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DANCE - Extended Programme Note. Choreography based on chiaroscuro -- A* - page 5
Keywords: EPN Dance Choreography extended programme note chiaroscuro acompaniment floor plan movement technique dynamics
By georgie1 on 31/12/2009
Level: GCSE Key Stage 4 (Years 10-11)
Page Number: 5 of 6 pages: 1 2 3 4 5 6accumulation. If I was to have another dancer in my piece, I would include unison in section A, to show how two different paints can be blended together and so that the opening section is effective at grabbing the audience’s attention and efficiently showing my stimulus. I would then use canon and question and answer in section B to show the differences between each character, and how they would communicate with each other (by being opposite) and with the audience (by doing individual dances) to emphasis the difference in personality. I would then use contact manipulation in section C as though almost acting out a silent movie.
Evaluation
I did my research mainly from the internet, which helped me look into silent movies and facial expressions of comedians of that era. I started creating movement material by working from still images of silent movies, and by thinking about how a paint brush moves as it is swept across a page. I could then develop this by linking the movements together with smooth travelling.
I felt that my dance did communicate the idea of painting and silent movies yet think that the topic of ‘difference between light and dark’ (section B) may have been a bit vague because there was only myself dancing. If I was to make my dance again, I would make it a duet to really emphasise the different characters in section B, and to use contact and rebound in section C. I could really make the characters act off each other in the final section so it would be really clear to an audience that it is based on telling a film/story line.
I think that the movements that I chose related to my stimulus however, because I split the dance into three sections, some audiences may have found it difficult to know that my dance based upon ‘Chiaroscuro’, because it is not common vocabulary and people might not know what the technique was used in silent movies. Whilst choreographing my dance, I had only previously planned to include sections A and C, however as I carried on creating the dance and showing it to my peers, they were unsure as to how painting and silent movies were linked. As a result, I introduced section B to act as a ‘bridge’ to link the two areas of chiaroscuro.
I feel that the developments that I included helped to communicate
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