Unit 4 – Resource Pack. Course Guide - Assessment for Unit 4 Outcome 1 – Analyse a selected group dance work – Title: Sweet Charity Choreographer: Bob

Unit 4 – Resource Pack

Course Guide - Assessment for Unit 4

Outcome 1 – Analyse a selected group dance work – Title: Sweet CharityChoreographer: Bob FosseSection of work to be studied: ‘The Rich Man’s Frug’ (‘The Aloof’, ‘The Heavyweight’ and ‘The Big Finish’) Publication: Sweet Charity, film, Bob Fosse (dir.), Universal Pictures, USA, 1968

Outcome 2 – Composition: choreograph, rehearse and perform a solo dance work and analyse the processes and practices used.

End of year performance examination: 50% of grade

End of year written examination: 25% of grade

Terminology for revision:Expressive Intention – the idea or storyCultural Influences – (background, era, dance training)Form - (narrative (ABC), Binary (AB), ternary (ABA), episodic etc.)Unified composition - (sections (beginning, development and resolution ABC), phrases and motif)Body Actions – (GLEFTS)Physical Skills – (BFACTS)Technical Skills – (Safe dance)Personal movement vocabularyElements of Movement – Time, Space and Energy (Qualities of Movement & Laban effort actions)Group Structures – (Symmetry, asymmetry, unison, canon, contrast)Spatial Organisation – (direction, level, eye/body focus, dimension)Spatial Arrangement – how you set up / refine movement in terms of phrases / sequences / sectionsSpatial Orientation – (awareness of you and others in space)Choreographic Devices – (RAASSA DIET)Technical and Production Aspects – Lighting, Sound, Costumes, Projection etc.Dance Design – E.I, M.V & FormChoreographic Principles - (unified composition, spatial organistion, group structures, EOM, E.I)Movement Creation process - (ISARE)Dance making-process – (ISARE, rehearsal, pre-performance, performance)Learnt work processes – (learning , rehearsal, pre-performance, performance)(learning processes = imitation, memorization, repetitionChoreographic Processes = Brainstorming ideas, creating shapes with the body, using the mirror, using EOM, BA, PS(rehearsing processes = movement memory, refine technique, refine EOM, seek feedback etc.(Pre-performance processes = warm-up /down, mental prep, visualisation, walk through space etc.)(Performance processes = (projection, dynamics, posture, strength etc.)

Composition Solo assessment Criteria1: Skill in the varied use of level

2: Skill in the varied use of direction

3: Skill in the varied use of eye/body focus

4: Skill in the varied use of dimension

5: Skill in the selection of expressive movement vocabulary

6: Skill in the expressive arrangement of movement vocabulary

7: Skill in the expressive arrangement of choreographic devices

8: Skill in the use of performance processes, practices and artistry to

communicate the expressive intention to the audience

Composition solo – Mind Map

Composition solo – E.IGeneral expressive Intention:

Composition Solo - FormWhat is the form of your solo? (Binary, ternary, episodic etc.)

What is the E.I for each section?

Composition solo – M.V – first sectionType of Movement: Level Time

Dimension Energy

Direction Space

Focus Choreographic Devices

Composition solo – M.V – first sectionBody Actions

Physical Skills

Composition solo – M.V – first sectionFloor pathway used:

Composition solo – M.V – second sectionType of Movement: Level Time

Dimension Energy

Direction Space


Composition solo – M.V – second sectionBody Actions

Physical Skills

Composition solo – M.V – second sectionFloor pathway used:

Composition solo – M.V – third sectionType of Movement: Level Time

Dimension Energy

Direction Space


Composition solo – M.V – third sectionBody Actions

Physical Skills

Composition solo – M.V – third sectionFloor pathway used:

Composition solo – Dance designDescribe with examples the dance design of your solo: (E.I, M.V & Form)

Dance making process – Choreographing processesMovement creation process:Improvisation:

Selection:

Arrangement:

Refinement:

Evaluation:

Dance making process – Choreographing processesOther Choreographic processes:Brainstorming of ideas –Trying out different music – Using the mirror to create shapes – Experimenting with EOM – Experimenting with BA & PS – Selection of an EI – Using the Choreographic Devices – Using formal structures -

Dance making process – Rehearsing processesPractice / develop movement memory:

Feedback:

Refine (spatial accuracy, SAFE Dance, floor pathways, EOM):

Video:

Progress showing

Dance making process – pre-performance processWarming up:

Nutrition:

Marking out the space:

Mental preparation:

Visualisation:

Dance making process – performance processesProjection:

Focus:

Musicality:

Safe dance / technical skills:

Energy / dynamics:

Composition solo – technical skillsAfter speaking to your teaching and reviewing your solo, what technical skills and/or performance skills do you need to refine before your exam?

Composition solo: practice questions:1:When choreographing your Unit 4 solo (compostion solo) you used the five movement creation processes. Identify and discuss how you used two of these movement creation processes.

2: Pick a phrase from your solo.a. Desribe the phrase in detail.b. Discuss how you used two Body Actions in that phrase.c. Discuss how you used two Physical Skills in that phrase.

3: List three physical skills. For each one of these three skills outline one way that it can be safely developed by a dancer.

4: Define one element of spatial organisation. Briefly describe two contrasting examples from your Unit 4 composition solo which show manipulation of this element.

5: When choreographing your Unit 4 solo (Composition solo) you used the structure of a unified composition.a. List the parts that form the structure of a unified composition.b. Briefly explain how the expressive intention in your Unit 4 solo created a unified composition.

6: Describe how you manipulated the Element of movement Space in regards to the form of your compositional solo. Discuss with regards to 3 different examples of that EOM.

The Richman’s Frug

Prescribed Work – The Richman’s FrugGeneral Expressive Intention:

The expressive intention of Bob Fosse’s “The Richman’s Fug” is predominantly a 60’s Jazz dance piece that is broken down into three distinct sections; The Aloof, The Heavyweight and the Big finish. The Aloof explores the social etiquette in high Society through notions of gender roles. The Heavyweight identifies the battle between the sexes as symbolic of a ‘boxing match’ and finally the Big finish allowsThe upper class to let their hair down, shake off the social etiquette limitations.

Form: Narrative ABC

The Aloof

The heavyweight

The big finish

Prescribed Work – The Richman’s FrugForm & Expressive Intention for each section:Narrative ABC

A - The Aloof explores the social etiquette in high society through notions of gender roles. B - The Heavyweight identifies the battle between the sexes as symbolic of a ‘boxing match’C - Big finish allows the upper class to let their hair down, shake off the social etiquette limitations and express themselves.

Prescribed Work – The Richman’s FrugCultural Influence

Background of the era:

Fosse’s life:

Fosse’s dance training:

BODY ACTIONS:

Body Actions - Gesture

Section A = The Aloof Section B = The heavyweight

Section C = The big finish

Example of movement:

Two men right hand on back hip, leaning chest forward with a straight spine, left hand is held to the roof with a bent elbow with fingers holding a ‘cigarette’

Link to expressive intention: Aloof – the social norms and behavior of the upper class, looking down on those below them.

Body Actions - Locomotion




Link to expressive intention:

Body Actions - Elevation





Body Actions - Falling





Body Actions - Turning





Body Actions - Stillness





Physical Skills

Physical Skills - Balance





Physical Skills - Flexibility





Physical skills - Alignment





Physical Skills – Coordination / control





Physical Skills – Transference of weight





Physical Skills - Stamina





Elements of Movement

Element of Movement – Time (Accent)



Example of movement: Hands clasped above the head, knees bent, pump hands on the accent (bell sound)

Link to expressive intention:Heavyweight – the bell sound (accent) signifies the beginning of the battle or boxing match between the genders

Element of Movement - Time





Element of Movement – Space (Direction)



Example of movement:In small groups the performers mover diagonally across the space, leaning back in the torso, arms by their sides, heads focused forwards in the direction they are travelling.


Aloof – this portrays the aloof type atmosphere as they fail to acknowledge each other, move past without looking.

Element of Movement - Space





Element of Movement – Energy (force and flow)



Example of movement:Soloist dancer, moves to the front of the stage with little footsteps, swinging her arms/wrists behind her back in a flowing manner.

Link to expressive intention:Aloof – the dancer maintains her social status, by moving exactly the same as everyone else, just presenting small detailed feminine movements.

Element of Movement - Energy





Qualities of Movement





Quality of Movement





Laban Effort Actions





Laban Effort Action





Spatial Organisation

Spatial Organisation: Direction





Spatial Organisation: Level





Spatial Organisation: Focus





Spatial Organisation: Dimension





Group Structures

Group Structures: Canon





Group Structures: Unison





Group Structures: Contrast





Group Structure: Symmetry





Group Structures: Asymmetry





Choreographic Devices











Dance Design

Dance DesignSection A = The Aloof Section B = The

heavyweightSection C = The big finish

Expressive Intention: Expressive Intention: Expressive Intention:

Movement Vocabulary: Movement Vocabulary: Movement Vocabulary:

How they link: How they link: How they link:

Production Aspects

Production Aspects



Lighting: Lighting: Lighting:

Sound: Sound: Sound:

Costumes: Costumes: Costumes:

Prescribed work – practice questions1: Describe the Expressive intention of ‘The rich man’s frug’ in terms of the formal structure of the piece.

2: Discuss how one cultural influence has impacted the movement vocabulary and the expressive intention of ‘The rich man’s frug’.

3: Pick one Body Action and discuss how it has been manipulated to explore the expressive intention of the piece for each section.

4: Describe the Dance design of ‘The rich man’s frug’.

5: Describe the manipulation of Group structures to explore the expressive intention of the piece.

6: Discuss how one cultural influence has impacted on one production aspect in ‘The rich man’s frug’.

Documents

Unit 4 – Resource Pack. Course Guide - Assessment for Unit 4 Outcome 1 – Analyse a selected group dance work – Title: Sweet Charity Choreographer: Bob