Unit 3 - Area of Study 2: Choreography, performance and analysis of a skills-based solo dance work

Outcome 2

Choreograph, rehearse and perform a skills-based solo dance work and analyse the processes used to realise the solo dance work.

Examples of lear​ning activities

• Use the description of ‘realising a dance work’ in the VCE Dance Study Design as a guide in order to revise the processes involved in realising a solo dance work: planning and research, choreography, rehearsal, preparing for performance.
• Discuss, as a class, the steps involved in developing a skills-based solo dance work and develop a timeline for realising one.
• Discuss in groups the practical application of the movement creation process and the differences between creating and rehearsing.
• Use online sources to research ideas for the intention of a solo dance work.
• Identify and research choreographic devices that could be used to manipulate movement in the dance work.
• 
  Complete structured improvisations exploring the use of the elements of movement to vary phrases in dance.
• Create a digital/online record of the creation of the dance that documents its progress, focusing on how the dance allows demonstration of physical skills, use of all movement categories and use of the elements of movement.
• Participate in regular dance classes to improve the technical execution of physical skills and movement categories.
• Discuss, as a class, ways in which artistry and performance skills can be developed in a skills-based solo dance work.

 

Detailed example

Complete structured improvisations exploring the use of the elements of movement to vary phrases in dance

Students work in small groups of 3 to 4 people.

Each group has a set of cards containing the names of each movement category: gesture, elevation, falling, travelling, turning, stillness (GEFTTS).

Each student selects a movement category randomly and improvises a 2-count movement for that category.

The group then arrange these movements into a 12-count phrase.

Each group records their phrase and shows the class.

Students then take one movement and perform it in 6 counts, so that the phrase now becomes
16 counts.

Students discuss and document their choice and the reason for their decision. They present the movement phrase and explain their choice to the class.

Using the same phrase, each group extends the movement to 24 counts.

Still using the same phrase, students manipulate the size and shape of movements, making some larger and some smaller.

They document the reason/s for their choices and show the phrase to the class.

Then, using the same phrase, each group is asked to perform their phrase using a different energy quality (collapsing, suspended, swinging, sustained, percussive or vibratory) and using different degrees of force and flow.

They document the reason/s for their choices and show the phrase to the class.

A class discussion on the impact of the use of different types of energy is held.