Minds On
Today’s vocabulary
Press the following tabs to access today’s vocabulary.
Important ideas in dance, which include the following:
- Body: The instrument of dance. The term body may also refer to the body’s position or shape (e.g., curved, straight, angular, twisted, symmetrical, asymmetrical); also, how the body is moving (e.g., using locomotor or non-locomotor movements).
- Energy: The force with which the body moves (e.g., light, strong, sustained, sudden).
- Relationship: The way in which two or more things are connected to or associated with one another (e.g., dancer to dancer, dancer to object, or right arm to left arm).
- Space: The physical area in which the body moves; also, the area surrounding the body.
- Time: An element of dance involving rhythm, tempo, accent, and duration. Time can be based on measured beats, as in music, or on body rhythms, such as breath, emotions, and heartbeat.
Let’s get started!
Choose one of the following options to explore.
Option 1: If possible, revisit the dance piece you may have created in a previous learning activity (e.g., LA 4). Familiarize yourself with the dance piece you created. Pay particular attention to the elements of dance and the choreographic form you used.
Option 2: Explore the following sample dance map. Familiarize yourself with the sample dance piece. Pay particular attention to the elements of dance and the choreographic form used.
Press ‘Sample Dance Map’ to access an example of a dance piece.
| Theme (Original phrase) | |||
|---|---|---|---|
|
Movement #1 (Count 1 and 2) |
Movement #2 (Count 3 and 4) |
Movement #3 (Count 5 and 6) |
Movement #4 (Count 7 and 8) |
| Take two steps forward. | Crouch down into a ball at a low level. | Crawl forwards for 2 counts. | Jump up and stand at a high level on 2 feet. |
| Variation #1: Change the direction | |||
|
Movement #1 (Count 1 and 2) |
Movement #2 (Count 3 and 4) |
Movement #3 (Count 5 and 6) |
Movement #4 (Count 7 and 8) |
| Take two steps backwards. | Crouch down into a ball at a low level. | Crawl backwards for 2 counts. | Jump up and stand at a high level on 2 feet. |
| Variation #2: Change the speed - slowly | |||
|
Movement #1 (Count 1-4) |
Movement #2 (Count 5-8) |
Movement #3 (Count 8-12) |
Movement #4 (Count 13-16) |
| Take two steps forward (each step now takes 2 counts). | Slowly crouch down into a ball at a low level (take 4 counts total). | Crawl forwards. Each crawl takes two counts (4 counts total). | Slowly rise and stand at a high level on 2 feet. |
Action
Get ready, get set…
Task 1: Describing the dance piece
Two teachers are talking. Teacher A says: “In this learning experience, you will have the option of analysing a dance piece you created in a previous lesson.” Teacher B adds: “Or, you can choose to analyze the sample dance map from LA 3.” Teacher A, then, responds: “You will follow some of the phases of the Critical Analysis process as you describe and analyze your chosen piece.”
Describe the elements of dance and the choreographic form used in the dance piece.
Elements of dance chart
Press ‘Elements of Dance’ to access a chart with guiding prompts.
| Elements of Dance | |
|---|---|
|
Body |
What is your body doing? Consider the following questions: What different body bases could you use to create a shape with your body? What different body parts could you move? How many different locomotor and non-locomotor movements could you create? Could you create symmetry in your body? What about asymmetry? What kinds of angular shapes could you make? What kind of curved shapes could you make? |
|
Space |
Where is your body moving? Consider the following questions: How could you move at a high, middle, or low level? What different pathways could you travel (in a straight line, in a zigzag, backward)? If you are dancing with someone else, how is it different when you dance close together vs. far apart? |
|
Time |
When is the body moving? (in relation to time) Consider the following questions: How could you move at various speeds (e.g., fast, medium, slow)? How is it different to dance to music vs. dancing without music? Could you add a pause or a moment of stillness into your movements? |
|
Energy |
How is the body moving? Consider the following questions: How could you move lightly (e.g., as if you are a balloon floating through the sky as if you are an astronaut in outer space? How could you move as if your body was heavy (e.g., as if you were pushing a big piece of furniture across the floor, as if you were moving through thick mud)? What is an example of a sudden movement? What is an example of a sustained movement? |
|
Relationship |
Who or what is the body moving with? Consider the following questions: How might dancers meet or part in a dance piece? How could emotions or facial expressions be added to movements? How could you move around, under, or over a prop? |
Choreographic forms
Press the following tabs to access examples of choreographic forms.
A choreographic form that follows a storyline, often conveys a specific message, and usually includes an introduction, rising action, a climax, and a resolution (e.g., the ballet, Swan Lake).
Teacher A and Teacher B are walking towards each other from either side then they are meeting and giving each other a high 5. Teacher A and Teacher B are passing each other and walking in opposite directions.
A two-part choreographic pattern form with an A theme and a B theme. The form consists of two distinct, self-contained dance sequences or sections.
A three-part choreographic pattern form with an A theme and a B theme in which the second section contrasts with the first section and the third section restates the first section in a condensed, abbreviated, or extended form.
Teacher A is standing with arms raised above head, and Teacher B is crouching at a medium level. Then, Teacher A again is standing with arms raised above head.
A choreographic form in which one soloist or group performs a dance phrase (call) and a second soloist or group respond by imitating the dance phrase or responds to the call (response).
Teacher A is doing a pose/movement that indicates they are motioning to teacher B, and Teacher B is doing a pose/movement that indicates they are responding to Teacher A’s movement.
A choreographic form in which a dance or movement sequence is performed in reverse order (e.g., a dance phrase performed from back to front).
Use the following sample to guide you.
Press ‘Template’ to access a partially filled-in sample of the blank template that follows.
| Idea or theme of dance piece: Summer vs. Winter | |
|---|---|
| Movements/Elements of dance used: | How these movements/elements of dance communicate the idea or theme: |
|
Start in a small ball on the ground and slowly rise up to a standing position with arms outstretched above head in a circle. Take four quick steps forward, with light energy. Arms are above the head, waving slightly back and forth. Come to stillness and slowly drop hands to side and tilt face upwards and freeze. Take four heavy, slow steps forward at a medium level. Take four steps side to side at a medium level, moving arms side to side with each step. Move around in a scattered pathway with arms waving above head. Come to stillness and brings hands down, wiggling fingers (spirit fingers). |
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Choreographic form used: |
How this choreographic form communicates the idea or theme: |
|
Binary ('A B') form |
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Portfolio
Portfolio
Consider adding this Describing a Dance Piece Chart to your portfolio.
Record your ideas in the left column of the following graphic organizer.
Complete the Describing a Dance Piece Chart in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
| Idea or theme of dance piece: | |
|---|---|
| Movements/ Elements of dance used: | How these movements/ elements of dance communicate the idea or theme: |
| Choreographic form used: | How this choreographic form communicates the idea or theme: |
Press the ‘Activity’ button to access Describing a Dance Piece Chart.
Task 2: Analyzing a dance piece
So far, you have described the elements of dance and choreographic form used in your chosen dance piece. Next, you will explain how the elements of dance and choreographic form used in the dance piece helped to communicate the message. Analyzing a dance piece by identifying what elements of dance are used and what this might communicate, helps the audience member to determine the meaning of a dance piece.
Explain how the elements of dance and the choreographic form you used helped to communicate your message. Use the following example to guide you.
Press ‘Example’ to access possible ideas that you may have found.
| Idea or theme of dance piece: Summer vs. Winter | |
|---|---|
| Movements/Elements of dance used: | How these movements/elements of dance communicate the idea or theme: |
|
Start in a small ball on the ground and slowly rise up to a standing position with arms outstretched above head in a circle. Take four quick steps forward, with light energy. Arms are above the head, waving slightly back and forth. Come to stillness and slowly drop hands to side and tilt face upwards and freeze. Take four heavy, slow steps forward at a medium level. Take four steps side to side at a medium level, moving arms side to side with each step. Move around in a scattered pathway with arms waving above head. Come to stillness and brings hands down, wiggling fingers (spirit fingers). |
Small ball slowly rising represents the sun rising. Arms in a circle shape above head represents a full sun. Quick tempo and light energy represent the sun’s rays. Moment of stillness, with face tilted upwards represents a moment enjoying the sun. Heavy slow steps represent the heaviness of moving through the snow. Side to side motions represents the cold wind and snow blowing. Scattered pathway represents the wind and snow falling. Stillness represents how everything freezes in winter. Spirit fingers represents snow slowly falling to the ground. |
|
Choreographic form used: |
How this choreographic form communicates the idea or theme: |
|
Binary ('A B') form |
The AB form shows two distinct movement phrases (A – summer and B- winter) |
Portfolio
Portfolio
Consider adding this Describing a Dance Piece Chart to your portfolio.
Record your ideas in the left column of the following graphic organizer.
Complete the Describing a Dance Piece Chart in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
| Idea or theme of dance piece: | |
|---|---|
| Elements of dance used: | How this communicates the idea or theme: |
| Choreographic form used: | How this communicates the idea or theme: |
Press the ‘Activity’ button to access Describing a Dance Piece Chart.
Consolidation
Putting it all together
Portfolio
Review your learning
Strengths and areas of growth as dance creators
Use the following questions to reflect on your dance piece.
- What do you notice about the piece (you created)? What elements did you focus on? Were there movements or elements that were repeated?
- How did the elements of dance and choreographic form help to communicate the message?
- What is the relationship between the elements of dance and the choreographic form?
- How can analyzing dance pieces help improve your skills as a choreographer?
- If you were to create this dance piece again, is there anything you would add or change?
There are many ways to communicate a response to dance (e.g., through writing, through art, discussion, etc.). Select one of the following mediums to communicate your thoughts on this dance piece.
A mind map showing different ways through which we can communicate our thoughts. Mediums are: video, music, drama presentation, audio recording, writing, visual art.
Reflection
As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.
I feel…
Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.
When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.