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