• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Extended Programme Note

Extracts from this document...

Introduction

GCSE Performing Arts Dance: Extended Programme Note Title of Dance: Crescendo of Attitude Candidate Name: Sarah Birchall Candidate No: 7053 Centre Name and No: Tapton School 36720 Solo Choreography Music Extract from "Who's In Control?" Artist: Natasha Shneider I chose this piece of music as my accompaniment to my choreography for its mood, dynamics, structure and also tempo. The mood contrasts between graceful and tranquil setting describing the shyness of the character. It then switches to a faster beat and more distinct instrumental inputs are used portraying the build in confidence or attitude of the character. Also the dynamics contrast from quiet gradually building to fairly loud. The beginning is quiet and fluid with a steady, clear beat structuring the characters life. Then the dynamics change to a clear, crisper sound becoming more complicated. The phrases are rigid and interrupted by different instruments, creating texture. This shows the confidence levels being experimented with by the character to a climax. The structure is clear helping me to define sections and focus on them differently. The tempo does increase, but mainly stays moderate. This also helps me to define sections and use different motifs to match the dynamics, structure and tempo. ...read more.

Middle

I believe this showed the climax of the confidence because it is fast and shows the most confidence in the character; there is no experimentation at this point. Finally I gradually lowered by body to the floor in breathlessness and graceful movements and used part repetition of motif one. I think this last lot of movements show that the character is still the same person as she was at the beginning, but now she knows she has the potential of confidence. Developments of My Motifs To develop my motifs and overall my dance, I used a range of choreographic devices * Action Development * Spatial Development * Dynamic Development * Relationship Development Action Development In part of my dance there is the section where I curl into a ball at the end of my piece. This is a repetition of the beginning motif but in reverse. One reason I chose to do this is because the music structure supported these moves. Another reason is to show the similarity in the character; beginning to end. Another example is the repetition of motif two. I did this to convey that there is still structure in the piece. ...read more.

Conclusion

This helps to support the idea of increasing in confidence and emphasises the attitude if the movement dynamics match the music dynamics. A final relationship development is that I related the space use to the music structure. When the music got faster and more punctual, I thought that increasing the space use would emphasis the confidence increase idea also. Evaluation I really liked the movement of my fast pirouette on the spot. I liked it because I felt it represented the whirlwind of the climax very well and was a clean move. I did not like particularly my choice of pathway when I had performed my piece. This was because I did feel it was appropriate to the message I was trying to convey, but maybe in a similar piece I would go for a more intricate design. I think my dance did communicate my idea of connecting with music. However, I think some of my movements were too cat - like and so got the viewer confused on what my stimulus was. On the other hand, I think I did choose my choice of movements well because the music and the dynamics of my movements matched my idea to most of the extent. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Miscellaneous essays

  1. Child development observation 1

    a loving way when she saw the illustration of a crying child. She could recognise the finest detail of food on a breakfast table, and name toast, eggs and "jooce" (juice). Then I asked Lily about a picture of a girl her age eating breakfast "Has she got a bib on, Lily?"

  2. Marketing courseowrk task 3 memo

    I the person answering the questionnaire has any questions or misunderstands anything they will not have any way to ask what it means therefore they just find it easier to send it blank, write anything random on it or just don't send it at all.

  1. Extended programme notes

    The pathways being random represent the character's lack of self-control over oneself- and underpinning the theme of my dance. Although within these random pathways, I never travel outside the box, outlining the fact I am trapped. The strong pushing gestures (motif A)

  2. Romeo & Juliet 'I am fortune's fool' - to what extent is Romeo a ...

    as this corresponds with the audience's belief in the stars of the zodiac. This helps Shakespeare's audience to relate to Romeo's problems as their own. The 'star crossed lovers' is another cosmic image. Romeo remarks that Juliet 'hangs upon the cheek of night' when he first met her.

  1. My Beautician hand book - Basic skincare. How make-up should be applied to different ...

    *?The lenses of these glasses are normally very thick and this will make the eyes appear bigger. It is thus very important to apply your make-up very neatly because every fault, etc. will show through your lenses. *?Use light make-up eye shadows, not any shimmering make-up, black eyeliner or black mascara.

  2. How does steven speilberg use filmic techniques to build tension and suspense in jaws

    The camera shows Chrissie swimming out alone in the ocean, using a long high-angle shot. The diegetic music which had previously accompanied her had been faded out. This built suspense, causing audiences to feel anxiety. The editing of this sequence uses quick, fast paced, frantic cuts of shots from different angles.

  1. GCSE Dance Extended Notes

    After three or so strides I immediately begin to use a repeated gesture, which gives the impression of the slave being forced into labour on the field. I right raise my left arm and when that arm reaches its peak height I bring my opposite arm up in the air

  2. Extended Programme Note

    This section includes a floor section which lasts for about 2x8's, this section includes both jumps which include a turn and spins. Section A1: This is the middle section of the Dance, it is basically A but reversed and the dynamics are also reversed so that the first bit is

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work