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WORKSHEET B: ANALYSING MOVEMENTTASK IDEASCOMPARE AND CONTRASTWatch a section of a traditional ballet version of Petipa’sSwan Lake, particularly the interpretation of the Swans.This is accessible through Youtube. Then select a sectionof the Bourne’s Swans within Act Two: A City Park andin pairs get the students to create a word bank for themovement content used in each version: the actions,spatial qualities and the dynamics.DISCUSSION TASK:SPOT THE DIFFERENCESFollow this up with a group discussion to identify the similaritiesand differences between the way the choreographers anddesigners have chosen to represent the Swans.PERFORMANCE SKILLSAs an extension task it would be valuable for studentsto identify the similarities and differences of the physicaland performance skills used for a Petipa performer and aBourne performer. You can use the word bank below tohelp students consider some skills that can aid a performer.Physical and Technical SkillsAlignmentBalanceControlCo-ordinationExtensionFlexibilityMovement MemoryPostureStaminaPerformance and Interpretative SkillsFocusProjectionFacial and Body ExpressionAccuracyMusicalitySensitivitySpatial AwarenessRhythmic ControlTimingCHANGING RELATIONSHIPSWatch the two Prince’s bedroom scenes, when theQueen enters his quarters at the end of the Prologue andin Act One: Scene Four. Identify how Bourne has shownthe changing relationship between the Queen and thePrince. The key motif of the Queen using a gesture,presenting the palm of her hand towards the Princeas a means to maintain distance and exercise controlis used within the later section. What do you considerare the feelings and emotions that each character isexperiencing in the second duet?• In pairs take the concept of the parent-childrelationship. Improvise and create a duet thatinvestigates a physical exploration of the emotions thatthe students have identified.• Choreographically Bourne uses a direct correlationwith accompaniment, both generically in the wholeand specifically within the duet between the Princeand the Queen. View the Act One: Scene Four duetagain and get students to identify and write down themoments that choreographically hit particular beats,follow a rhythmic pattern, capture the musical phrasingor combine with a musical highlight.Nina Goldman and Christopher Marney. Photo by Lucy CullenMATTHEW BOURNE’S SWAN LAKE RESOURCES FOR TEACHERS AND STUDENTS 32