Choreographing
with Props Project
Objectives
Pick a Prop
Examples:
Hats Glow sticks
Canes Hula hoops
Umbrellas Rope
Fabric Chairs
Brooms Tables
Fans Flashlights
Balloons Flowers
Balls Books
Ribbons Boxes
Swords Instruments
Be creative!!
Examples
Caveats:
Other info:
Step 1: Brainstorm
INDEPENDENTLY
Umbrellas
Music:
-”Umbrella” by Rihanna
-”Singing in the Rain” by Gene Kelly
- “Rain” by the Beatles
Theme/ message:
- making the best of life even when things don’t go your way
Style:
Step 2- Narrow and Decide
Step 3- Plan
As a group, answer the following questions:
…continued…
Step 3 Continued- Plan
5. What music/ audio will you use? If you have to edit it, who in your group is able to do that?
6. What costumes will you need? How do the costumes impact the dance? (message? movement?) Does everyone have access to those things? If not, how will you get them?
7. Who in the group will be responsible for choreographing which parts?
8. How will you keep your group focused on the task during class? How will you keep your choreography focused on your concept?
9. What are your group’s expectations if a member is absent? Has a problem? Has trouble with the choreography? Is feeling negatively? What if someone does not contribute or take care of their responsibilities? Will you be filming/ posting videos? Will you share phone numbers? Meet outside of class?
Step 3 Continued- Plan
Group Roles
Identify who will be responsible for the following tasks. More than one person may be responsible for each task, and one person may have more than one task. Everyone must be assigned to something. Think of your individual strengths, attendance, personalities, other commitments, and group needs.
Note: All group members should be active in all of these aspects of the dance, but the person listed will be the person in charge.
Step 4- Choreograph!
Step 4 Continued- Choreograph
RUBRIC | 10 | 7 | 4 |
Choreography- Props | Props are a central and integral part of the entire dance even if they are not used by every dancer or at every moment. Dance movements are obviously inspired and driven by the prop rather than the prop becoming a hindrance or distraction. The performance with the props is smooth and well- rehearsed. The props improve the aesthetics of the dance and add to it’s overall message/ theme/ style. This dance could not have been performed without the props. | The props are used in at least half of the dance but may be ignored or non-essential in the other half. Props may be used more as costume or set pieces than as integral parts of the choreography. The performance with the props is mostly smooth although there may be a few malfunctions or mistakes. The prop doesn’t detract from the dance but may not add much to the aesthetics/ message/ theme/ style of the dance; the dance would have been equally good without the prop. | Props are used in only small parts of the dance or are only used in very insignificant ways. The movement is not driven by the prop and the prop may even become a hindrance to the choreography. The performance with the props has many malfunctions and/ or mistakes which indicate a lack of thoughtfulness in choreography or a lack of rehearsal. The dance would have been better without the prop. |
Choreography- Principles | The group efficiently and effectively uses choreographic principles such as space, time, energy, relationships, symmetry, repetition, pathways, and quality. They consistently create interest by using contrast and changing movements and spacing frequently. | The group uses some choreographic principles but seem lacking in others. The dance may lack interest at certain parts due to this lack of principles or due to a lack of contrast or change. The group may use similar movement for too long or stay in the same formation for too long. | The group uses very few if any of the choreographic principles. Their choreography does not seem thoughtful, purposeful, or original. Much of the dance is boring to watch. |
Performance | All group members are active and integral parts of the performance. All group members perform the dance full out with character and emotion. Dancers dance beyond their kenospheres (the bubble around your body) and dance as a group rather than as individuals. All dancers dance with confidence and expertise. | Most group members are active and integral parts of the performance most of the time. Group members perform the dance full out, although some may lack character and emotion. Dancers dance beyond their kenospheres some of the time and dance as a group rather than as individuals most of the time. Most dancers dance with confidence and expertise, although some may not seem adequately prepared. | There are some group members who are obviously not active and integral parts of the performance. Some dancers seem to be “marking” the choreography, do not seem to know it well, or may not be in large sections of the dance. Movements are small and lack confidence, character, and emotion. Dancers are not in sync as a group and do not seem to dance together. |
Other - music, costumes, time, collaboration | Music is appropriate and effective for the chosen concept and choreography. Costumes add to the audience’s understanding of the concept without becoming a distraction or limiting movement. Group members seem to have a positive, collaborative relationship in which everyone pitches in equally (albeit in different ways) and any problems are quickly resolved without teacher intervention. The dance fits the required time of between 2:00-3:30 perfectly. | Music is appropriate. Though it may not be very effective for the chosen concept and choreography, it does not negatively impact the dance. Costumes add to the audience’s understanding of the concept but may sometimes become a distraction or limit movement, OR costumes do not limit or distract but also do not help communicate the concept. Group members seem to have a mostly positive, collaborative relationship; however, some problems necessitated teacher intervention. The dance is no more than 15 seconds off of the required time limit. | Music is inappropriate or distracting. Costumes are more problematic than effective, or there does not appear to be any real costume effort at all. Costumes may be inappropriate for school. Group members do not seem to have a positive, collaborative relationship. Some members seem not to pitch in very much at all. Problems frequently require teacher intervention. The dance is more than 15 seconds off of the required time limit. |
Peer Evaluation
Your name: Peer name: | Score (1-5) | Comment (one sentence min!) |
This group member was always present and focused in class, or if they were absent or had difficulty learning, took responsibility for catching up quickly without setting the group back. This group member was always reliable, fulfilled all of their responsibilities, and showed great work ethic throughout the project. | | |
This group member was pleasant to work with and maintained a positive attitude throughout the project. They respected others’ ideas and were eager to collaborate. They presented ideas of their own but were not upset if those ideas were not adopted by the group. They were willing to do what was best for the group even if they did not get their preference. They were able to effectively communicate any problems to the group and helped solve any problems that came up. | | |
This group member was present for the performances and did their absolute best to make the group look good. They did not make many mistakes, and those they made were covered up by good performance technique. Even if their dance technique was not perfect, they made their best possible effort. | | |
Reflection Q1
Answer in 3-5 sentences
Reflection Q2- Answer in 3-5 sentences
2. Which element of choreography has your group used well? Which will you implement more in the upcoming days? (choose 1 or 2)
Reflection Q3
Answer in 3-5 sentences
3. How is each group member feeling at this point? Is anyone feeling overwhelmed, frustrated, ignored, offended, etc? What norms/ expectations/ rules does your group have in place in order to prevent and solve negative emotions from group members?
Reflection Q4
Answer in 3-5 sentences
4. How does your prop make your dance better? How have you used the prop to inspire movements? How does your prop help you to communicate with the audience? How does your prop add interest to your piece without becoming distracting?
Reflection Q5
Answer in 3-5 sentences
5. How has your group used the elements of CONTRAST and RELATIONSHIPS in your dance? If you haven’t used them very much, how will you add them to your dance?
Reflection Q6
Answer in 3-5 sentences
6. How is your group ensuring that you get full points on the performance part of the rubric? What are you doing well? What do you need to improve and how will you do it? (out of 10)
PERFORMANCE: All group members are active and integral parts of the performance. All group members perform the dance full out with character and emotion. Dancers dance beyond their kenospheres (the bubble around your body) and dance as a group rather than as individuals. All dancers dance with confidence and expertise.
Reflection Q7
Answer in 3-5 sentences
7. How is each group member feeling at this point? Is anyone feeling overwhelmed, frustrated, ignored, offended, etc? Have your group norms/ expectations/ rules (see question 3) worked to prevent and solve issues? If not, what do you need to change?
Reflection Q8
Answer in 3-5 sentences
8. How has your group used the elements of SPACE and TIME in your dance? If you haven’t used them very much, how will you add them to your dance?
Reflection Q8
Answer in 3-5 sentences
9. If your group were graded today, how would you score on the “other” part of the rubric? What are you doing well now? What do you need to improve, and how will you do it? (out of 10)
OTHER: Music is appropriate and effective for the chosen concept and choreography. Costumes add to the audience’s understanding of the concept without becoming a distraction or limiting movement. Group members seem to have a positive, collaborative relationship in which everyone pitches in equally (albeit in different ways) and any problems are quickly resolved without teacher intervention. The dance fits the required time of between 2:00-3:30 perfectly.
Reflection Q8
Answer in 3-5 sentences
10. How close are you to a finished product? What are your plans for choreography revision and performance cleaning? What do you need to do to be 100% performance ready with your best possible work?