GCSE DANCE REVISION BOOKLET
2014
Warm up and cool down Warming up does the following: Increase in pulse rate Increase circulation Mobilise joints Speeds up nerve messages from brain to limbs Increase flexibility Prepare mentally for dance Rehearses techniques Work on weaknesses Start slow and gradually increase demand Should consist of: mobility, flexibility, strength exercises, rehearsal of techniques and pulse raising activities Cooling down does the following: Allows the heart rate to return to normal Prevents the build up of waste products, in particular lactic acid Prevents pooling of blood in muscles, returning blood circulation to prevent dizziness
Warm Up content Mobility Head, shoulder rotation, shoulder shrug, rib isolations, hip rotations, ankle rotations
Flexibility Stretch i.e. Hamstrings, quadriceps, triceps, side bends, split stretches
Strength Pile and relevee (bend and rise) – strengthens lower legs Leaps – 2:2, 2:1, 1:1, 1:2, strengthens lower legs Foot peeling – prepares for the action of a safe landing
Rehearse Techniques Pirouette, leaps, practising movements
Raise heart rate and increase blood flow and circulation Leaps across room, small travelling phrases, dance movements
Warm up and cool down What are the effects of warming up?
What are the effects of cooling down?
Safe Practice in dance Give examples for each:
Landing after elevation
Taking weight correctly
Rolling safely
Strengthening exercises
Ensure you have a good posture
Good preparation for elevation
Safe practice for rehearsals
In order to make sure the space is safe for working what should you do check? The correct temperature
To have a room free from obstruction To have a non – slippery floor?
What is a sprung floor
The correct clothing
Remove jewellery
Why is this important?
Avoidance and care of injury Warm –up and cool down Avoid controversial movements Make a full recovery from an existing injury Wear appropriate clothing that allows full range of movement Remove jewellery and tie hair back Ensure surrounding area is safe Ensure you have a good posture Ensure any elevation has good preparation and landing techniques Ensure you have a good technique If you have an injury apply the R.I.C.E. technique
Rest………………………………………………………………….…….. Ice…………………………………………………………………………. Elevation ………………………………………………………………….. Compression……………………………………………………………….
Factors that influence the achievement of a high quality dance performance 1) Planning and agreement by participants of an appropriate rehearsal schedule 2) Commitment by all to the rehearsals 3) Identification of technical and expressive skills, analysis and evaluation of strengths including mental rehearsal 4) Analysis of strengths and weaknesses e.g. through video analysis of viewing peers 5) Repetition to form, refine, evaluate and perform again to enhance performance 6) Presentation to the audience 7) Extension of body parts 8) Focus 9) Projection 10) Expression and interpretation
A performance should include
Clear style Communication Variety and contrast in action, dynamics space and relationships Rhythm Musicality Pace and climax Pathways Entrance and exits Interaction
Characteristics of a good performance
Alignement Posture Balance Fous Projection
Energy Technical skill Sincerity Expression and communication Stage presence
Diet and Nutrition Name Carbohydrates
Fats
Where can you find it? Sweet and starchy foods E.g. fruits, bread, cereals, rice, potatoes and pasta Butter, red meat, cheese
Protein
Meat, liver, fish, eggs, beans and nuts
Vitamins and Minerals
Vit. A –fish, veg Vit.C – oranges Vit.D eggs, liver Iron - beans, lentils Calcium – dairy
Water Fibre
Fruit, veg, brown bread, cereals
Why do you need it? Broken down to glucose in the gut
Stored in the body Glucose is stored as glycogen in the liver and muscles
Used for energy. Muscles use a mixture of fats and glycogen depending on how intense the exercise is. To build cells. Make blood. Restore and repair muscles and other tissues Healthy bones and teeth Healthy skin
Everywhere in the body
Half of your weight is water Prevents constipation and bowel can
Blood, body cells
Stored all over the body
Vit. A and D stored in the liver Vit. C can not be stored
You cannot digest fibre. It is passed straight through the gut
Actions Define the following: Travel Jump: 2 to 2, 2 to 1 1 to 2, 1 to 1 Stillness Turn Gesture Fall
Dynamics
Describe the following dynamics Speed
Energy
Continuity
Accent
Rhythm
Phrase
Staccato
Punctuated
Spatial aspects
Pathways: diagonal, linear, invert
Personal space
Levels: Low, Medium, High
Dance Shapes: Wall, Bend, Twist
Symmetrical and Asymmetrical
Stage Space
General space
Relationships Define the following relationship SOLO/ DUO/ GROUPS
LEADING AND FOLLOWING
QUESTION AND ANSWER
MEETING AND PARTING
CANON AND UNISON
SPATIAL – OVER / UNDER/ AROUND
MIRRORS AND MATCHING
SYMMETRY AND ASYMMETRY
COPY, CONTRAST AND COMPLIMENT
Arrange these words under the correct headings. Slide, Question and Answer, Diagonal pathway, Swift, Canon, Low level, Push, Light, Free-flowing, Leading and Following, Shake, Wiggle, Expansive and Contrasting Jump, Elevation, Speed, Canon, Travel, Level, Unison, Direction, Contrasting, Continuity, Flowing, Pathway, Gestures, Balance, Complementary, Strong, Turn
ACTION
SPACE
DYNAMIC
RELATIONSHIP
Composition Check List Do you have the following in your dance? How will you show your theme? Does your dance have unity? (Does it flow?) Does your dance have contrast? Does your dance have contact work? Does you dance have a start, middle and finish Does your dance have the following? Action - 5 basic body actions, varied, contrasting and complementary Space- use of pathways, levels, direction, focus Dynamics – speed, continuity, energy Relationships – duo, canon, solo, unison, leading and following, question and answer 3 – 5 motifs These motif’s repeated and developed in a number of ways: Dynamics Actions Space Relationships
Glossary of Terms ACTION TURNI NG JUMPING GESTURE STILLNESS TRAVEL
DYNAMICS SPEED ENERGY CONTINUITY ACCENT RHYTHM PHRASE
SPACE SHAPE SIZE LEVEL DIRECTION PATHWAY
RELATIONSHIP CANON UNISON COMPLIMENT CONTRASAT
A change in direction or facing An elevation can be either 2:2, 2:1, 1:1, 1:2 Expressive actions usually everyday actions No movement is taking place Moving from one place to another
E.g. fast, flow, sudden, sustained E.g. force, tension, effort, weight, gentle, soft Fluency of movement, continuous, flowing, Placement of stress on one beat or another or on one movement of another Often used in relation to the music, the organisation of time including beat, accent and phrase A dance sequence with define beginning, middle and end
E.g. thin, wide, twisted, rounded Large through to small High, medium, low Forward, backward, diagonal, sideways, defined as stage space i.e. upstage left The pattern the movements make on the floor or in the air
When 2 or more dancers do a movement/ phrase one after the other When 2 or more dance do a movement/phrase at the same time Shapes or movements which enhance each other but are not the same Shapes or movements which are different from each other
BASIC PRINCIPLES POSTURE ALIGNMENT CO-ORDINATION BALANCE STRENGTH FLEXIBILITY MOBILITY
How you sit and stand The position of body parts in relation to the whole Skill in controlling all body parts within the required actions Skill in controlling the body weight over the point of support The muscle power required to execute dance movements The range of movement at a joint The dancers ability to move the whole body within a particular dance
CHOREOGRAPHIC DEVICES MOTIF A short phrase that characterises the whole dance MOTIF DEVELOPMENT Changes made to the original motif using variations in the action, dynamic, space and or relationship of the motif REPETITION Repeating a movement performed in the dance exactly the same or with a slight variation ADDDITION New material is added to a phrase or motif CHANCE A random method of choreography where for e.g. throwing a dice may determine the order or content of the dance ABA Perform section A of the dance, followed by section B.Finish with section A.
