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Bare Bones Dance CompanyGCSE Level Lesson PlanContainer Choreographer: Rui HortaObjective
To introduce some of the creative ideas behind Container byRui Horta
Key Elements
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Space and Spatial Design and its relationship to action anddynamic
Activity Outline
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Warm-up based around delineated spatial designs
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Taught task – learning a unison repertoire sequence
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Group Creative Task – based on travelling across linear space
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Duet Creative Task – based on working in confined space
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Cool Down
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Reflection
Key WordsSpace:
marking territory, claiming space, moving in and out of the floor, timing, change of direction, variation of size, level,direction and pathway orientation in the stage space
Choreography:
improvisation, structuring, refining,
 
Bare Bones Dance CompanyGCSE Level Lesson PlanContainer Choreographer: Rui Horta
 
Warm-Up
Map out a floor grid with students using tape – 4x4grid with 16 squaresUse gridlines as pathways – ask students to walkalong pathways, changing directions when choose,build in speed and style of walking – backwards,hopping, hands and feet, floor-based.Begin to focus on travelling with a range of levels,using rolling into and out of the floor and movementsthat shift forward or backwards in a linear fashion.Add other moves that will encourage the group tomove in a more grounded and physical manner.Maskingtape
Main ActivityIntroductionTaught TaskCreative TaskMoving to counts
Call 2,4 or 8 counts and ask students to travel to acorner of a square, along a line, in the designatedamount of counts.Begin to introduce variations including travelling onthe diagonal across the square, and encouragingthem to jump or run to get there in 2 counts.Challenge them on how far they can they get in 8counts, can they cover from one side to the other of the large square. Encourage some of the warm-upmovements into their journeys.Learn the ‘spider move’ of mapping out space,across the squares – integrate this as a choicemove to do at any time. If doing as a whole class,allow everyone a space around the edges so thatthey can enter and exit the space in smaller groups.Watch the unison phrase of 6 in a line – learn unisonphrase of moving across the space. Adaptmovements dependent on group and individualabilities. If working as a whole class, assign smaller groups of 5 starting points around the square andtake in turns, once the material is learnt.Choreograph own line of movement using materialfrom warm-up, the unison sequence and ownmoves.Ask the groups of 5 to work together to see if theycan arrive at the end of the line at the same time.Try to get it so that the group arrive at the sametime.Experiment with the groups travelling 5 at a time,and then with individuals from all around the squarechoosing a time to start. Interject this with runningback across the line back to their starting point.When they are not moving, ask students to watch for special moments and discuss at the end.In 2’sDownloadvideo clipDownloadvideo clip
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