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Progress Booklet v1.7

GCSE Dance

Unit 4b – Choreography based on a stimulus

DANCE

This booklet belongs to:

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Task Comment I know which category stimulus belongs to: words, a poem or piece of text (can include instructions, etc)

• a photograph or a piece of 2-D or 3-D art • a prop, accessory or object • a feature of the natural world • a piece of music composed before 1970* • an everyday activity, topical or historical event.

I know what my specific stimulus is (eg my exact poem / picture)

I have access to my specific stimulus

Miss Vasey has a copy of my specific stimulus

I have an idea of a storyline / theme that I am aiming to embed in the dance.

I have found some music that I would like to use.

This music suits the mood/ story / theme (and it preferably does not have lyrics).

This music has a climax (exciting part) in it.

I have told Miss Vasey what music I have chosen.

I have cut the music to the correct length (1min 30secs – 2mins for a solo, 2mins 30secs – 3mins for a group dance). (Speak to Miss Vasey if you’re unsure how to do this).

I know what the climax of the storyline is going to be (the most exciting part).

I know which bit of my dance can be the climax (fast, exciting, powerful).

I have performed the climax of my dance to the climax in my music and it fits well.

There is a clear beginning to my dance. This suits the storyline.

There is a clear ending to my dance. This suits the storyline.

I have considered the order of my developed motifs so that the structure is logical.

I have rehearsed the dance in this order with this theme in mind.

I have included facial expression to help tell the story / theme.

I have included body expression to help tell the story / theme.

I include clear moments of contrast (different dynamics / levels etc.)

I include clear moments of repetition or complementary actions.

My transitions are interesting and add a sense of creativity to the dance.

I can perform the entire dance with no hesitations. Transitions are seamless.

I have gone back through my dance and included MORE dynamic energy.

I have gone back through my dance and travelled MORE around the space.

I have gone back through my dance and have ensured that my actions are MORE varied, using arm gestures, leg gestures and whole body movements.

I have looked through a marking grid and have marked myself.

I have then made any appropriate adjustments to my choreography.

I have performed my dance to a peer and they have marked me.

I have then made any appropriate adjustments to my choreography.

I have performed my dance to Miss Vasey and she has marked me.

I have then made any appropriate adjustments to my choreography.

I have timed myself and my dance is the correct length of time (see above).

I have made any final alterations to my music.

I have given Miss Vasey my music.

I have written programme notes.

I have made any alterations that Miss Vasey has suggested to my programme

Unit 4b (Choreography based on a stimulus) Tick-sheet

DANCE

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notes.

I have rehearsed my dance facing the props cupboard.

***************I have been filmed for my assessment***************

Notes:

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My stimulus idea with mindmap:

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Initial ideas for the structure of my dance:

The part of the stimulus which I’m basing

the BEGINNING of my dance on is…

I will show it in a dance by doing the

following things…

The part of the stimulus which I’m basing

the CLIMAX of my dance on is…

I will show it in a dance by doing the

following things…

The part of the stimulus which I’m basing

the END of my dance on is…

I will show it in a dance by doing the

following things…

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How many dancers will I need? (1-5)

Who are you hoping they will they be?

Dancers and Music Requirements

What music could I use?

Requirements:

1. Offer suitable mood

2. Offers contrast/variety

3. Works with the structure of the choreography

4. Works with the theme / idea

5. Offers opportunity for you to show musicality / sensitivity.

(1min 30secs – 2mins for a solo, 2mins 30secs – 3mins for a group dance).

Music 1:

Music Artist:

Music 2: (if you’re going to edit more than one track together)

Music Artist:

Music 3: (if you’re going to edit more than one track together)

Music Artist:

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Motifs

What part of your stimulus will

your first motif be based on?

Description of first motif:

Development 3

Development 1

Development 2

What part of your stimulus will

your second motif be based on?

Description of second motif:

Development 3

Development 1

Development 2

What part of your stimulus will

your third motif be based on?

Description of third motif:

Development 3

Development 1

Development 2

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Own notes / sketches / reminders.

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Mark scheme:

creative and imaginative response to selected stimulus/starting point (AO3)

response to the stimulus and how well it has been realised

the response leads to an interesting and creative outcome 5 the response leads to an outcome that has some creativity 4 the response leads to a literal outcome 3 The response leads to a simple outcome 2 the response leads to a simple and unrelated outcome 1 no response to the stimulus is evidenced 0

selection of action content and its application to relationships where appropriate (AO2)

To help convey dance idea

Original, well-realised and varied, adding significance to the dance idea

5

Good and varied content which adds interest to the dance idea

4

Action content is varied and adds some interest to the dance idea

3

Some variety in action content but not obviously chosen for specific purpose

2

Limited evidence of variety of action content 1 No evidence of variety of action content 0

selection of dynamic content and its application to relationships where appropriate (AO2)

To help convey dance idea

exceptionally well-realised and adds variety and interest to the dance idea

5

use of dynamics is good and adds variety and interest to the dance idea

4

dynamic content is varied and adds some interest to the dance idea

3

some dynamic interest but not obviously chosen for specific purpose

2

limited evidence of dynamic interest 1 no evidence of selection of dynamic content 0

selection of spatial content and relationships content where appropriate (AO2)

To help convey dance idea

use of space (and relationships) is exceptionally well-realised and enhances artistic intent

5

use of space (and relationships) is good and supports the dance idea

4

choices have clearly been made in use of space (and relationships) and they contribute to the dance idea

3

some choices made in use of space (and relationships) not always contributing to the dance idea

2

limited attention to use of space (and relationships) 1 no evidence of consideration of spatial content (or relationships)

0

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Overall form and structure (AO3)

form, beginning/ middle/end, unity, transitions, logical sequence, etc.

structure is highly appropriate and very effective, giving unity to the piece

5

structure is good and the piece has unity 4 the structure is apparent 3 an attempt to use some elements of structure 2 limited use of structure 1 no evidence of consideration of structure 0

use of choreographic devices and principles to augment choreographic form (AO2)

repetition, development, contrast, climax, motif, highlights, use of number, fragmentation, retrograde, canon, unison, etc.

highly effective use of choreographic devices 5 good use of choreographic devices 4 appropriate use of some choreographic devices an 3 attempt to use some choreographic devices 2 limited use of choreographic devices 1 no evidence of the use of choreographic devices 0

choice of aural setting (AO2)

a) offers suitable mood/atmosphere b) offers contrast/ variety c) works with the structure of choreography d) works with the theme or idea e) offers opportunities for demonstration of sensitivity/musicality

Offers all five elements of indicative content 5 offers four elements of indicative content 4 offers three elements of indicative content 3 offers two elements of indicative content 2 offers one element of indicative content 1 no consideration of the aural setting is evidenced 0

overall communication of dance idea (AO2)

mood or meaning of the dance and the ability to realise this through choreography (product)

highly sensitive and multi-layered communication of the mood and meaning of the dance idea

5

very clear and layered communication of the mood and meaning of the dance idea

4

the mood and meaning of the dance idea is communicated in a literal manner

3

the mood and meaning of the dance idea is sometimes communicated

2

the dance idea is occasionally apparent 1 no communication of the dance idea 0

Total:

Grade:

Grade boundaries for unit 4b correct June 2015

A* A B C D E F G

(39) 36 (33) 30 (26) (21) 16 (11)

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Peer assessment feedback

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Teacher assessment feedback

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Rehearsal diary

Aim for today: Teach my partner my dance, look at p8 and identify or create

motifs, then develop the motifs in readiness to use later on in my choreography.

Date:

How I will achieve this aim:

Reflection:

Aim for today: Look at p6 and decide which bit of my stimulus would be best

used for a climax and create an exciting section of dance to complement that.

Date:

How I will achieve this aim:

Reflection:

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2

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Aim for today: Look at p6 and create a suitable beginning and ending to my

dance.

Date:

How I will achieve this aim:

Reflection:

Aim for today: Put the dance in a suitable order and link with appropriate

transitions. Fill in any gaps and rehearse the whole dance.

Date:

How I will achieve this aim:

Reflection:

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Aim for today: Perform the dance as a mock exam and receive feedback.

Date:

How I will achieve this aim:

Reflection:

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Aim for today: Work on teacher / peer feedback (and/or self-feedback) from the

mock exam. Use the tick list to guide further improvements.

Date:

How I will achieve this aim:

Reflection:

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Aim for today: Self-directed final preparation for exam.

Date:

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How I will achieve this aim:

Reflection:

What title are you going to give your dance?

(Can’t be the same as your music track name).

Notes for movement ideas in the dance:

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Self Evaluation

1. What have I learnt from doing this unit?

2. What has been the best part of this unit? Why?

3. What has been the most challenging part of this unit? Why?

4. What has gone well? Why?

5. What will I need to develop between now and the exam? How will I do it?

6. Is there anything I would have done differently?

7. If I could give three pieces of advice to next year’s GCSE group, what would I tell them to help them do well?

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I have shown a creative and imaginative response to selected stimulus/starting point by:

I have used a selection of action content such as:

To show:

I have used a selection of dynamics content such as:

To show:

I have used a selection of space content such as:

To show:

Description of my structure:

Reasons for choices:

Reasons for music choice:

My overall communication of my dance idea has been shown through the following methods:

I have used the following choreographic devices:

To show:

Title of my dance:

My stimulus:

Solo / Duet / Trio / Quartet / Quintet (delete as appropriate)

Musical accompaniment title:

Musical artist:

Programme Notes

Unit 4b, GCSE Dance, Choreography based on a stimulus. Reigate School, 64240

Name:

2015 - 2017

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Good luck, team! Miss Vasey

“Dancing: the highest intelligence in the freest body.”- Isadora Duncan

”Great dancers are not great because of

their technique, they are great because of

their passion.”- Martha Graham

”The body says what

words cannot.”- Martha

Graham

“There are times when the simple

dignity of movement

can fulfil the function of a volume of

words.”

- Doris Humphrey

“Dancers are

athletes of God.”

- Albert Einstein

“Dance is

music made

visible.”

- George

Balanchine