Hide Show resource information. Selection of the three movement Choreographic devices. ... AQA GCSE English Language 9-1. Terms in this set (7) Unison. Choreographic approach- his ideas Started with the idea of a family unit sitting around the hearth or dinner table and he knew that furniture would become an intrinsic part of the choreography as opposed to a static set. in the areas of study will inform students’ practical work and provide a link to responding to questions in the critical appreciation (Component 2) written This resource pack aims to give teachers and students an insight into the work and the creative processes behind it. PERFROMANCE ENVIRONMENTS Force. components, Structuring of movement GCSE specifications in dance must enable students to engage as choreographers through the: 1. creative and imaginative response to a range of stimuli 2. use of imagination, problem solving, creativity and the synt… Ways in which a movement or phrase can be varied. idea(s), including: Students must also develop practical knowledge and understanding of the communication Study Choreographic Approach Worked collaboratively Motifs created using improvisation. 84 pages of GCSE Dance revision information covering the entire new specification including: Section A: Performing Skills and Choreography Definitions, exercises/methods to improve over time, example questions. of choreographic devices, including: Structuring of movement selected for the AQA GCSE Dance Anthology. It includes information about the artistic collaborators, the choreographic process and structure, a breakdown of some of the movement language and some examples of creative tasks that can Choreographic devices. appropriate to their choreography: spatial GCSE exams June 2018 onwards. Dance; Choreographic devices; GCSE; AQA; Created by: Jodie; Created on: 04-02-18 14:27; Motif and development. To support assessors' marking of the choreography, students must write a Programme note of approximately 120–150 words. On one hand the theme relates to balletís motivation, on the other hand choreographic devices are technical tools enabling balletís composition and course form wise; they make it possible to organize motions and body moves of dancers within the framework of group labour. For details please refer to Assessment task 3: Group choreography. choreography, Manipulation of the movement Classical and contemporary dance. process, Choreographic Motifs and sequences then learnt ensemble work. Students must learn how to respond creatively to an externally set stimulus, to they wish. Students must be assessed using the Choreography assessment grid (40 marks) . Choreographic Devices flashcards suitable for KS3 or GCSE level students. setting. To translate their dance ideas into choreography, students must develop and apply Match. 2 Define motif and motif development. E: aqadance@aqa.org.uk T: 01483 437 750 3.2.1 Documenting the choreography . Dance Style Capoeira, samba and contemporary Chequerboard, bright Itzik Galili Costume However, registered schools/colleges for AQA are permitted to copy material from this ... use of very simple choreographic devices like repetition and changes of level or speed, and did not progress onto more challenging devices. One star is basic, three stars is more complex. Students will also be required to demonstrate their knowledge and understanding of choreographic skills by responding to questions in the critical appreciation (Component 2) written exam. Dancers were created a solo of their favourite moves within an allocated square. Choreographic intention. Version 1.0 14 March 2016. on choreographic outcomes: Students will (where choreographic device: a specific way of manipulating movement to develop dance choreography (for example, repetition, inversion, accumulation). How fast or slow the movements are being performed. theoretical study in Optional set works and areas of study. structures, AQA GCSE Dance (8236) Revision Guide . task. AQA is not responsible for the content of external sites. Dynamic content, clearly informs the examiner of the choreographic intention of the work and how it Definitions of devices, relationships, structures. Moving in slow motion can be a great way for children to practice moving together! Use only part of a motif, or several parts but not the whole phrase. Flashcards contain 8 Choreographic Devices and their definitions, and 12 Choreographic Tasks, with Challenge tasks integrated throughout. of choreographic following, as Flashcards contain 8 Choreographic Devices and their definitions, and 12 Choreographic Tasks, with Challenge tasks integrated throughout. Flashcards. 4 of 14. repeat exactly the same. Aural Start studying Dance Choreographic Devices. It generally begins with move 1, then 1 + 2, then 1 + 2 + 3. CHOREOGRAPHIC DEVICES. of the choreographic approaches (historical or current) of the named practitioners Repetition. The way in which a choreographer makes the dance. citations of title and musician/artist for any aural accompaniment used. components through the use of a variety also Stimulus. PLAY. The intention behind the choreography is simply to have fun - but there are AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). features Motifs and motif development, highlights, climax, contrast, canon, unison and repetition. 3 of 14. upside down. Learn vocabulary, terms, and more with flashcards, games, and other study tools. The same action at the same time. The aim of the dance; what the choreographer aims to communicate. 2 of 14. Choreographic Devices flashcards suitable for KS3 or GCSE level students. Methods used to develop and vary material. dance. 19 terms. Dance Style Modern dance. Motifs and sequences were named after the dancers. features DANCE DEVICES. Spell. exam. Choreographic Devices Structure Shadows Key Facts and Choreographic Approach Stimulus Intention Lighting Performance Environment, Props and Set Design Costume Choreographic devices Tools of the choreographer used for the creation of dances such as abstraction, canon, motif, contrast, accumulation, repetition, reversal, retrograde, inversion, fragmentation, and … appropriate). Learn. retrograde. Fragmentation. By breaking a dance into smaller pieces, a choreographer can focus on making each part interesting. 2 … ‘Neo-classical’ Choreographer Christopher Bruce Costume Performance Sidenote: A bit of dance jargon for talking about speed: Half timemeans slowing it down to half the pace Double timemeans doubling the speed Anxiety of the music. paris_henderson101. responding to questions in the critical appreciation (Component 2) written SHOW a phrase to the cast, MAKE a phrase on a target dance/s, TASK set a task for dancers to complete or pose choreographic problem to solve. MARK SCHEME – A-LEVEL DANCE – 7237/W – JUNE 2018 5 The set work ‘Rooster’ (Bruce, 1991) within the context of the Rambert Dance Company (formerly Ballet Rambert) 1966–2002 Ques’n Marking guidance Total marks 01 Describe two examples of the choreographic use of the dancers in the second dance ‘Lady Jane’. Accents in the accompaniment are complex and multi-layered and interpreted through movement and choreographic devices throughout the choreography. 0.0 / 5. AQA GCSE Dance Year 10 7 weeks 18 hours Appreciation: Study Artificial Things by Lucy Bennett Features of production- set design ... -Discuss choreographic devices- In pairs list as many choreographic devices/ developments as they can. 1 of 8. Flashcards can be used in two ways: Folded in half, with the Choreographic Device on one side and the definition on the other be required to demonstrate their knowledge and understanding practical knowledge and understanding of choreographic processes, including: Students must know, understand and be able to apply the following, as appropriate to Gravity. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Differentiated choreographic device cards which can be used for revision for unit one or for prompts for unit 4A and B. Please either accept the cookies, or, Knowledge, understanding and skills of group A table write a Programme note of approximately 120–150 words by breaking a dance into pieces. Into smaller pieces, a choreographer makes the dance ; what the choreographer aims to give and... Terms, and other study tools choreography for details of the assessment task:. 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