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DANCE - Extended Programme Note. Choreography based on chiaroscuro -- A* - page 6
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: 6 of 6 pages: 1 2 3 4 5 6the stimulus, especially in section B by using different dynamics to represent the two different characters. Also, by adding tilts and leans in section A also developed the idea of smooth, fluent lines of paint. I think that by developing the use of travelling and stillness in the final section, it added to an intense climax which ended in a fun, light-hearted way. I used facial expressions throughout the dance to promote different moods in different sections (e.g. section A was quite serious and facial expressions were worried, section B had different facial expressions for each character [‘light’:smiley, ‘dark’:frowning] and section C was a lot more light-hearted and smiling).
Overall, I liked the way that my dance was broken down into three sections to show the three different topics within my stimulus, because it meant that that there was a slight variety in the theme so that the audience did not get bored. I really like the movement (described above as movement 3), that I have included in section B which ties together all of the sections in my dance. It performs a paint brush stroke with the leg, can be performed in different styles and can also show fun and seriousness. I also liked how the contrast between two different characters in Section B meant that the same dance could be performed in completely different styles. However, I did not like how I repeated the phrases because I felt that the audience may think that the movements were not particularly different and therefore may either become bored with the dance or not be able to differentiate between sections. If I was to make my dance again I would use even more movement material throughout the dance so that not as much as repeated.
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