Dance 2.1 Choreograph a Section of a Dance for a Group
Number AS90293, Version Two, Five credits
‘Searching for Balance’
Student Instruction Sheet
You are to choreograph a section of a dance for three students in a Binary (AB)
structure about contrasting emotions.
You will be one of the dancers.
You will each select a different pair of emotions from the choices below.
(It is intended that the sequences choreographed by each of the three dancers could be
linked to create a full three-minute dance of contrasting emotions.)
Think of a real-life situation where the two emotions you have selected could occur.
Compose a one-minute dance that clearly communicates the idea of the first emotion and
situation (Section A) and the contrasting emotion when the empathy technique of ‘Look,
Listen and Think (Page 22) is applied (Section B).
1.
2.
3.
ANGER and KINDNESS
ANXIETY and RELIEF
EMBARRASSMENT and PRIDE
You must select movement to reflect the ideas you have about the chosen emotions and
the situation, and each section will contain a counter-balance, a weight-taking
movement (taking the whole weight of another person) and a motif, which will be
explored in two ways using the choreographic devices of embellishment, augmentation or
insertion.
Your sequence must:
Be at least one minute long
Communicate the idea of your selected emotions and the ‘situation’.
Contain both unison and non-unison movements
Show contrasts in range (the distance between the dancers from near to far)
section must contain a different:
Gesture (motif) that relates to the emotion of the situation and at least one
development of the motif using the choreographic devices of either
embellishment, augmentation or insertion
 SAFE, but imaginative counter-balance
 SAFE weight-taking movement
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Each
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Student Instruction Sheet (continued)
Vocabulary:
Movement Motif: a movement or gesture that can be elaborated on or developed in a
variety of ways in the process of dance choreography.
Choreographic Device: a specific way of manipulating movement to develop dance
choreography
Augmentation: a choreographic device where movements are made larger in space or
time.
Embellishment: A choreographic device where detail is added to a move, such as a hand
gesture or an arm movement.
Insertion: New movement is added to the motif
Counter Balance: a balance for more than one person, where each person relies on the
others to maintain their shape.
Weight Taking: One person lifting another person.
Range: The distance apart of the dancers from near to far
Unison: Dancers moving at the same time doing the same movements
No costumes or props are required for the performance of the work, but
appropriate clothing should be worn.
The teacher will provide the music, or you may perform in silence.
The assessment will take place in the ________________
Your sequence will be videoed to confirm assessment judgements.
The date of your assessment will be ____________________
You must also complete the Choreographic Intent worksheet (Page 33).
This must be handed to your teacher prior to your assessment.
Dance 2.1 Choreograph a Section of a Dance for a Group
Number AS90293, Version 2
‘Searching for Balance’
Choreographic Intent
Name ___________________
The two emotions selected
The 'situation' where the emotions could occur
A description of the movements used to communicate the emotion in Section A
A description of how you used the ideas of 'Listen, Look and Think' in Section B:
Identify the choreographic devices you used to develop Section A motif and the Section
B motif and describe what you did.
Section A
Section B
A sketch of one counter balance
A sketch of one weight taking movement
A description of how your group worked together using your choreography, and your
feelings about your choreography
______________________________________________________________
______________________________________________________________
______________________________________________________________________________________________
Dance 2.1 Choreograph a Section of a Dance for a Group
Number AS90293, Version 2
‘Searching for Balance’
Assessment Schedule
Evidence
Achieved
Merit
Excellence
A 1-minute
sequence in a
binary
structure for
three people
based on
contrasting
emotions
containing a
motif, two
choreographic
devices,
counter
balance and
weight taking,
is composed
and
performed.
The sequence is in a
binary structure and
the idea of contrasts
in emotions is
communicated.
The sequence is in a
binary structure, is
interesting and the idea
of contrasts in
emotions is
communicated clearly
and effectively.
The sequence is in a
binary structure, is
imaginative and the idea
of contrasts in emotions
is communicated skilfully
and perceptively.
A motif is performed
in each part and
varied with the use of
two selected
choreographic
devices.
A motif is performed in
each part at least once
and is varied with the
use of two selected
choreographic devices
in interesting ways.
A motif is performed in
each part at least once
and is varied with the
use of two selected
choreographic devices in
imaginative ways.
The sequence shows
appropriate use of
the following:
The sequence shows
deliberate and
effective use of the
following:
The sequence shows
skilful and perceptive
use of the following:

Counter-balances

Counter-balances

Counter-balances

Weight-taking

Weight-taking

Weight-taking

Range

Range

Range

Unison and nonunison movements

Unison and nonunison movements

Unison and nonunison movements