Revision – Costumes and Music (Faultline and Nutcracker!)

 As you know you all have mock GCSE exams coming up before Christmas.
 We are starting revision now in preparation.
 Please try to answer all questions fully and when going through the paper write in anything you missed out so we can use it as revision.

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(Make sure you also use the !)
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Spend 5 minutes working with a partner discussing both pieces - concentrating on costumes and music and accompaniment.
Costume
• Is it realistic, abstract, characterised and their advantages and disadvantages.
• Relationship between costume design and dance content.
• What are the features: Practical aspects, allowing and restricting movement, cost, formal, line, size, weight, colour, texture, decoration.
Accompaniment
• Is it – Silence, Spoken word, Spoken poetry or prose, Orchestral,
Computerised Sound (natural and found/ man made) or Music in a range of styles
• What is the relationship of dance to music: Correlation, visualisation, identification or enhancement of mood or character, narrative, mutual coexistence, disassociation and juxtaposition.
• What are the features: Tone, texture, dynamics, style, structure, orchestration and rhythm.

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Name the two professional dance works you will refer to in this paper.
Work 1: Nutcracker!
Choreographer 1:
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Work 2: Faultline
Choreographer 2:
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 1 (a) Describe a costume from work 1.
(2 marks)
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 1 (a) Describe a costume from work 1. (2 marks)
1 mark for a basic description, e.g.
Clara wears a dress.
In Nutcracker!
2 marks for a more detailed description, e.g.
In
Nutcracker! Clara wears a bright blue and white spotty dress with a white petticoat, so when she spins the dress flares and goes out, which makes it look like a Childs party dress.
 Examples may refer to, for instance: colour, style, era, texture, length, design, individual features of costumes.

 1 (b) How does the choreographer use this
costume in work 1? (3 marks)
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1 (b) How does the choreographer use this costume in work 1? (3 marks)
1 mark for a simple response, e.g. Clara’s costume shows she is different from the others.
2 marks for a more detailed response, e.g. Bourne uses the Clara’s costume to determine her from the other characters, the spotty dress makes her look like a young girl in a party dress which helps show her character.
3 marks for a well written thorough, coherent response, Another example could be Bourne uses the costumes to determine the different characters, for example their wealth. The orphans wear a dull grey to show they are poor and then changes to brighter more luxurious colours for the costumes when they change into sweets. The sweets are dressed individually to show different personalities which is reflected in the music.
Examples may refer to, for instance: age, gender, context – social, geographical, historical, humour, identification of character, identification of groups of dancers, mood/atmosphere, ease of movement, sculpt body, enhance body line.

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1 (c) Describe a costume from work 2. (2 marks)
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1 (d) How does the choreographer use this
costume in work 2? (3 marks)
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Gender Specific
Girls – Black, pleated satin skirt, dark grey metallic halter neck top or see through blouse with black bra.
Boys – Black Fitted shirt with ¾ length sleeves, brightly coloured different ties and wide legged black trousers.
Could be worn today, so current costume. Boys wearing costumes for modern world, slick and confident looking. All similar colours which help to unify in ‘Gang’. Easy to move in and do not restrict movements.

Nutcracker!
Tchaikovsky - Classical and Orchestral
Composed in 1892 for the original production
Faultline
Older traditional classical music.
Sound Artist – Scanner
Composer – Errolyn Wallen
Soprano – Partricia Rozario
Live music with recorded solo voice. Recorded sounds inspired by city life. Modern electronic sounds with eerie high pitched singing from the soprano .
Voices are distorted and muted, they sound as if they are ‘trapped’ inside something. Textures and harmonies inspired by Bach cantatas and city sounds. Patricia Rozario’s voice is stretched and amplified.
Sounds metallic and scratchy. The trapped sounds create tension.

 2 (a) What type of accompaniment is used in one of the professional dance works that
you have studied? (1 mark)
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Name of work:
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Type of accompaniment:
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 2 (a) What type of accompaniment is used in one of the professional dance works that you have studied? (1 mark)
 1 mark for correct identification of e.g. orchestral, electronic, recorded found and natural sound, song, traditional, spoken word.

 2 (b) Give an example from the work that shows a relationship between the dance
and the accompaniment. (2 marks)
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2 (b) Give an example from the work that shows a relationship between the dance and the accompaniment. (2 marks)
1 mark for a simple answer, e.g. In Faultline the opening trio of dancers dance over the music.
2 marks for a detailed, appropriate example from the named work.
For example, In Faultline the opening trio of dancers dance over the music, the scratchy metallic sounds create tension which is shown in the street life style of the lifts in the trio.
(This example is worth two marks as it includes an appropriate example of the accompaniment and explanation of how it links with the movement).

(remember is worth 2 marks so make 2 different points)
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Explain two ways in which the choreographer uses accompaniment in the other professional dance work that you have studied. (2 marks)
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2 (c) Explain two ways in which the choreographer uses accompaniment in the other professional dance work that you have studied. (2 marks)
1 mark for each use of accompaniment (looking for contributions here), e.g. In Nutcracker! The musical is orchestral and classical, in the Sweetie land section Bourne uses the music to establish the different characters, for example The Knickerbocker
Glory as sly and sleazy so the music is a slower pace which suits his slimy movements but the
Gobstoppers is fast paced which suits there boisterous style of jumps.

Think about the costumes of the
Liquorice Allsorts.
Complete detailed revision of costume using points below.

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Support/create character
Associate with theme
Enhance alignment of movement
Define contrast of groups onstage
Form a relationship to the set design
Enhance the dancers’ dynamics
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Link to the era of the dance
Enhance the lighting design
Link to a cultural setting
Define gender
Suited to dance style
Provide visual clue to narrative
Evoke a particular mood

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Adds realism/fantasy
Enhances flow to movement
Adds colour interest
Indicates age
Adds humour
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Indicate time of day
Links to geographical setting
Masks support characterisation
Suggests season

Nutcracker! By Matthew Bourne
Costume Designer: Anthony Ward
Liquorice Allsorts Costume Details
!!COPY DOWN!!
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The two designs for these characters clearly separate the trio in terms of gender
Justify this point by explaining how the costume design captures this
The costume links into the cultural reference of the dance style – Spanish - and reinforces the music used for this trio
How do features of the design capture a typical Spanish flavour whilst retaining their reference to Allsorts?
Evaluate the effectiveness of either points raised or both?