@The Arts Unit Creative Classes
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Explore a choreographer's choices to communicate an idea using the components of dance
Explore a choreographer's choices to communicate an idea using the components of dance
Student dance resource developed by The Arts Unit
Years 9 and 10 dance
What will I learn?
What will I learn?
We must preserve what’s left integrates the 3 components of dance. Students will develop knowledge about movement content in dance and how the choreographer makes choices to communicate an idea.
You will:
apply the elements of space, time and dynamics to personalise dance movement
identify and develop movement motifs to communicate an idea
identify and describe how ideas for dances have developed from a stimulus.
Photographer: Anna Warr
Before you begin
Before you begin
You will need:
a clear space to dance safely
a device to listen to the music and watch the performance
pen, paper and post-it notes
access to software such as Microsoft PowerPoint or Google Slides to record your answers.
Safety tips for online movement classes if you wish to participate
Safety tips for online movement classes if you wish to participate
When you decide to take part in these activities you agree to the following:
You have been given approval from your parent/caregiver prior
You will clear a spot big enough to give you space to move around. Be sure there are no coffee tables, plants or chairs in the way.
Be aware of any pets or small humans that may sneak into your dance space.
Check the height of ceiling fans and light fittings so the area is clear as you reach above your head.
You will wear comfortable clothing that allows a full range of movement.
This will include appropriate footwear:
Sneakers, socks, ballet slippers, jazz shoes or bare feet.
You may have to adjust based on the flooring you are dancing on.
Bare feet may be better than ballet slippers on a slippery floor. Socks may be better on carpet.
Be careful if you are on a rug on a slippery floor.
If you have an injury or a medical condition please follow the advice of your health professional. It is suggested you view the exercises beforehand and adjust according to your limitations. Ask your parent/caregiver if you are unsure.
Please stay safe, listen carefully to all the instructions.
If you study dance please think about your knowledge of safe dance practice as you execute the instructions.
- Research and identify
We must preserve what’s left is a response to the melting of the polar ice caps which is caused by the overall increase in global temperatures.
This ongoing phenomenon will eventually have serious consequences for all organisms on Earth.
Research and read articles about the melting of the polar ice caps.
Watch the students in Years 8 to 12 from the NSW Public Schools State Ensemble 2 explore this concept in their 2019 State Dance Festival performance We Must Preserve What's Left, choreographed by Ashley Napoleoni.
We Must Preserve What's Left
State Dance Festival 2019 – NSW Public Schools State Ensemble 2Duration: 08:39Reflect on the work by answering the following questions:
Describe how the work has been developed from the ideational stimulus of the polar ice caps melting.
How has the choreographer used the elements of dance to communicate the idea?
The choreographer uses canon as a choreographic device. Why is this important in the work?
How does the dancers' musicality contribute to the interpretation of the work?
2. Create
2. Create
As a part of the choreographic process, the dancers were given creative tasks to devise movement based around a stimulus.
Complete the following creative tasks.
Creative task 1
Creative task 1
Research 3-4 images and/or videos of the polar ice caps melting. Create 8 static shapes that represent these images and then transition them together to form a phrase of movement.
Repeat this process using another 3-4 images and/or videos.
Transition the two phrases together to create a sequence of movement.
Creative task 2
Creative task 2
On separate post-it notes, write down at least 10 responses for each of the following (you may like to colour-code your post-its):
Qualities of ice – for example: sharp, rigid and tight.
Qualities of melting ice – for example: slow, languid and dripping.
The effects of the ice caps melting – for example: people fleeing, homes lost, temperature rising and sea level rising.
You can use the research components of Activities 1 and 2 to inform your responses.
Select, at random, 4 post-it notes from ‘qualities of ice’ and create a phrase of 16 counts that uses these words as a stimulus.
Select, at random, 4 post-it notes from ‘qualities of ice melting’ and create a phrase of 16 counts that uses these words as a stimulus.
Select and refine these 2 phrases to develop one phrase of movement that transitions between the 2 stimuli of qualities of ice and qualities of ice melting.
Select 1 of the post-its from ‘the effects of the ice caps melting’ and manipulate your phrase of movement to communicate this idea to the audience.
Transition these phrases together to form a sequence of movement.
3. Identify and develop
3. Identify and develop
Watch the dancers perform the ‘fleeing’ section of the work.
We Must Preserve What's Left – Fleeing section
Duration: 01:15This section of the work explores people being displaced from their homes due to the rising sea levels.
How do we know this?
Explain the choreographer's choice of movement in communicating this idea to the audience.
Create a phrase of movement that uses the idea of being displaced from your home as a stimulus.
Watch the dancers perform the final section of the work.
We Must Preserve What's Left – Final section
Duration: 02:26This section of the work depicts a hopeful scenario of the ice caps reforming.
What choreographic devices has the choreographer used to communicate this to the audience?
Create a phrase of movement that explores this. You may like to retrograde (reverse) your opening sequence.
4. Reflect
4. Reflect
Transition the movement sequences you have together to form a short work.
Record your work and reflect on it.
How did you apply dance technique and performance quality to realise an interpretation in the work?
How did you create movement in relation to the stimuli?
How did you use the elements of dance to manipulate movement?
Congratulations!
You have completed this @The Arts Unit Creative Class.
Third-party content attributions
Third-party content attributions
State Dance Festival 2019 images, photographer: Anna Warr.
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