Language of Performing Arts

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The Language of Performing Arts

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The intention of my three minute dance piece was to express the poem “At 3am” by Wendy Cope. I managed to do this by doing actions in threes which illustrated the time 3am, the ticking of the clock and expressed the key themes through use of movement. The aim of my three minute drama piece was to create a piece based on a girl being involved in a hostage situation and how the mother dealt with it. The objective of my music piece was to create a three minute song with a theme of my own choice. The intention of my integrated piece was to create a piece that expressed a poem of my group’s choice, using elements of dance, drama and music.

 There were links between proxemics, space and texture in my performances. This is because the three elements relate to the arrangement and organisation, which allows each element to convey the mood, emotions and theme. For example when the general space is used in dance to convey the lonely and empty mood, we used proxemics in drama when there is large distance between Zainab and the rest of the characters to show she is lonely and feels sad, the texture in the verse of the music piece was thin as none of the sounds were layered to convey the sadness felt and the depressed theme. In addition the three worked together in the dance piece; when there was large general space, each performer was placed far apart and the sound had a thin texture it connoted peace and calmness. Dynamics, physicality and timbre linked because they create contrast, interest and portray the intentions. Dynamics was used in dance when we do strong actions to convey panic and the change in mood from calm to panic, physicality was used in drama when Zainab shakes her hands in the air to show she is angry and panicking, and in the music piece when I sang the chorus my timbre was husky and raspy to illustrate the distress and anger felt. Dynamics, physicality and timbre worked together in the drama piece when Zainab uses physicality to shake her hands in the air to show frustration, the dynamics of the movement are strong to convey the frustration further and the timbre of her voice is harsh and rough to reinforce frustration and communicate anger. Dynamics, rhythm and characterisation are another example of links I found. The three elements all relate to how something is done, whether it is lightly, quickly or loudly. I used characterisation in drama when I play the role of a police officer I had to act formal in order to convey the serious mood, dynamics was used in dance when we push our hands forward with a light force to illustrate calm and quietness. Rhythm was used in music as the beats were repeated at a mid-tempo pace to connote the angry and sad mood. The mid-tempo rhythm used in the music piece linked with the characterisation and dynamics when Kayleigh shook her hands in the air to show anger and had a sad facial expression (which was a part of her characterisation) portrayed anger and sadness. This alongside the mid-tempo rhythm helped to extend the angry, sad and furious mood further. Another link was between melody, motif and dialogue. The melody motif and dialogue linked because they are the foundations and key moments of each piece as they are memorable and the main focus. The melody in the music; “you used to love me” and “why don’t you love me” was repeated to make it memorable. The motif in dance was also repeated making it memorable and illustrated the key themes such as calmness and the stimulus. The dialogue was also a key feature as it informed the audience on the storyline making it memorable. The three played vital roles in the integrated piece as the piece included the three art forms it was important to use the foundations of the three elements.

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In the improvisation period for my dance piece my group began by analysing the poem ‘At 3am’ and extracting the keywords to get themes, which allowed us to get ideas to base our piece on. We also each individually improvised, brainstormed and picked the mood that represented our understanding of the poem, which enabled us to gain a wider understanding and more ideas.

 

 When creating the drama piece my group began by brainstorming ideas for a storyline. After deciding what storyline was best we chose our characters and began to improvise which allowed us to outline and develop ...

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