Stimulus: Ice

Here are the images and video from the work we did today. Great job everyone! 😼

I liked how we were all able to work to our strengths today. Some of us got to write poetry, some of us got to draw images, others got to look at the types of dynamics used in relation to what we felt when putting our hands into the shoe box.

I liked that fact we all connected the item that we touched to water in some sense. Some of us thought about a river. Others thought about ice.

I used the words that we had written on to post-it notes to create a poem about water and how it travels. The poem was in the point of view of a pebble that has been travelling along the river.

These words show the amount of ideas we had gotten from just one piece of stimuli. I think it's really interesting to see the different influences we were able to get form the activity.

The group dance worked well; it felt like we were a single unit that began to break apart slowly.

I enjoyed looking at the different relationships that can come from the idea of ice melting.

Using the poem I had written for the stimuli, we incorporated the words into the dance, using repetition to convey the meaning behind the movement.

Stimulus: Text

Stimulus

Clare gave us the task of creating a dance piece out of a piece of literature for this weeks lesson. In order to gain a variety of different types of text, Clare gave each of us a different style.

Some people had poems, some had newspaper articles, some had magazine cut outs, some had song lyrics.

oI was the one who was given the task of article.

Here’s the link to the article I chose:

http://www.smh.com.au/national/bad-to-the-bone-20110919-1khts.html

I chose this article due to the types of words used. Words like ‘emotionally hot’ or ‘literally cannot see the love in their mother’s eyes’. I wanted to do a dance that centred around the relationship between children, parents and healthcare professionals.

Who was who?

In the class, there was Dionne, Holly, Luke, Tilly and Clare. If Anthony was there, then I would have liked to have split the class into two groups. Instead, I worked with the change and had the dance be a group piece with two mother, two children and one healthcare professional.

Tilly and Clare were mother and daughter

Dionne and Luke were mother and son

Holly was the healthcare professional

In the dance, the mothers manipulated the healthcare professional. This was done by the healthcare professional's movements becoming robotic and solid as the mothers hit her on different areas of the body. I wanted to do it in this way to show the high pressure on mental health workers.

 This was done to symbolise the stress on mental health care for young people we are currently facing in this country.

 Tilly and Luke were fighting at this time, to show nature VS nurture. They used harsh movements to show the violent nature of the two of them, though the stayed on the floor throughout the dance piece.

How did it go?

I liked the end result of the performance, and if I could have more time, I would have liked to have developed a motif around the literal blindness of the children. It would have been nice to have the mothers do similar moves to the children, becoming literally blind themselves.

I think that I would have also have been interesting to have the healthcare professional saying words from the article as she observed the children, whilst the adults then repeated what she had said as they manipulated her.

Where was RADS used?

Relationships were explored through the piece. I wanted to convey a more twisted version of the parent/child relationship, and then bring something more original into the dance by looking at the strain on healthcare through parents trying to manipulate the system.  

Action was used throughout the piece, especially during the no quite play fight between the two children. It can also be seen when the mothers push the healthcare professional onto the floor.

Dynamics have been mentioned throughout the workshop write-up, but yes, they were used throughout. Most notably, when the healthcare professional was being manipulated.

Space was the most lacking, I felt. The group very much stuck to the same spot in the dance studio. This is something I will like to improve.

DOG

DOG

You sit, remembering.

What is it you remember? Unsure; confused, rather. Remembering the confusion.

How often did you forget if you had switched the light off? Quite often.

How often did you forget the correct amount of change for the swimming bath lockers? Again; quite often.

How often did you forget your children’s names? Often. Not quite often. Just... often.

Lament. You were a good father, grandfather, great-grandfather. Lament it over. The extent of which you forget. Would the dimmed out lights of the past even matter once you leave? Would the green leafs of doubt be planted in the mind of the mindless? No; I would think not. Yet I don’t think much, either. I could present to you, if you’d like, the future.

No? Indeed, you work at your best when remembering.

“In, girl.”

I see. I’m a painful reminder. I’m sorry.

When I leave, when you remain seated. Don’t forget.

All you do is remember the confusion.