Performance Appreciation Dance Intermediate 1-2. Quality Performance Four elements which make a quality performer (model performer). Physical Quality.

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  • Slide 1
  • Performance Appreciation Dance Intermediate 1-2
  • Slide 2
  • Quality Performance Four elements which make a quality performer (model performer). Physical Quality Technical Quality Special Quality Mental Quality
  • Slide 3
  • Physical Quality Excellent strength (core) -required for lifts, supporting partner, balances and maintaining control. Good CRE - energy levels need to be high throughout for leaps, jumps, lifts and maintain sequences.
  • Slide 4
  • Physical Quality Timing, Co-ordination (speed) - dance sequences need to be linked together smoothly. Timing needs to be perfect. Flexibility - the ability to move the body in range of ways in particular the spine, legs and hips.
  • Slide 5
  • Technical Quality Each skill is performed effortlessly Movements need to be refined, controlled, and all skills are automatic. For example: Long sequences of a wide variety of movement skills need to be under control.
  • Slide 6
  • Technical Quality Movement skills include walk, leap, turn and run. Movement should be well co-ordinated, perfect timing with the correct movement quality. Interpreting the movement well to create the theme of the dance.
  • Slide 7
  • Special Quality Is about the style and the creativity in the choreography. For example: Australian Dance Company use a variety of dance styles including ballet, jazz, hip-hop, break- dancing and martial-arts. Interpret the music well, lighting, staging and costumes provoke thought.
  • Slide 8
  • Mental Quality Confidence Linked to how skilled you are and comfortable you are makes you a more confident dancer in your own ability physical, special and technical.
  • Slide 9
  • Mental Quality Determination To perform to be the best of your ability. For example: Going on stage with an injury or when unwell. The determination to keep going.
  • Slide 10
  • Mental Quality Motivation The desire to succeed and encourage a positive attitude to hard work and training. This can be done by listening and taking advice.
  • Slide 11
  • Managing Stress Enables you to remain focused and overcome external distraction. Nerves, body releases adrenalin. How to cope with nerves on stage. Managing all the physical effects of stress using it to their advantage
  • Slide 12
  • Collecting Data Methods used to collect data about my performance. Video of my performance and model performer to get direct comparisons. General observation schedule (contains criteria taken from model performer. This allows me to compare my performance to the model).
  • Slide 13
  • Collecting Data Using a general observation schedule allows me to identify strengths and weaknesses. This gives me a clear (accurate data) picture of my training needs. Verbal feedback from my teacher or a partner to help me improve weaknesses.
  • Slide 14
  • Strengths and weaknesses Methods of gathering data help highlight my specific weaknesses Demonstrations from my teacher of a specific aspect I need to improve.
  • Slide 15
  • Strengths Reasonably good stamina. Speed and strength was fine.
  • Slide 16
  • Weaknesses Co-ordination needs improved unable to link the movement skills as smoothly as necessary. Dance sequences are awkward, and a little clumsy at times. Timing of sequences are poor out of time and affect my concentration and confidence.
  • Slide 17
  • Weaknesses Physical qualities timing, co-ordination, flexibility and core strength. Special qualities sequences lacked creativity, are predictable and lack a variety of movement qualities unlike the model performers. No variety in directions, fronts.
  • Slide 18
  • Weaknesses Choreography was all done in unison, so it lacked variety and was uninteresting and very predictable. The dynamics lacked variety, no strong movements (leaps, jumps).
  • Slide 19
  • How did we use model performers to help develop our dance. Viewed professional dancers which inspired and motivated me to adapt these ideas and apply them in my dance. Teacher The teacher demonstrated different dance forms which I included in my dance.
  • Slide 20
  • How did we use model performers to help develop our dance. Canon Do the same sequence at different times. Mirroring Performing face to face doing the same movement. Simultaneous Different moves at the same time. Question and Answer Partner moves, then the other responds.
  • Slide 21
  • Mental factors that influence performance. Stress and anxiety Concentration Confidence Motivation
  • Slide 22
  • Stress and Anxiety Before performing I can feel sick, shaky, sweaty hands, butterflies, dry mouth and rapid breathing. These feelings can be distracting and are the strain of performing in public. The fear of failing to remember the sequence of movement in a routine. Low self-confidence.
  • Slide 23
  • Concentration As a result of feeling stressed my concentration is affected. Forget the dance and may panic or giggle. Poor timing too fast, out of time. More difficult dance sequences are affected.
  • Slide 24
  • Confidence Confidence can drop and I look tense. Expression on face can be worried or scared. Quality of movement is smaller.
  • Slide 25
  • Motivation Motivation is a valuable quality, which gives a dancer the determination, encouragement and will to succeed and perform to a high standard. Motivation can drop if I have a bad performance and therefore dont want to repeat the performance experience.
  • Slide 26
  • How can we work to improve the negative factors of stress? Before the performance practice deep breathing calms, reduces the physical affects for example butterflies and rapid breathing. Before the performance use imagery mental rehearsal before and during the dance. (off stage)
  • Slide 27
  • How can we work to improve the negative factors of stress? Visualisation visualise all the performance factors. Mentally rehearse the dance. Imagery - Try to imagine the performance situation space, audience lights. Relaxation and deep breathing techniques to cope with physical aspects of stress.
  • Slide 28
  • Goal Setting Practice performing short term goal. Perform to smaller audiences class mates and teacher. Feedback applause helps. Perform to year group. Long term goal bigger theatre SQA examiner, marked.
  • Slide 29
  • How do I improve my personal performance. Breathing techniques and use of imagery (mental rehearsal). Help calm and focus mind on dance. I will use goal setting to help me achieve a improved performance. My long term goal is to perform well at my Int 1-2 moderation assessment. My short term goal is to perform to my year group without allowing stress levels to affect my dance performance.
  • Slide 30
  • Improving Performance Daily technique class repetition exercises to achieve the physical qualities necessary to execute movements. More skilled and improved timing and co-ordination Improve my fitness flexibility, strength, balances, skills more refined, motivates me, confidence.
  • Slide 31
  • Improving Performance Practice imagery Prepares me mentally to perform. Breathing techniques Focus brain and aid concentration. As I improve I receive motivational feedback internally and from teacher, peers and audience.

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