GROUPS & REHEARSAL SCHEDULE

What makes an effective choreography for NCEA?

Choosing an idea and creating an intention:

• Communicating ideas in movement is at the core/heart of our choreography standards. You must have a clear idea/intention that you understand, like, and have movement ideas for;

• Avoid topics that don’t suggest movement;

• Avoid issues that are too big to be shown in a two-minute dance;

• Avoid too many ideas. Have one simple, clear, central idea;
  
  

• In terms of your wellbeing, try to avoid dark or inappropriate material. While the need for self-expression and realism is encouraged, the mental and physical wellbeing of you in your learning and assessment is priority;

• Always explore contexts in ways that are safe and thoughtfully considered. Audience perspectives need to also be considered.
  
  

Creating your work:

• Avoid a 'story' narrative structure, like a drama;

• Avoid using a central dancer or “main character”

• You cannot rely on the teachers ideas. I can provide specific feed back to you, but I cannot tell you what to do;

• You don’t need new ideas/movements all the time. Think essay structure not narrative, back up and extrapolate from your main points;

• Consider if you have movement that does not communicate the concept;

• Variation required to get M and for E, unusual and unexpected  and more sophisticated principles such as dynamics, contrast, unity, climax;

• The main method of communication is movement and the way it is developed, structured and organised. Do not rely on the production technologies to communicate the ideas rather than the dance;

• However when Production technologies are used, they support the dance and communication of the ideas;

• Do not use to many technologies, this includes too many sound or lighting changes.

Choreographic language

• Compose: means to create.

• Choreography: the art and practice of creating movement.

• Stimulus: A dance stimulus refers to any external factor or trigger that prompts or inspires someone to make movement.

• Brief: A brief is a summary, a guide or a set of instructions that present the key requirements of a choreography task to students.

• Phrase: Dance phrases are sentences in dance form. They can be performed on one breath. They are a series of movements that communicates a complete thought or idea. They have a noticeable beginning and end.

• Sequence: A sequence is like a paragraph. Sequences have a beginning, middle and end, they go somewhere and say something about your idea/concept/intent. They are made up of a number of smaller phrases and may have a climax or high point.

• Section: A section is a distinct part of a dance like a chapter in a book. For example, if you are using an ABA structure you would have 3 sections in your dance
  
  

For this unit you must create a choreographic intention for your work. But what is the difference between an intention and a purpose?

• Choreographic intention: the aim of the dance, what it is intended to be expressed. The idea, mood, feeling or image that the choreographer is intending to convey

• Purpose: The purpose of a dance is usually related to why people perform that style of dance. For example, the purpose of a dance might be to entertain others, to share a story, to share cultural traditions, to compete, to socialise, to keep fit, to have fun, to show off skills etc.
  
  

For more useful words, see the charts here and word glossary here.

Choreography examples

Link to NCEA examples of AS 91589 Choreograph a dance to develop and resolve ideas (4 credits )
Rosas Danst Rosas by Anne Teresa De Keersmaeker Short film   Full work   Article on the work 

Link to Black Grace, Neil Ieremia's choreography that is a great example of motif and variation.

 Any questions or concerns? Please contact your teacher:
Miss Samuel: jsamuel@ormiston.school.nz