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Bare Bones Dance CompanyGCSE Level Lesson PlanHinterlandChoreographer: David MassinghamObjective
To introduce some of the creative ideas behind Hinterland byDavid Massingham
Key Elements
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Exploring dance ideas/concepts in response to resourcematerial
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Investigating the potential of chosen ideas/concepts for choreographing solos and group dances
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Improvisation and selecting movement material
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Structuring and Reflecting
Activity Outline
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Warm-Up
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Individual Creative Task – Response to Stimuli
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Group Creative Task – Improvisation and Refining
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Cool Down
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Reflection
Key WordsResponse to resource material:
kinaesthetic, style, motif 
Space:
direction and pathway orientation in the stage space
Choreographic devices:
improvisation, structuring, refining,motif, phrasing, chance, complementary or contrast
 
Bare Bones Dance CompanyGCSE Level Lesson PlanHinterlandChoreographer: David Massingham
 
Warm-Up
Include aerobic warm-up, joint mobility andstretching. Concentrate on travelling through space,with and around other bodies, dodging and reactingto each other as bodies pass, building an awarenessof each other moving. Include moving in and out of the floor and some travelling jumps, once warm.Introduce simple contact and non-contact inter-actions when dancers meet – e.g. walking aroundeach other, dodging, moving through the legs of another, clasping hands and pulling past each other Ask dancers to find a space facing any direction.Call out random images from the sixty-word/imagebank and ask students to respond immediately byrepresenting the word/image with a movement.Encourage them to react without planning,encourage a range of single limb to full bodyresponses, encourage conceptual as well asrealistic imagery. Draw attention to interestingresponses.60 word/Imagebank
Main ActivityIntroductionIndividualCreative TaskGroup CreativeTask
Ask students to lie out 15 words per side of thestudio (in order) to create a square dancing space inthe middle. Note images could also be used insteadof or as well as words.Ask individuals to choose 6 numbers randomlybetween 1-60 (need to be spread out so could pickone between 1-10, one from between 11-20 and soon)Write order on a post-it and ask students to put in arandom order.Ask individuals to walk their pathway until they havevisited all 6 numbers, reading the words on their number.Repeat walking this pathway, this time ask creatinga movement for the word – each movement willbecome a 3-5 second motif.Give students time to refine their 6 motifs and sharea few examples of good practice. Try to encouragethem to use a range of levels and a range of bodyparts and to refine/experiment with dynamicresponse.Repeat journey, finalising a route map from 1-6points.
Creating a route map
 Ask students to think of a new way to travel betweentheir words. They could use their motifs asinspiration for this.Split into groups of 5, using one group todemonstrate. Allow the group to perform their routemaps at the same time and ask the rest of the classto look out for interesting moments that happen byImagescan beused aswell aswordsPost-its
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