The dynamics of the first part of the dance are quite calm and slow as the music is quite classical so slow, light movements are essential for this part of the dance. The floor patterning in this section is mainly facing the front but in one section of this part of the dance I am showing a superior person beckoning the upper class citizen over and the upper class citizen then impresses that person. This will be danced to the side as if facing the superior person.
Example:
The second part of the dance I wanted to show the audience an idea of the lower class person. To do this the movements I decided to use were movements which used the whole of the body to represent the fact that the lower class citizen doesn’t have an restrictions and can use the whole body to show this because they have nobody to impress and are just living life for themselves whereas the upper class in my choreography are living it to impress others. Some movements I decided to use to show this was a jump with right arm in the air; landing with bended with legs apart and arm still in the air. I used this because it uses the whole body and this movement follows the upper class citizen so I thought it would make a contrast between the two class citizens. Another movement I used was leant over with circling the arms with palms of the hands faced toward the floor as if cleaning the floor as an upper class person would expect the lower class to do.
The dynamics of the part of the dance are quite fast and this is essential for this part of the dance as it shows a big difference between the two classes and makes the lower class movements a lot more contrasting to the upper class movements.
Floor patterning in this part of the dance is quite basic but four runs around in a circle and two walks towards the side of the room, showing the audience that the lower class person objects to the superior persons opinions of that the lower class should be cleaning.
Example:
Music: A Canon for the Future
I chose this piece of music because it has a lot of different dynamics allowing me to use a different variety of movements for each section of the dance. There is a part of the music which defines the music between the upper class and the lower class person, and I find this part of the music essential as I shall be performing the dance to show the difference between the two classes but with the separation in the music I feel this will enhance my choreography.
The motifs I have chosen to use are four simple walks around in a circle. I do this throughout the dance with both the upper class and the lower class dancers. I repeat this movement a lot because I feel it shows a contrast between the two different classes and will then make it clearer to the audience that the two classes differ.
I came up with the idea of the upper class and lower class dancers as I was studying the play “I was a good little girl till” which contains upper class and lowers class people. I thought this was an important issue and so I read the play, and backed up my own dance idea of defining the difference between two classes of people and researched some clothes that both classes would have worn at that time. From this I gained a lot of help with my dance ideas. My main motif was four walks in a circle and this is successful as I intended to make a contrast between the two classes through this motif. My dance has a lot of different levels at which I dance. At the beginning of the dance I start dancing on the floor this is followed by the upper class person dancing at a high level. Another level at which I dance is a low level when I dance as the lower class citizen, I jump and then when I land with legs apart I hold my body at a low level but not quite on the floor. Pathways I use are running to the sides and to the back of the room which I have explained above. By using these pathways I feel I have used a lot of floor space and I think I have used an appropriate amount of floor space.
During my choreography I came up with the idea of dancing a solo dance but when I dance the first part which is the upper class, I would be dancing as if I were dancing it with a partner. By using this method my focus would then be on the imaginary dancer I would be dancing with. I decided to use this as when I perform I would be performing as if I (the upper class person) were at a ball and this I think is made clear to the audience by apart of the dance when I (the dancer) clap twice as if being beckoned over by a superior person (as I’ve mentioned) and courtesy toward the side of the room (superior person).
During the process of choreographing my dance I used mirrors to see what movements, jumps and balances looked like, also I got feedback from others watching the practise of the performance. From having feedback this allowed me to recreate parts of the dance which were not as effective as they could be and also allowed me to gain the experience of constructive criticism when choreographing.
I am pleased with my dance. I am pleased with the order of which the dance takes place, also I feel the music will greatly enhance my dance as the music makes the dance look more effective and gives off the correct impression I wanted to put across to the audience of upper and lower classes of people. I am also pleased with the way I have set my dance out, as when I dance I communicate with the audience as if at a ball and the audience would then feel as if they were apart of the performance.
