Dance Evaluation for Overdrive

Unit 45: Developing Contemporary Dance Technique - Evaluation

1.    Describe your levels of application, focus and self discipline in class?

I approach class with commitment to learn and my self-discipline within class is good because as soon as I enter the class I just get on with what I have to do. I’m focused in every lesson because I know have to get on with what I need to do so that I could improve my weaknesses and do my targets that I have set myself. My best lesson was when we performed our piece a day before the actual show because I felt we put the most energy and effort into it. What I could do better on is focusing on myself more than on other and I could improve on making my moves sharper. I have practiced the phrases at least more than 10 times. I think we had enough rehearsing lesson before the actual assessment but I do also think we did need to make certain piece stronger for example are group pieces. Yes my movement memory was good after a few practice runs and rehearsals because I did at first start to forget movements but after I practiced and looked at a few videos of our rehearsals I found easier to remember. Yes I could remember phrases between lessons for example for the first section I got the hang of the movements in the phrases but in the second section I did struggle a bit with remembering the phrases but after a few practice lessons I found the phrases easy to remember. I've improved my balances and my turn outs because I have practiced in lessons and in my own time as well and making sure as I do this when balancing I should focus on something and then with my turn outs I should point my feet and extend my leg. 

Response to direction

I do take all my feedback and correction and use it to improve my movements when I get in to my lesson and from my peers as well. I think we able as a group to see are individual skills and what we need to improve on because seeing a group giving you feedback on what you are good at and what you need to work on is better as we are helping each other to become better altogether. I can adjust my timing for example when I’m doing my group piece because I need to slow down and keep in time with my dance partner. I am able to target myself for example in one lesson I targeted myself to point my feet when doing kicks, flicks and turn outs and I also put these targets on to my blogger so that I remind myself for the next lesson. I could look back on what I have done and my targets and improvements then use them for example I could make moves sharper and finish them off.

2.    Which technique phrases did you demonstrate the most accurately and confidently and why?

The moment or phrase I danced especially well was when were in the first section doing the last phrase because when I do the kicks and flicks my legs aim to go high making sure that I am extending and pointing my feet at the same time. I did also have the balance and coordination when using arms for example in the first section last phrase when we do the flicks are arms flick as well. I practice a lot to make sure I had the right coordination with my arms and legs and also have the balance when doing turnouts. I did also have transfer weight for example in the second section near the end of the first phrase when we turn out and put all our weight when balancing on one leg. I could develop more by making my moves sharper and keeping in time for example the first section at the start of the first phrase because sometimes I felt that I came in a tiny bit late but when I watched it back I thought it looked better than I thought it was. I would like to add to my third performance sharper moves and finishing them off and also keeping in time because sometimes I go off by myself and I’m not in time with others or others are finding hard to keep in time with me. 

3.    Which physical skills do you feel that you are most competent in?

I found the kicks and the flick easy because I can naturally make them high when balancing. I practice and rehearsed everything of the over drive dance but mostly our groups parts as some days we had forgotten it and some days it was not enough for example it was too short so we had to make it longer so it fitted. I did apply the correct alignment for example when we did the first section last phrase when we pose at the end then run off to our sides. I did use a turnout for example in the first section start of the second phrase. I did use my arms correctly for example when I led the first section at the start of the last phrase. I did fit in the space as we did moves I do feel like I come close to people behind when I do my kicks and flicks. I was aware of others around for example when we do are groups and I have to be aware when travelling and crossing through each other. I did a just my dancing to accommodate others for example in our group pieces when me and my partner dancing do sometimes go a bit fast and it’s hard for my partner to catch with me so I had to make sure I was in time with partner by slowing my dance down. I did fully extend for example in the last phrase of my group piece. I was able to complete all the moves to my best ability because I knew what I have improved on and I know what I’m capable of doing so I used that in my performance to show that I can do it to my best potential.       

4.    What interpretive skills did you apply to the performance of your class work?

I listened to the music which helped my performance because I knew the beats of the song also the parts were come in. The times I used the counts was when we were doing the groups because for my group I had to use the counts with the song to make the shapes of me and my partner’s movement. During the dance I felt like I’ve danced for a long time, felt professional also relaxed and focused. Yes it was similar to Alston’s direction and intention because we took the dance routine and made it similar because the direction was different to the direction in his dance but it seemed similar to us. Yes we were relaxing in areas for example in the second section last ending phrase when we go as a cannon with are flicks then jumps and also we were sharp in areas for example in the first section ending of second phrase when we turn out our leg and make a sharp position.

Performance skills

The dance became clearer as we started to practice and rehearse it. The moment that had the most impact was the first section because we started doing that piece first so I thought it was the moment that had the most impact to it as we knew it more than the others. I could enhance my performance to make sure that it was my moment that was the most effective by making sure I focus on myself more than focusing on others. I was focused and engaged for example when I have look at the person that starts the pieces or a section or phrase so that I don’t mess up or get distracted so I have to be engaged and focused. I did show confidence for example in my group piece because I felt that I knew that better than any other section or phrase. The style and mood I tried to convey was contemporary dance with more action with the movements. I wanted the audience to think that I was more confident with my performing skills.    

  

5.    What targets would you set to improve your work?

For my next part the advice I would give myself before beginning would be practice over things that I struggle with so I can become better. What I would do differently in my next contemporary dance piece is making sure I’m in time with others and not go off by myself. My strengths are my extensions, coordination and making my kicks and flicks nice and high. My weaknesses was my focus and timing. My three targets to improve on are making sure I keep in time with others, make sure I have sharper moves by finishing them off and making sure I have focus on myself more than others but only focus on them when needed for example I need to focus on my partner to make sure we are going at the same time and doing the movements at the same time. 

The research of My role Lavender in Matilda the Musical

Lavender in Matilda

Matilda The Musical 

Matilda the musical  is a stage musical based on the children's novel of the same name by Roald Dahl. It was written by Dennis Kelly, with music and lyrics by Tim Minchin. The musical is about  a intelligent 5-year-old girl who loves reading, overcomes obstacles caused by her family and school, and helps her teacher who is Miss Honey to reclaim her life. Matilda has received widespread critical acclaim and box-office popularity, winning seven 2012 Olivier Awards, including Best New Musical the most such awards ever won by a single show at the time.

Roald Dahl who wrote this novel was born on the 13 September 1916 and died on 23 November 1990 at the aged of 74. Roald Dahl not only had children's novels but also had adult short stories as well and became one of the world best selling authors. Roald Dahl's short stories are known for their unexpected endings and his children's books for their tough, often very dark humour. 

The role of Lavender who is she?

Lavender is quit a smart girl but not as smart as Maltilda so Lavender feels she wants some of the glory too even though they are becoming really good friends. Lavender is a kind girl with a different personality to Matilda.

In the book Lavender has dark hair and dark eyes. In the movie Lavender wears her hair in a bun, is african-american and wears glasses and often dark seventies-stile dresses for young girls just like Matilda. In the musical Lavender wears the standard Crunchem Hall uniform which was a tie, a grey suit and grey skirts for the girls while trousers for boys.  In the movie she spent a lot of time with Matilda and was very close to her but in the musical she went right up to her and asked her randomly to be her best friend. In the book Lavender was curious, slightly quiet and determined. In the movie she was easy to impress and cute. In the musical Lavender was spicy, loud, bubbly and friendly.

According to Lavender, she thinks playing tricks is what makes a heroine (female hero).

Lavender does pull a prank by putting a newt in the Trunchbull's water glass.

How I would prepare for the role. 

First of all lavender reminds me of myself when I was about her age because I was slightly a quit person in class because I would keep myself to myself but determined to come out of my shell and express myself to others as I got to know them. I was also a bubbly, friendly person too around my friends. But in order to be more like lavender the character I would have to look more at her background also I should go back to visit my primary school and just pretend I’m that 5 year old child again but also fine that cheeky side in me.

  

Dance

In dance today we have been learning a new dance which is at the beginning of the Lambeth Walk to a song called (The sun has got his hat on) in Me and My Girl. The dance moves are quit easy to learn and jolly because we are very happy, jolly posh people because we are quit rich. We had also added a bit of tap into the dance which I find quit easy, but a bit to fast to do.


Here is video of Me and My Girl - The sun has got his hat on and there dance but are dance moves are slightly different to there dance moves.

Singing

Today in singing class we went over all the songs that we had learnt for our showcase Hosanna from the Jesus Christ super star, Masquerade from Phantom of the Opera and Radio gaga, and a new one we have been learning called somebody to love from the we will rock you musical.

I found it hard to do the harmony's in this song as I'm in the soprano group because it hard to see were we come in and were are harmony range is as I hear many sopranos singing in different harmony's and it makes it confusing to follow the right harmony.   

My fake profile for my character in Matilda

Name: Courtney Annabelle Caitlin Arendse

Age: 9yrs old

Gender: Female

Date of birth: 22/01/1998

My hobbies: listening to music, dancing and playing pranks

What I like: I like singing, dancing, listening to music, pizza, lasagne, chips and pranks.

What I dislike: I dislike The Trunchbull, school, and maths

My pranks that I have played on The Trunchbull:  One time I poured frog water with the frog actually being in it into her boots, and got caught because someone had told on me, and I also put glue on her chair so that she was stuck to the chair but I got caught again because she found the glue in my school bag.  

My character: I’m a crazy character who doesn’t care what people think of her I also like to make a lot of noise and get people involved with my craziness, I am also a friend of Maltilda’s, a friend who always makes her laugh when she’s sad. I’ve known Maltilda for a long time because I have been living on the same street as her.  

Research about Masquerade Ball - Dresses

A masquerade ball is an event which the participants attend in costume wearing a mask.

Matilda

Research on the characters in Maltilda the musical.

Matilda

Matilda is a girl who is exceptionally good at reading and math, and teaches herself to do complicated problems in her head, as well as how to read. She is smart and humble, she is also fair. Matilda hates being blamed for things she didn't do. Likes playing tricks on those who bug her. Likes her nice teacher and uses her telekinetic powers to do the right thing.

Miss Honey

Miss Jennifer Honey was a mild and quiet person who never raised her voice and was seldom seen to smile, but there is no doubt she possessed that rare gift for being adored by every small child under her care. Miss Honey is kind, sweet, and gentle, and she understands kids. Miss Honey is a determined person who's set on doing the right thing. Miss Honey is like a grown-up version of Matilda. But Miss Honey has gone through too much abuse. She's been broken. She's a victim of abuse, sure, but with Matilda's help, she is able to create the life she always wanted.

The Trunchbull

She might be the scariest Headmistress we're ever likely to come across. The Trunchbull also keeps talking about how much she hates kids. Actually, the Trunchbull terrifies everybody not just students and parents. Nobody's safe from her, and that keeps her safe. No one wants to challenge her, that is, until Matilda comes along.

Mr Wormwood

Mr. Wormwood who is Maltilda’s father, who's so vivid and slimy, Mr. Wormwood is tacky and totally self-absorbed. Despite the fact that others see a pretty sleazy guy when they look at him, Mr. Wormwood thinks he looks downright sharp. Mr Wormwood is a bookie, or a gambling man. The bottom line is that Mr. Wormwood is a cheat and a liar. As a second-hand car salesman, he only sells used cars, which gives him the opportunity to mess with each one, and lie about his products. To top it all off, he's a hypocrite. Mr. Wormwood also thinks he's the most important person in the family, so he likes to make a grand entrance every now and then.

Lavender

Lavender is another of the students in Miss Honey's class, one of the few who can read and spell a little already when the school year starts. Lavender might be the class's shining star. But because Matilda is there, Lavender isn't the smartest. Although the two become really good friends, it seems like Lavender really wants to get some glory on her own terms. According to Lavender, playing tricks is what makes a heroine. It's all about coming up with brilliant plots and pulling them off with daring secrecy.

Mrs Phelps

Mrs. Phelps at the library! Finally, a sane adult who doesn't treat Matilda as though she's a total nuisance. Unlike the other grown-ups in Matilda's life, Mrs. Phelps addresses Matilda with kindness and sympathy. Mrs. Phelps puts together a thoughtful reading list for Matilda, complete with Dickens and Hemingway and Kipling. And to top it all off, she gives Matilda important advice about reading, too. Mrs. Phelps gives Matilda the tools to go through the books and understand them as best she can, which is what really counts. Although Mrs. Phelps helps Matilda a great deal in the library, she doesn't help her as much out of it. The fact that Mrs. Phelps stays out of it makes her an important, but minor character in Matilda's life.

Mrs Wormwood

Mrs. Wormwood, Matilda's mother, Mrs. Wormwood is a bad mother, but she's not as bad a parent as Mr. Wormwood is. She's awful. But her worst quality is that she just doesn't give a hoot about her own daughter. Mrs. Wormwood also values outsides more than insides. Naturally, like her vain husband, she thinks her own appearance is the ideal one. Mrs. Wormwood has a warped worldview. She's either too lazy or too stupid to think straight.

Hortensia

Hortensia is the older girl that Matilda and Lavender meet during one of their first recess periods at Crunchem Hall. She's about twice their age, already ten, and a veteran of battles with the Trunchbull. Hortensia's actually a lot like Matilda (without being another prodigy, that is). She uses her brain and wits to figure out pranks to play on the authority figures that mess with her. At the end of the day though, Hortensia doesn't care one bit whether she gets caught or not. She's too cool to worry about that because, frankly, she's got swagger. She doesn't just walk, she saunters. She's also got a sense of humour.

Bruce Bogtrotter

Poor Bruce. He's the slightly older boy who steals some of the Trunchbull's cake and is punished by her in front of an entire assembly. Except, it doesn't turn out too bad for the kid, and in the end, Bruce comes out on top. He stands up to the Trunchbull, and makes her punishment lose effect. Her plan fails in spectacular fashion. Bruce rises to the challenge, showing he has hidden depths at least, as a competitive eater. Once he gets going, he keeps going. And going. And going.

Michael Wormwood (Mike)

Matilda's brother is, well, barely there. We meet him, and then we forget him. In fact, we probably forget about him in the same type of way that Matilda's parents forget about her. He's ordinary. Next to his genius sister, he looks really dull. His parents favour him—and that's one of the ways we know what great judges of character they are. He's not mean to his sister. When it comes to intelligence, though, he seems to take after his dad, only he's even slower at doing calculations. Mike is a true Wormwood, and in that way, he represents what Matilda is most definitely not.

Amanda Thrip

Amanda is in the wrong place at the wrong time, with the wrong hairstyle. She appears in just one scene, but it's an important one—it's the moment when Lavender and Matilda see the Trunchbull in the flesh for the first time, and learn what the monstrous headmistress is really capable of. Amanda makes the mistake of wearing pretty braids that show off her hair to school. The Trunchbull finds braids gross. So when the Trunchbull sees Amanda's hairstyle, she goes bananas. The Trunchbull spots Amanda on the playground and charges at her. It ends pretty badly for Amanda. After telling the girl she has to chop off all her hair before she comes back to school, the Trunchbull picks her up by the hair, whizzes her around at great speed, and throws her across the grounds, where she lands in a field.

Nigel, Rupert, Eric, and Wilfred

Despite the Trunchbull's comment that small girls are more evil than small boys, a bad girl is a far more dangerous creature than a bad boy. It seems like the Trunchbull picks on male students more than she picks on the girls, overall. Nigel, Rupert, Eric, and Wilfred each have the bad luck to come to her attention. Nigel, the smart and brave little boy who's the one to spell "cat" on the first day. Rupert comes to the Trunchbull's attention because he has very nice, long blonde hair. The next little boy to come forward, though, Eric, is pretty brave. And the Trunchbull catches Wilfred the following week. The Trunchbull is in the middle of waving him around the room—by an ankle—when the chalk starts writing on the blackboard, all by itself.

Fred

Fred is Matilda's neighbour and friend, a boy about her own age. He's primarily important in Matilda because he has a parrot for a pet. Matilda borrows the parrot to play a prank on her family, and Fred is all too happy to loan it to her—once Matilda gives him her allowance in exchange, that is.

Mr. Trilby, Miss Plimsoll and Matron

A few other teachers play minor parts in Matilda. Mr. Trilby is basically the vice principal, and he has the job of checking in on the Trunchbull after she skips town. Miss Plimsoll teaches the highest level class at Crunchem. We don't learn much about her but she seems like a challenging and fair teacher, who recognizes Matilda's abilities when Matilda's finally bumped up to an appropriate class. And the Matron is like the school nurse, who takes care of students and teachers when they're sick, and comes to look in on the Trunchbull after her fainting fit.

Drama

In drama we have been learning characterisation walking lessons were we are exploring the idea of using the way we walk to develop character and feeling. The first thing that we had done was imagine someone who is really close and that we know really well and try and visualise how they walk and then we had to get up and act out there walk as if we were them, for me I had chosen my friend's walk as she is quite a confident person which is not like me at all.

The second thing as that we were called out what walk we should do and explain what mood we would be in, what emotion a feeling we would have, what person would walk like this, do we know anyone who walk like this and is there a character from a play or film walks like this.

So the first one we did was Direct Fast and Slow and I said someone who is in a rush, someone who wants to get things done, someone who thinks a lot, someone who is busy and has lots to do and this reminds me of one of my teachers Sean.

The second one we did was Direct Fast and Heavy and I said someone who is angry, someone who is feeling stressed and someone who is just annoyed and irritated by their surroundings.

The third one we did was Direct Slow and Light and I said someone who is giving up and is fed up of life, someone who has all the time in the world and someone who is walking down the street passing shops and talking to people or mates.

The fourth one we did was Direct Slow and Heavy and I said someone who's tired and doesn't care about anything and someone who is fed up of there own life.

The fifth on we did was Indirect Fast and Light and I said someone who is lost and doesn't know where they are going.

The sixth one we did was Indirect Fast and Heavy and I said someone who feels like they are a bigger and better person then everyone else around them and I thought this reminded me of a person in my secondary school named Max.

The seventh one we did was Indirect Slow and Light and I said someone who wanders a lot and someone who is light headed and in their own world.

The last one we did was Indirect Slow and Heavy and I said someone who is fed up at first and then as we got up to 10 I though someone who is drunk and mad.    

Dance (Maltilda)

In dance we have been learning a new routine to the musical Maltilda . We are doing it to a song called Revolting children. I do find it hard singing and dancing at the same time but its also a lot of fun.

The musical Maltilda is a stage musical based on the children's novel of the same name by Roald Dahl. It was written by Dennis Kelly, with music and lyrics by Tim Minchin. The musical's narrative centres on Matilda, a precocious 5-year-old girl who loves reading, overcomes obstacles caused by her family and school, and helps her teacher to reclaim her life. 

   

The characters are Matilda Wormwood, Miss Agatha Trunchbull, Miss Jennifer Honey, Mr Harry Wormwood, Mrs Zinnia Wormwood, Michael Wormwood, Mrs Phelps, Cook, The Escapologist, Sergei, Henchmen, Henchwoman, The Acrobat, Teacher, Doctor, Party Entertainer, Rudolpho, Bruce Bogtrotter, Lavender, Amanda Thripp, Nigel, Eric, Alice, Hortensia, Tommy and Reginald. 

Here is a clip of the Musical Matilda - Revolting children.

Contemporary Dance Today

What we did today in contemporary dance was firstly we did a ballet warm up, I found it challenging because it was hard to stay in balance with doing the basic plié and keep track of the moves for example the tendu were we change position of the foot for example going front to back then turning and doing it the other way.

We then did the simple walk for the wartz at first I found it challenging with the feet especially knowing both because in our lesson we had to change by swapping positions with my partner ending up being the opposite either the boy or girl which they use different steps which made me find it difficult to keep control of my feet. I also found hard keeping in the right position with extending my arms when holding the boy and keeping it in the position while dancing at the same time. But after a few goes I got the hang of it but I found it quit easy being the girl then being the boy. 

We then did the simple box step with a different partner which I found difficult at with knowing what feet to move first but got the hang of it after a few practice runs. We then did the turn with another partner, but I found it difficult trying to let the man lead me because I was leading more but it was easy after awhile because I had to remember to let the man lead me. We then did the turn with the head with another new partner, I did find it hard turning and turning my head at the same time because it was difficult to know which direction to turn my head but after a few practice runs I got the hang of it and finally we ended up putting it altogether and got into a new pair which I found difficult at first knowing what way to go and what direction to go in but after we saw a demonstration by Nancy a student in my class and my Contporary dance teacher I got the hang of it with my new partner. 

The struggles that I had in today's Contemporary Dance lesson was knowing what directions and what feet to use when turning, and my improvements are to practice more of the steps using the correct foot work when moving with my partner and the correct direction when turning and also the turning with the head as well. 

Contemporary Dance

In Contemporary Dance we had learnt vogue which we will be using in a song called Masquerade that is in a Musical  called The Phantom in the Opera. I found it quit difficult at first with trying the position but after awhile I got the hang of it. We then were put into groups were what we had learnt with vogue we had to use that and form it in a square by moving about in that shape. I found quit difficult with the moves and making sure my legs and arms were in the right position, but I found it quit easy aswell were we had to make are own vogue face by shaping it but I find it difficult in keeping in time. We then showed it to the rest of the class and there feed back was that it was good just needed to be in time with certain moves for example the vogue  hide and head turn move. My improvements will be to practice the vogue and being time with my group.