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GCSE Dance: Poem Stimulus

My Name is Cocaine
by

Rachel Price

on 28 February 2013

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Transcript of GCSE Dance: Poem Stimulus

My Name is Cocaine What do you think about this poem? Duet Duet My Name is Cocaine Task 1
What is your initial reaction?
What parts of the poem stick out to you? Why is this?
Summarise what you believe to be the message
What do you visualise when you read it? Why? Task
Create a phrase of movement with one dancer representing the drug and the other dancer representing the addict.
You need to start with the addict standing in front of the drug.

Think about increasing the intensity and speed through the phrase and then moving off the spot. Task

Create a traveling phrase of movement

Remember a drug is powerful and has an addict drawn in and then the addict trying to pull away.

How can you show this in movement?
How can your phrase be developed at another point within the dance? Objective
Create a traveling sequence into your choreography

Outcomes:

To select 1 relationship and show this within your traveling sequence (Grade D)
To select 2 relationships and show this within 2 traveling sequences (Grade C)
To select 2 relationships and show this within 2 traveling
sequences with creativity (Grade B) Objectives

To extract meaning from the poem
Create movement from words

Outcomes:
Pick out basic information applying meaning and develop some creative movement (Grade D)
Analyse words and develop creative movement (Grade C)
Evaluate the meaning of the poem and develop creative movement (Grade B) Task 2

Read the poem again.
Thought shower a word bank about key relationship features between the addict and the drug.

Example: angry, clinging-on and lonely Task

Evaluate how your phrase how showed the relationship between an addict and a drug. Task

Where can the traveling phrase fit within your dance?
Why have you put it there? Duet
Task
To incorporate partner work within your dance.

How can you use one another? My Name is Cocaine My Name is Cocaine Duet Task
Link together your movement phrases and traveling sequences.

Remember to make sure your dance flows and show clear relationships between the drug and the addict.

Look at changing the dynamics and levels within your movement.

Look at repeating key movements or phrases. Don't keep creating new movement.
How you repeat these key movements on a different level or facing?

Use the work sheet to help you construct your dance and evaluate your use of RADS. Objectives:

Create your dance through linking your movements and traveling phrases together.

Outcomes:
Link phrases together with some fluency and RADS present (Grade D)
Link phrases together with fluency and starting to merge RADS together (Grade C)
Link phrases together with fluency and merging RADS most of the time (Grade B) Objectives:

Develop and create lifts/supports within your choreography

Outcomes:

Create 2 lifts/supports that show relationships between the drug and the addict (Grade D).
Create 2 original lifts/supports that show relationships between the drug and the addict (Grade C)
Create 3 original lifts/supports that show complex relationships between the drug and the addict Objective

Evaluate your performance

Outcomes

You are able to explain your strengths and areas of improvement (Grade D)
You are able to formulate conclusions on your strengths and areas for improvements (Grade C)
You are able to justify your strengths and areas for improvements (Grade B) Task 1
You have 15 minutes to practice your dance until they will be recorded.

Task 2
Once your dance has been recorded you then need to evaluate your choreography focusing on relationships, dynamics and space within your dance. Task 3 - showing relationships through movement

How can you show anger?
How can you show power?
How can you show freedom?
Full transcript