to help tell the story? Dynamic means how the body is moving and relates to the speed, energy and flow of movement What dynamics have they used to help show theme? Relationship means the way in which you dance with others. How do the relationships help to show the theme?
Task 3 Create a timeline of the history of dance in between the following years 1966-2002. Your timeline must include the following: - Information about the style of dance in that time period - Information about the choreographer in that time period - What/who become famous in that time in dance? - What happened politically in that time period? - What was the fashion in that time period? - Any relevant information about how each choreographer relates to Rambert - dance company - Pictures - Colour This is an example of the layout you could use