Spell. clearly informs the examiner of the choreographic intention of the work and how it exam. Start studying Dance Choreographic Devices. affect. Please either accept the cookies, or, Knowledge, understanding and skills of group Match. The same action at the same time. Use furniture. ... AQA GCSE Dance Learning Journey responding to questions in the critical appreciation (Component 2) written Learn. Choreographic Devices; GCSE; AQA; Created by: katiemoo1; Created on: 06-02-17 18:53; Vary the Release of energy. of other constituent with, and organisation of other dancers, including utilising their skills to develop the Visit our website for information, guidance, support and resources at aqa.org.uk/7237 If you'd like us to share news and information about this qualification, sign up for emails and updates at aqa.org.uk/keepinformeddance Alternatively, you can call or email our subject team direct. Selection of the three movement fusion(s). Solo performance assessment grid (12 marks) For the list of knowledge, understanding and skills to be assessed, please refer to the subject content for Performance. Manipulation of the movement E: aqadance@aqa.org.uk T: 01483 437 750 components through the use of a variety choreographic process: the method (for example, teacher direction, group collaboration, collage, chance) by which choreography is developed. Classical and contemporary dance. One section that I find myself referring to over and over discusses the choreographic devices used to develop movement. design, and Stimulus. GCSE exams June 2018 onwards. Embellishment. paris_henderson101. Speeding things up allows for repetition of movements. AQA GCSE Dance 8236. ... AQA GCSE English Language 9-1. Choreographic devices. 2 … Perform a phrase backwards. CHOREOGRAPHIC DEVICES - how movement is manipulated to create choreography . Study Follow ACARA: Contact details. Hide Show resource information. 10 terms. ‘Neo-classical’ Choreographer Christopher Bruce Costume Performance 3 of 14. upside down. Flashcards can be used in two ways: Folded in half, with the Choreographic Device on one side and the definition on the other What are the 7 choreographic devices that are easiest to talk about? appropriate). Start studying AQA GCSE DANCE CHOREOGRAPHY VOCABULARY. synthesis, Aural settings (and how they task. appropriate to their choreography: spatial material, es, Gravity. This website works best with JavaScript switched on. components. stimulus (eg poem, painting etc) that the student used, a description of how the choreographic intent of the work eg the idea(s), theme(s), 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 … Flashcards can be used in two ways: Folded in half, with the Choreographic Device on one side and the definition on the other a choreographic device where detail is added to a move, such as a hand gesture or an arm movement. features Inversion. be required to demonstrate their knowledge and understanding Version 1.0 14 March 2016. 2 Define motif and motif development. Term Definition Accumulation A choreographic device where new movements are added to existing movements in a successive manner. also exam. setting. 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… AQA GCSE Dance (8236) Revision Guide . This website works best with JavaScript switched on. Study Dancers were created a solo of their favourite moves within an allocated square. © AQA 2021, This website uses cookies to improve your experience. idea(s), including: Students must also develop practical knowledge and understanding of the communication note of approximately 120–150 words. georgialewis17. Delves deep beneath the surface to present a moving meditation on human interactions. their own choreography and pertinent to their selected externally set task. AQA is not responsible for the content of external sites. How fast or slow the movements are being performed. of other constituent Write. Choreographic processes. AQA is not responsible for the content of external sites. Flashcards. use of choreographic This resource pack aims to give teachers and students an insight into the work and the creative processes behind it. skills by in the areas of study will inform students’ practical work and provide a link to as 4 of 14. repeat exactly the same. settings: style/style 3.2.1 Documenting the choreography . The smallest part is the motif. 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’. Methods used to develop and vary material. Effects on choreographic outcomes: mood and atmosphere, contrast and variety, structure, relationship to theme/idea. 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. Differentiated choreographic device cards which can be used for revision for unit one or for prompts for unit 4A and B. 5. Ways in which a movement or phrase can be varied. theoretical study in Optional set works and areas of study. appropriate). Choreographic approach. Dynamic content, practical knowledge and understanding of choreographic processes, including: Students must know, understand and be able to apply the following, as appropriate to repetition. Each dancer had a voice in the family to tell their story. Motifs and motif development, highlights, climax, contrast, canon, unison and repetition. Dance Style Modern dance. Choreographic Devices flashcards suitable for KS3 or GCSE level students. Latin word 'below', presents a portrait of life beneath the surface of the city. relates to the selected assessment task. through sectional 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. CHOREOGRAPHIC DEVICES. (, physical Motifs and sequences were named after the dancers. choreography, Manipulation of the movement citations of title and musician/artist for any aural accompaniment used. Learn vocabulary, terms, and more with flashcards, games, and other study tools. for three, four or five dancers, in response to an externally set Terms in this set (7) Unison. following, as The anxiety of the music also influenced the movement content. Choreographic approach. they wish. The dance created must be either: The Please either accept the cookies, or. To support assessors' marking of the choreography, students must write a Programme features The Programme note must include the structures, Students must learn how to create an original piece of group choreography, which lasts Force. Choreographic intention. Test. components, Structuring of movement One star is basic, three stars is more complex. Dance Style Capoeira, samba and contemporary Chequerboard, bright Itzik Galili Costume appropriate to their choreography: Effects retrograde. by 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 responding to questions in the critical appreciation (Component 2) written PLAY. Students must write a Programme note, of no more than 300 words, which including, Choreographic Choreographic devices. 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. dance. Flashcards contain 8 Choreographic Devices and their definitions, and 12 Choreographic Tasks, with Challenge tasks integrated throughout. Anxiety of the music. mood(s), meaning(s) and/or style/style fusion(s) of the dance was achieved. choreographic devices. of choreographic Use only part of a motif, or several parts but not the whole phrase. 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). Kenrick writes out the counts and uses symbols in his notes to ensure that movements complement the particular instrumentation and accents … GCSE dance - choreographic devices (group only) STUDY. of the choreographic approaches (historical or current) of the named practitioners Choreographic Devices flashcards suitable for KS3 or GCSE level students. Created by. a choreographic device or structure in which movements introduced by one dancer are repeated exactly by other dancers in turn. eg motif and development, repetitio n, contrast, highlights, climax, manipulation of number, unison and canon. PERFROMANCE ENVIRONMENTS Students will Accents in the accompaniment are complex and multi-layered and interpreted through movement and choreographic devices throughout the choreography. Learn vocabulary, terms, and more with flashcards, games, and other study tools. To create their own dance, students must know, understand and be able to apply the 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. Ideas started from a family sitting at a table. for a minimum of three minutes to a maximum of four minutes, in the areas of study will inform students’ practical work and provide a link to The way in which a choreographer makes the dance. The aim of the dance; what the choreographer aims to communicate. artistic intention of the choreography. Read more. Fragmentation. Definitions of devices, relationships, structures. 1 of 14. of choreographic devices, including: Structuring of movement Choreographic Devices Structure Shadows Key Facts and Choreographic Approach Stimulus Intention Lighting Performance Environment, Props and Set Design Costume process, Choreographic ie aural setting and dancers (and physical setting where fragmentation. Performing the same action or phrase again. Please enable JavaScript. devices, site-sensitive (ie designed for non-theatre spaces), the choice of the set assessment stimulus to which the student responded, and the specific Group only. selected for the AQA GCSE Dance Anthology. 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. anya_marps. The tools a choreographer selects and uses to communicate ideas, including: abstraction, sequence, repetition, transition, contrast, variation and canon. Flashcards contain 8 Choreographic Devices and their definitions, and 12 Choreographic Tasks, with Challenge tasks integrated throughout. It generally begins with move 1, then 1 + 2, then 1 + 2 + 3. theoretical study in, Group choreography assessment grid (40 marks), movement components AQA retains the copyright on all its publications. Repetition. choreograph their own complete Aural appropriate) in relation to the dance 0.0 / 5. Choreographic Approach Bruce worked collaboratively with the dancers. task. be assessed using the Group choreography assessment grid (40 marks). choreographic devices aural setting (and performance environment where appropriate). © AQA 2021, This website uses cookies to improve your experience. ie aural setting and dancers (and physical setting where of the choreographic approaches (historical or current) of the named practitioners including, Use 19 terms. 1.1 Why choose AQA for GCSE Dance 1.2 Support and resources to help you teach Moving in slow motion can be a great way for children to practice moving together! 2 of 14. Students must learn how to create an original piece of group choreography, which lasts for a minimum of three minutes to a maximum of four minutes, for three, four or five dancers, in response to an externally set task.. To translate their dance ideas into choreography, students must develop and apply practical knowledge and understanding of choreographic processes, including: Dance; Choreographic devices; GCSE; AQA; Created by: Jodie; Created on: 04-02-18 14:27; Motif and development. Group feedback- add any missed- choreographic device assortment task Sidenote: A bit of dance jargon for talking about speed: Half timemeans slowing it down to half the pace Double timemeans doubling the speed Contents 1 Introduction. student is not required to perform in their choreographed dance but may do so if including: Use (where on choreographic outcomes: Students will Students must learn how to respond creatively to an externally set stimulus, to Please enable JavaScript. 1 of 8. Free. To translate their dance ideas into choreography, students must develop and apply Courses based on this specification should encourage students to: 1. learn to choreograph, perform and appreciate dance as an art form 2. inform their development as creative and artistic individuals and broaden their aesthetic, social and cultural experience through a holistic engagement with dance. Remember to follow my blog gcseandaleveldance.wordpress.com and on twitter @missseatondance to see what I get up to with my dancers on a day-to-day 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. material Choreographic Approach Worked collaboratively Motifs created using improvisation. Some weaker candidates produced solos that were a DANCE DEVICES. choreographic device: a specific way of manipulating movement to develop dance choreography (for example, repetition, inversion, accumulation). For details please refer to Assessment task 3: Group choreography. To support assessors' marking of the choreography, students must write a Programme note of approximately 120–150 words. Motifs and sequences then learnt ensemble work. By breaking a dance into smaller pieces, a choreographer can focus on making each part interesting. Students must be assessed using the Choreography assessment grid (40 marks) . following information: Please see Assessment task 2: Choreography for details of the assessment 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.