performance appreciation dance intermediate 1-2. quality performance four elements which make a...
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Performance Appreciation
Dance
Intermediate 1-2
Quality Performance
Four elements which make a
quality performer (model performer).
Physical QualityTechnical Quality Special QualityMental Quality
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.
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.
Technical Quality
Each skill is performed effortlesslyMovements 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.
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.
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.
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.
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.
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.
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
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).
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.
Strengths and weaknesses
Methods of gathering data help highlight my specific weaknesses
Demonstrations from my teacher of a specific aspect I need to improve.
Strengths
Reasonably good stamina.
Speed and strength was fine.
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.
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.
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).
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.
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.
Mental factors that influence performance.
Stress and anxiety
Concentration
Confidence
Motivation
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.
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.
Confidence
Confidence can drop and I look tense. Expression on face can be worried or scared.
Quality of movement is smaller.
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 don’t want to repeat the performance experience.
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)
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.
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 theatreSQA examiner, marked.
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.
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.
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.