Showing posts with label introduction to unit 22. Show all posts
Showing posts with label introduction to unit 22. Show all posts

Sunday, 16 April 2017

Rambert: 28th March 2017





The Nottingham Theatre Royal is a beautiful theatre.
I hadn't been to the Nottingham Theatre Royal before; I have watched plays in Nottingham Playhouse but never there.



FLIGHT
The first dance we sat down to watch at the Nottingham Theatre Royal was ‘Flight’, which is described on the Theatre Royal website as ‘The final work from Britain’s national dance company explores the subject of migration. Flight uses multimedia projections to create an ever-shifting backdrop as dancers dramatise the emotional journey of leaving one home to search for another.’

I enjoyed the use of projections in this dance, and was intrigued by the beginning, which started with one woman on stage. I have been lucky enough to see professional performances in the past, but these were musicals. One of the biggest fears I had about watching a live dance performance without any singing was that I would get bored.

This didn’t happen with Flight.

I loved the use of the multimedia projections, the rough texture it created allowed me to see the interactions the dancers made with the walls as painful and

One thing I also enjoyed about Flight was the relationships shown in the two duet segments. The first one, between a man and a woman, was wonderful to watch, especially the footwork. Although the movements were slow, the feet were constantly moving.

The second duet, between two females, was also intriguing. I loved the parallels used via motifs from the first duet. The lighting used also changed the dynamics of the duet. The way the two women interacted seemed violent, whereas the projection used on the walls behind made the duet seem romantic.

Hydragyrum



The second dance was called Hydragyrum. This piece was definitely the most abstract of the three dance pieces shown. It was performed under a revolving mirror, and the insidious beginning made me a sense of dread that stayed with me through the entire dance. The group of dancers, identical and anonymous, used very static movements in the beginning, which also added to the insidious feeling.
One downside of the revolving mirror was that it reflected the orchestra, most specifically the conductor. Since the mirror was such a large presence on the stage, it stopped me from being completely enhanced.
I felt as if though the dance was about public image. Not only was the mirror reflecting the dancers back down to themselves, the face all the dancers wore the same outfit and had no face meant that what the dancers saw was themselves... until the clothes came off.
I have enjoyed non-naturalistic performances in the past, and liked how the stripping of the clothing, the revelation of the dancers’ faces, turned the movements more naturalistic and free-flowing.
I liked how, when the group became individuals, the mirror had revolved around so that it wasn’t reflecting the dancers anymore. It added another layer of dread however, because the dancers took on frightened expressions.
Overall, it was a really interesting piece.

Ghost Dances
Finally, we watched Ghost Dances, which was my favourite dance piece out of the three. I think that it was due to the fact it had the clearest story line, and also included singing.
I was surprised by the storyline, and felt sympathy for the characters, whose lives were ruined by ‘death’. I loved the contrasting lighting used in the piece, bright and happy whilst celebrating life, but bleak and dull when death comes. I loved that I was able to spot the motifs that we had studied in our Dance class, and it was nice to see them performed properly.

The way the three ghost, dead men interacted was really interesting, and I liked how they seemed so in control of the living, especially since we had no idea at that point what was happening. I love how the theme of oppression was tackled in Christopher Bruce's work; it was really interesting to watch, and see the happiness of the living literally taken away by the mere presence of the three ghost dancers.

Overall, I enjoyed the story in the dance, which definitely made it more interesting for me, personally.





Tuesday, 1 November 2016

Unit 22: Movement in Performance

What is Unit 22?

Unit 22 of the BTEC LEVEL 3 National Extended Certificate in Performing Arts course is, as the title suggests, all about movement in performance. Now, as somebody who began studying dance as a subject around seven weeks ago, the idea of dance is a bit skewered; I cannot leap into the arms of a bare chested man with the grace of a swan; I cannot backflip of the beat of Kanye West's new song.

In short, the thought of just dancing in front of an audience is quite petrifying. However, as the Delivery Guidance suggests; learning the different styles of movement is relevant for both dancers and actors. So perhaps the course won't be as bad as I fear.


Unit 22 has four learning aims; A, B, C and D. Creative titles, I know. Nevertheless, I shall provide for you darling readers a short summary of each below.

Aim A: Theoretical and practical ways to think of movement. So, we could attempt to look at Laban notations, or work as a group to come up with as many movements to express a certain relationship or feeling. We will also focus on understanding RADS, which I'll go into more depth about later.

Aim B: Creating a performance out of stimulus items, such as poetry or art. As a poet myself, it would be interesting to potentially see one of my poems reinvented into a dance routine. It may be a tad controversial, however.

Aim C: The actual performance. Here at Sutton Community Academy, we are given various opportunities to perform. We have a Christmas Show, a Dance Festival, an annual Musical, a Summer Show. In short, we get to perform a lot. I've been acting and singing in these shows since I was 11. The only time I've danced has been for the school musical, yet it's safe to say that my singing has been a far superior skill. So, just dancing for an audience? A bit of a scary concept. Let's hope the butterflies don't start.

Aim D: Evaluating my work. The Delivery Guidance I have been given by my teacher, C, outlines the IMPORTANCE of self-critism and constant reflection.

The current reflection of my dance skills: God, should he exist, is currently weeping.

What I hope my dance skills will be like by May 2017: Billy Elliot, step aside. There's a new dancer on the block.

What's Important?

For Unit 22, I think that the most important element of this piece will be RADS. What on earth is a RADS, I hear you yell? RADS stands for Relationships, Action, Dynamics, Space. Simply marvellous, I know.

Relationships:

I like relationships; it's similar to drama in the sense that we often use proxemics to show relationships. Proxemics is the distance and height between people or maybe a person and a prop. Relationships hold a very similar place in my head to relationships in drama. So I'm pretty confident about this.

Actions:

I like actions, too. Walking gets me places, lifting up a sandwich to my mouth fills my hunger and hugging my loved ones gives me that warm fuzzy feeling that only a loved one can give you. And perhaps, at the end of this course, Jumping, turning, boxsteps and a leap can give me a feeling of freedom.

Dynamics:

How fast am I going? How long do I hold this for? Am I showing the right amount on energy? I'm expecting dynamics to confuse me. I'm also expecting myself to just get on with it. There isn't much else to say on dynamics; it's just speed and the way the move is performed.

Space:

Let's hope I don't end up knocking somebody's tooth out. Space. Space is good. It keeps you safe, allows you to feel comfortable, shows the audience how the dance is going to work. For example, if I stood in a straight line with my group to perform, it'd look a bit boring. However, if we changed the spacing between us, to a zig zag pattern... now, that's what I call excitement! Space in dance: not quite the final frontier, but pretty close to it.

Thoughts so far?

I think that Unit 22 will be fun, despite my lack of dancing skills. My class is full of supportive students and two understanding teachers who I know will not push me past my limits, and make sure that I am comfortable with everything. I hope that by the end of this course, I am able to look back and realise how much I've improved; not just with my dancing skills, but with my confidence, too

Bye!
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