PHE8 Movement Composition

Movement Composition
Unit Question: How does traditional dance influence the creation of modern day dance moves? AOI: Human Ingenuity Developing the ability to influence, transform, enjoy and improve the quality of life. Significant Concept: Like many cultural aspects, contemporary dance styles are evolved from traditional roots.

Task: Your task is to create a movement composition routine that combines traditional and original dance moves with
similar characteristics.

Requirements of Your Composition:

You will work in a group of 4 or 5 (approved by the teacher). The group composition should be 3 4 minutes in length. The entire group will perform the entire dance. Each person will be responsible for composing a segment of the dance approximately 45 seconds in length. Each segment of the dance should be created around a traditional dance style. It should contain traditional dance moves, as well as newly-created dance moves that have similar characteristics. Moves should be varied, interesting, well-coordinated and work well with the music. Examples of traditional dances: Salsa Polka Quickstep Cha-cha-cha Break Dance Boogie Woogie Line Dance Irish Dance Waltz Jive Electic Boogie Triple Two Step Rumba Square Dance Tap Ballet Paso Doble Samba Tango Hip Hop Rock and Roll Lindy Hop Folk dance from any country

http://www.parmeter.net/ben/2009/05/13/did-everyonesquare-dance-in-school/

http://ferdyonfilms.com/Stomp%207.jpg

Requirements of Your Performance:

You will be assessed against the following points: Synchronization with the music. Synchronization of all group members. Your attitude and expression. Your balance, control, body extension and coordination. Flair (style) and energy shown in your movements.

PHE8 Movement Composition

Assessment:
Your composition will be performed on the gym floor in front of an audience, digitally recorded and used for assessment. The following specific criteria will be used to assess your performance: Criterion B: (Composition and Written Report) Composition: (Assessed as a group on entire composition) Selection of appropriate movements. Use of performance area (spacing, formations, transitions). Coordination of team members. Strong performance: good energy and well memorized. Written Report: (Assessed individually on own 45-second segment of the composition) You are required to submit an individual written report of your portion of the routine which: Describes the traditional dance you chose to focus on for your part of the composition. Describes at least three newly-created dance moves that evolved from the traditional dance used in your segment (use both words and diagrams/photographs). Includes how you added flair and interest to your moves. Describes the full sequence of your segment of the dance. Evaluates the process and the performance of the composition. Criterion C (Performance) Competence (accuracy, control, coordination, timing, fluency, energy) Precision (balance, stability, exactness, extension and body form) Synchronization (with the music and others in your group)

Achievement Level

Criterion B: Movement Composition

Your performance and written report demonstrate that you selected, adapted and created a wide range of aesthetic moves that are appropriate to the requirements of the task. You have thoroughly researched and explained how the traditional dance inspired your composition. You have thoroughly evaluated the process and performance of your composition in your written report. The plan of your sequence in both your written report and the performance show a sophisticated use of space, time, level, force and flow. The plan and delivery of your composition are coherent, and show aspects of imagination, creativity and style. You identified how you could add flair and interest to your basic moves and delivered these in your composition. Your performance and written report demonstrate that you selected, adapted and created aesthetic moves that are appropriate to the requirements of the task. You have competently researched and explained how the traditional dance inspired your composition. You have competently evaluated the process and performance of your composition in your written report. The plan of your sequence in both your written report and the performance show a competent use of space, time, level, force and flow. The plan and delivery of your composition are mostly coherent, and show some aspects of imagination, creativity and style. You identified some aspects of how you could add flair and interest to your basic moves and delivered these in your composition. The student selects some aesthetic moves that are appropriate to the requirements of the task. The student has some difficulty in adapting and/or creating moves. You have some difficulty in explaining how the traditional dance inspired your composition. You have some difficulty evaluating the process and performance of your composition in your written report. The plan of your sequence in both your written report and the performance show a simple use of space, time, level, force and flow. The plan and delivery of your composition are generally incoherent, and show limited creativity. You identified a limited number of aspects of how you could add flair and interest to your basic moves and had difficulty showing these in your composition. The student does not reach a standard described by any of the descriptors above.

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Notes: Coherent: refers to the logical development of the composition. One move leads right into another. Range: variety of different moves and sequences

PHE8 Movement Composition

Achievement Level 9 10

Criterion C: Performance
You demonstrate a high level of competence in both basic and complex moves, skills and techniques in your performance. You apply movement concepts in a critical and effective manner. You perform with a high degree of precision, synchronization, energy, style and flair. You demonstrate competence in basic and many complex moves, skills and techniques in your performance. You apply movement concepts appropriately. You perform with a high degree of precision, synchronization and energy. You demonstrate competence in basic and some complex moves, skills and techniques in your performance. You apply some movement concepts. You perform with precision, synchronization and energy most of the time. You demonstrate competence in basic moves, skills and techniques in your performance. You show awareness of movement concepts, but have difficulty in applying them. You perform with some precision, synchronization and/or energy. You demonstrate little competence in basic moves, skills and techniques in your performance. You show some awareness of movement concepts. You perform with little precision, synchronization or energy. You have not reached a standard described by any of the descriptors above.

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Notes: Competence: accuracy, control, coordination, timing, fluency, and energy Precision: balance, stability, use of space, exactness, extension and body form Synchronization: coordinated with the music and your partners

Achievement Level

Criterion D: Social Skills and Personal Engagement

You demonstrate attitudes and strategies that deepen and enhance communication and relationships with others. You consistently show a high degree of respect and sensitivity to yourself, others and the physical environment. You take responsibility for your own learning and consistently show enthusiasm and commitment to physical education. You reflect critically on your own achievements, set appropriate goals that enhance learning, and take action towards achieving them. You demonstrate attitudes and strategies that improve communication and relationships with others. You consistently show respect and sensitivity to yourself, others and the physical environment. You take responsibility for your own learning and usually show enthusiasm and commitment to physical education. You reflect critically on your own achievements, set appropriate goals and take some action toward achieving them. You demonstrate attitudes and strategies that maintain communication and relationships with others. You show respect and sensitivity to yourself, others and the physical environment most of the time. You take responsibility for your own learning most of the time and show some enthusiasm and commitment to physical education. You reflect on your own achievements to a satisfactory level, usually set appropriate goals but may need encouragement to take action towards achieving them. You demonstrate attitudes and strategies that maintain communication and relationships with others. You show respect and sensitivity to yourself, others and the physical environment some of the time. You take responsibility for your own learning some of the time, but show little enthusiasm and/or commitment to physical education. You show difficulty in reflecting on your achievements and in setting and taking action to achieve goals. You have not reached a standard described by any of the descriptors above.

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