Task one
Our stimulus for this assessment standard is based on the sense of female empowerment we got from this poem Phenomenal Women, by Maya Agelou. Our perception of women's rights and gender equality is that it is not as present and exercised in today's society as it should be. Our intention for this standard is to communicate, through a collaborative group dance, that women need to fight for their equality in all aspects of life, particularly in a working environment.Task two
1. This achievement standard is derived from The New Zealand Curriculum, Learning
Media, Ministry of Education, 2007, Level 7. It is aligned with the achievement
objectives in the Developing Practical Knowledge and Developing Ideas strands for
Dance, and relates to the material in the Teaching and Learning Guide for Dance,
Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te
Marautanga o Aotearoa achievement objectives to which this standard relates, see
the Papa Whakaako for the relevant learning area.
2. Choreograph a group dance to communicate an intention involves:
• defining a clear intention
• using the dance elements, such as using: two different forms of locomotion,
more than one level, a variety of pathways (eg a diagonal pathway followed by a
circular pathway), more than one facing, mainly unison movement
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• ordering movements for a group of dancers, such as: including repetition
of movements and phrases, beginning and ending the dance with similar
movements or shapes
• using spatial relationships among dancers (eg equidistant and geometrical
formations)
• relating some of the choreographic decisions to the choreographic intention of the
dance.
Choreograph an effective group dance to communicate an intention involves:
• varying the use of the dance elements, such as using: a variety of locomotor
movements, a variety of non-locomotor movements, complementary and
contrasting shapes, a variety of contact between dancers, a variety of spacing,
contrasting levels, variations in tempo
• making choices of movement material to communicate the choreographic
intention such as developing a motif that relates to an idea, mood, or image
• using transitions that smoothly connect to movements before and after
• ordering of movement material for a group of dancers such as: retrograding the
beginning of the dance at the end, using repetition and variation of movements
and phrases
• using a variety of groupings, such as: varying the number of dancers in close
proximity, varying the spacings between dancers, varying numbers of dancers
doing unison movement.
Choreograph an imaginative group dance to communicate an intention involves:
• using the dance elements to develop unusual movement material and unexpected
combinations of movements
• choosing movement purposefully to convey the idea, mood, or image
• ordering movements for a group of dancers such as: building to a climax, creating
a sense of unity, including complementary and contrasting movements, using an
evolved version of the beginning movements at the end of the dance
• using transitions to produce a sense of flow throughout the dance
• using a variety of groupings, formations and relationships such as: varying and
contrasting uses of unison, canon and sequential movements, using a variety of
facings at the same time, use of weight bearing.
3 Choreography is the planning and producing of the movement for a dance. This may
involve the invention of new movement through improvisation or the reordering of
known steps or short sequences of movement.
• A group involves three or more dancers.
• A dance is a series of structured movements that together produce a sense of
unity.
• A group dance may involve the dancers:
o performing in unison or with complementary or contrasting movement
o interacting with each other in different relationships
o using a variety of facings, groupings, formations.
• An intention is the idea, mood, or image that the choreographer is intending to
convey.
Achievement with Excellence
• Choreograph an imaginative group dance to communicate an intention.
How will your stimulus/idea allow you the potential to do this?
Task Three: Develop ideas for movement
- From just participating in every day life it is obvious to see the existence of sexist treatment towards women. For example, the way mothers are expected to stay home and look after the house and children while the husband works.
- As women ourselves we feel it is important to take a stand when given any opportunity to and while we have the courage to. Given the opportunity of this assessment standard our group is able to convey the strength women are so often forgotten to possess. We want the audience to become aware of the oppression of women.
- We intend on conveying our message through a powerful dance. We will do this by carefully selecting movements which aid in the up rise of women form oppression to success .
- We would like the audience to understand the inequality of genders and how it lacks in present society. We want to inspire women into believing that they are just as powerful and soulful as men.
Task Four: Develop and explore movement ideas
In your group use improvisation to explore possible movement that might present your intention. Some examples include:
Reflect on:
- How effectively am I conveying my stance on this issue? I feel as though working in a group makes it harder to express your own personal opinion on an issue, as each person may and are entitled to form different opinions. Our dance is coming along slowly and will neeed touch ups once completed but I feel as though it will come together as desired in the end.
- What more do I need to do to ensure this is clearer? To make sure the opinions I share on a subject are appropriately displayed I will need to speak up more and share my opinions more so that people can know that a certain dance move wont fit because it doesn't accurately portray what each of us would like it to.
This is a motif we use throughout the dance which symbolises women yearning for success and things the "women aren't expected to yearn for" and then society shutting them down and turning them away.
Task Five: Select movement ideas and structure your dance
We have drafted a dance section of the dance in which a pioneer starts out by being the only one two perform a empowering 8 count sequence while the rest of the 3 dancers are all performing an 8 count sequence which is an expansion of the motif highlighted intask 4. The pioneer repeats the 8 count sequence 4 times, each time a new dancer joining her until all dancers are performing the 8 count sequence together. The movements we have selected are good representations of the message we are trying to convey but could still use further touch ups to take the sequence to the next level and really exhaust out message.
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Task 6
Task Seven: Varying a Phrase
We chose to vary the phrase discussed in task 5. We varied the facings used so that it provides more of a separation between those whom are empowered and those who are still oppressed. At the end of the 8 count sequence, there is a 2 count spin in which we use to only rotate 270 degrees so that we have a new facing with each spin (as we complete 4 spins).
The dynamics of the dance have also been altered so that the empowerment section is a lot more heavier and forceful as this makes it stand out as more powerful,
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