DanceQ&A by dot point

A Linha Curva (Itzik Galili, Rambert, 2009): choreographic intent, structure, 28 dancers, movement features, staging and aural setting of the anthology set work.

The six professional works in the GCSE Dance anthology (Artificial Things, A Linha Curva, Within Her Eyes, Emancipation of Expressionism, Shadows, Infra), their choreographers, dancers and key facts, and how to study them for the written exam.

Artificial Things (Lucy Bennett, Stopgap Dance Company, 2014): choreographic intent, structure, dancers, movement features, staging and aural setting of the anthology set work, focusing on Scene Three.

Choreographic intent and context of the anthology works: the meaning each choreographer aimed to communicate, the stimulus and themes, and the choreographic approach and background of each set work.

Emancipation of Expressionism (Kenrick Sandy, Boy Blue Entertainment, 2013): choreographic intent, four-section structure, dancers, hip hop movement features, staging and aural setting in the anthology.

Infra (Wayne McGregor, The Royal Ballet, 2008): choreographic intent, structure, twelve dancers, movement features, the Julian Opie LED screen, Max Richter score and lighting in the anthology.

Movement and physical features of the anthology works: the action, dynamic, spatial and relationship content and the dance style and physical skills used by the dancers in each set work.

Shadows (Christopher Bruce, Phoenix Dance Theatre, 2014): choreographic intent, semi-narrative structure, four dancers, movement features, set and props, costume, lighting and the Arvo Part aural setting.

Staging and aural setting of the anthology works: the set, props, costume, lighting and performance environment, and the aural setting (music, song, found sound, silence) of each set work and how they support the intent.

Within Her Eyes (James Cousins, James Cousins Company, 2016): a dance film for two dancers, its choreographic intent, structure, movement, location, lighting and aural setting in the anthology.

Aural setting (music, song, found sound, silence) and staging or physical setting (performance environment, set, props, costume, lighting) and how these production features support the choreographic intention.

Choreographic devices: motif and motif development, repetition, contrast, highlights, climax, manipulation of number, and action, space, dynamic and relationship content used to develop material.

Structuring a dance: form and structure including binary, ternary, rondo, narrative, episodic, beginning-middle-end, and the use of transitions, unity, logical sequence and a clear climax.

The choreographic process: responding to a stimulus, forming a choreographic intention, generating and developing movement material through improvisation and selection, and refining the work in rehearsal.

Analysing and interpreting dance: identifying and describing movement components (action, dynamic, spatial, relationship) and production features, and interpreting how they communicate meaning and choreographic intent.

Critical appreciation of own work: reflecting on and evaluating personal performance and choreography, identifying strengths and areas for improvement, and explaining how skills and devices were used to realise the intention.

Evaluating professional works: discussing choreographic intent, movement and production features of the set works in the anthology, making interpretations and justified judgements supported by evidence.

Expressive skills (projection, focus, spatial awareness, facial expression, phrasing, musicality, sensitivity to other dancers) used to communicate choreographic intent to an audience.

Mental skills used during performance and in rehearsal (movement memory, commitment, concentration, confidence, systematic repetition, mental rehearsal, rehearsal discipline) and safe working practices including warm up, cool down and safe execution.

Performing in a duet or group: relationship content (lead and follow, mirroring, action and reaction, accumulation, complement and contrast, counterpoint, contact, formations) and the awareness, sensitivity and timing needed to dance with others.

Physical skills (posture, alignment, balance, coordination, control, flexibility, mobility, strength, stamina, extension, isolation) and technical skills (action content, dynamic content, spatial content, relationship content, timing) used in performance.