Describe What happened during the performance?Assignment: 1. View the following pieces in their entirety, as you would a concert in a theater: a. Bill T. Jones D Man in the Waters Bill T Jones b.
Assignment: 1. View the following pieces in their entirety, as you would a concert in a theater: a. Bill T. Jones D Man in the Waters Bill T Jones b. New York City Ballets New Beginnings New Beginnings c. Pilobolus Walklyndon Pilobolus d. Trisha Browns Pygmalion Trisha Brown e. Rennie Harris Continum Rennie Harris 2. Use the guidelines below to review the concert in a Five-page paper. 3. While you do not need to go in depth into every piece, each needs to be mentioned, and you need to an in-depth description, analysis, and evaluation of one work you liked/thought was successful and one you did not appreciate. You may also choose to write a page over each work. 4. You are welcome to conduct further research, as a reviewer would, into the background of the choreographer, the dance, etc. MLA Formatting is required for papers and assignments: (please see me with any questions) 1. Top left heading includes: a. Students full name b. Professors name c. Class name and number d. Date 2. Margins are1inch on all sides. 3. All papers are to be double spaced. 4. No font sizes smaller than 10pt. or larger than 12pt. 5. Please see MLA handbook or website for proper citations for use when needed. 6. Assignments longer than two pages should be numbered with students last name and page number on every page in the top right corner. Below is a guideline you can use to assist with writing your paper Adapted from: Arts Work at Arizona State University Deciphering Dance Few people will pursue careers as choreographers, performers or dance critics, but most will see dance in at least some of its many forms. Each viewer will have a unique response to a dance whether performed by a professional in a theater or by a peer in the classroom. Dance has been described as the \”art of the instant\” and no piece of choreography, even if performed over and over again by the same dancers, will be exactly the same each time it is performed. Dance movement may seem very fast and hard to remember at first, but when you have seen many performances and learned more about this art form, it will become easier to think about and discuss. The process outlined here, which involves describing, analyzing, interpreting and evaluating, should enhance appreciation of the art of dance. As per outline below, responses should be at least four paragraphs long. The intro should include who, what, when, where regarding the performance. Make sure there is a clear conclusion, though that can be part of the Evaluation paragraph. Description What happened during the performance? Describe what you saw. dancers (solo, duet, trio, quartet, male, female) costumes (fabric, color, design) set (dancers move around or dance on or under) props (dancers hold and manipulate) music (live, recorded, instrumentation) lighting (bright, dim, spotlight, general, color) idea, theme or story (environment, historical event, human relationships, etc.) Analysis How are the dance elements of SPACE, TIME, ENERGY/FORCE, BODY, MOVEMENT and FORM seen in the work? How did the dancers use SPACE? place (general space, personal space) size (big, small, far, close) pathway (straight, curved, zigzag) direction (forward, backward, sideways, up, down) focus (at each other, at the audience, internal) level (low/close to ground, high/above the floor, middle/between low and high) How did the dancers use TIME? pulse/beat (regular, predictable) tempo (fast, slow, combination) music (relationship of movement to musical phrasing and dynamics) accent (emphasis placed on certain movements) pattern/rhythm (repeated sequence of slow and fast movement, with or without stillness) How did the dancers use ENERGY/FORCE? attack (smooth/fluid, sharp/jagged/abrupt, jiggly, and vibratory) weight (heavy/strong, light) flow (loose/free/continuous, heldback/controlled/restrained/bound) How did the dancers use their BODIES? isolation (emphasize certain parts or use entire bodies) relationships (near/far, meeting/parting, alone/connected, mirroring/shadowing/echoing, etc.) shape/design (curved or straight, symmetrical or asymmetrical, use of positive and negative space) balance (on or off balance) What types of MOVEMENT were performed by the dancers? locomotor (walk, run, jump, hop, leap, gallop, slide, skip, crawl, roll or combinations of these) non-locomotor/axial (bend, twist, stretch, swing, lunge, wiggle, shake, fall, melt, sway, turn, etc.) What FORM did the dance take? recurring theme (theme in variation, canon, round) ABA (a = one phrase, b = different phrase) abstract (non representational) narrative (representational, in the form of a story) suite (moderate beginning, slow center and fast end, or group of three short dances) broken form (unrelated ideas, often used for humor) Interpretation What did the dance mean to you? Did the dance imitate or represent a situation or event you could recognize or to which you could relate? If the dance was narrative in form, summarize the story or identify the theme. Describe your mood after watching the dance. (refreshed, thoughtful, sad, energized, angry)
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