Choreography for Group Performance (MU503740)

To build our piece we started to talk about the structure and where we would ideally want to place solos, duets and group sections. We discussed that we would have two solos, two group pieces formed duets, one duet with the rest of the performers off stage and the rest of the performance would be group sections. (Pilgrim.O, 2022) I put myself forward for a solo piece which I have started to choreography and as a group we discussed how long the solo would be and where in the music we wanted it to be performed. In the process of creating my solo I found it very difficult to choreograph to the music even though I thought the music was good for the theme of the piece. To solve this issue I filmed myself improvising to music that I enjoyed improvising to whilst thinking about the stimulus and what movements would deliver the idea of my character dealing with Schizophrenia. The reason why I struggled with creating choreography to the music being used in the piece was because the music ...

At the start of this session we were all asked to think of twelve words that described our piece, after we selected a variety of words we sectioned the words in to different chapters of our performance. For example the first section is conveying the pedestrian and ordinary side to life most view and then creating a contrast with anxious and paranoid actions to highlight the way someone with schizophrenia may feel. Some people with schizophrenia can feel as though they are being watched or hear voices that aren’t really there (Hearing voices and mental illness., 2022). (Pilgrim.O, 2022) After selecting words for different sections of the piece, we were given a task to create four different movements for each word, and then we would link all movements together to make a sequence. Additionally we were asked to number the movement 1-12 and then rolled a 12 sided dice twelve times to get a new sequence, this task was chance method intertwined with fragmentation since we were taking a ...

In this session each person in my group put forward a stimulus which inspired them and then pitched the idea to the group as well as putting forward movement suggestions and how they would link to the theme. The stimulus I presented to the group was a piece of art called ‘CHEAP.’ by Nicole Dextras (Dextras, 2019), I was inspired by this as it’s a current issue that is impacting on people’s lives and the environment. The art work really intrigued me in the way the fabric is flowing and from the letters, I interpreted that it could be the drinking water and the chemicals from the clothes factories mixing together in the low income villages some clothes are made in. Additionally to this 20% of the worlds water pollution comes from chemical dye (Mina, 2022). Movement that I suggested alongside my inspiration was unison and factory like actions where everyone would be doing the same movements and they would all be very strong simple positions. The piece we voted to use as our stimulus w...

In our second lesson for choreography we were put in to our groups for the choreography and studied a technique called Lost in translation where we got in to three lines of six and everyone but the front person of the line turned around to face the back of the room. Then the first person in the line created an 8 count sequence and one by one a person would turn around looking and memorising the phrase until it reached the sixth person. Majority of the sequences made ended up with movements missing or with complete opposite actions. Personally I felt that I retained most of the sequences as they were shown to me, however when a turn or a quick change of direction occurred I found it difficult to maintain the correct movements in the short amount of time shown to me. Here below is a video of the person on the right performing the original choreography compared to the developed and memorised choreography. As a class we looked at Chapter 4 of Kate Flatt’s Choreography: Creating and Dev...

In our first choreography lesson, we were put in to small groups of three. Then each group was given a stimulus to annotate and interpret movements to use in a performance if the focus was based around that stimulus. Then after 10 minutes of discussing and annotating with my group, we switched to another stimulus and deciphered it. We repeated this another 3 times and then discussed the stimulus as a whole class, giving forward ideas and theories we had about the pieces. The first piece of stimulus me and my group looked at was called 'Un Violador en Tu Camino'('A rapist in your path': Chilean protest song becomes feminist anthem, 2020) which is translated in English to 'A Rapist in Your Path'. My group and I managed to grasp an idea of what the piece was about, we interpreted that it was a movement about feminism and the women in the protest all appeared united from the position the people were in. Although we gathered the main concept of feminism, the prote...