Infra GCSE Resource

CREATIVE EXPLORATION TASKS
74
INFRA SECTION 5 EXPLORATION
When generating movement material
Wayne McGregor often talks about making
movement vocabulary into sentences of
movement and developing into longer
paragraphs of movement.
+ + Structure and link the movement results of Tasks 2 a,b,c,d above
to form a paragraph (longer phrase) of movement.
+ + They can be performed in any order.
+ + Think about the punctuation: where are the commas (pauses/breath) and
full stops? Are there any exclamation marks (i.e. expressive performance)?
Teaching Note
This whole activity could be
done using any movement
as a starting point for the
initial word analysis.
15 minutes
1 or 2 dancers
or small groups
Performance Structure
A suggested structure for Task 3 is:
+ + The exploration outcome of Task 2d (performed individually but at the
same time)
+ + The outcome of Task 2a (in unison or overlapping in canon)
+ + The outcome of Task 2b repeated with the dynamic instruction of Task 2c
(repeat gradually reducing performance presence and scale of movement,
ending in stillness)
CREATIVE EXPLORATION TASKS: INFRA SECTION 1
Differentiation
This activity is differentiated by outcome: it depends on the individual
creativity of the students but an original response to the tasks should be
encouraged. The students should be helped to delve deeper and go beyond
their initial response. Depending on the length of lesson, you might focus on
just two of the Word Set tasks in one lesson and do some more teacher-led
warm-up activities to get students ready for exploring words with different
body parts.
TASK 1: CONFIGURING DANCERS
TASK 2: PHYSICAL SIGNATURE SOLO
TASK 3: PERFORMANCE SCALE 1, 2, 3
CREATIVE EXPLORATION TASKS: INFRA SECTION 5
TASK 1: SELECTING VOCABULARY
TASK 2: TOOLS FOR DEVELOPING VOCABULARY
TASK 3: CREATING A PARAGRAPH OF MOVEMENT
CREATIVE EXPLORATION TASKS: INFRA SECTION 7
TASK 1: EMPATHY DUET
TASK 2: PROSAIC PEDESTRIAN SOLO
TASK 3: CREATING A TRIO
VISUAL IMAGERY TASK
POETRY AND MUSIC TASK