Blog Post 2- Stimulus and Music

My stimulus for my choreography is focused on dyslexia in dance, based off my experience with having dyslexia. I have always struggled with coordination and directions of movement and will be implementing this into my choreography using jolted and uncoordinated movements. I was drawn to this idea as a stimulus because it is something I have always struggled with due to being un-diagnosed until recently. I hope to achieve and present a well-polished piece that the audience can understand through motifs that resemble my stimulus. To further my knowledge of how dyslexia can affect different people I will be focusing my research on professional dancers who talk about their experiences and how they overcome their own challenges.




The beginning composition is the instrumental original of ‘Paradise Circus’ (Massive Attack, 2018), which is described as ‘just perfect. Three notes you'll never forget.’ (Massive Attack, 2018) When listening to this piece my attention was caught by the three prominent beats within the score. As someone who struggles with musicality, I felt this piece was very relative to how I hear music.

Following this composition is a piece inspired by an Alvin Ailey’ live performance. (Les Tambours Du Bronx, 2023) My emotions were reflected by the atmosphere created when listening to the music, this intense feeling is portrayed in the crescendo moments in the music. Adapting from this composition I used ‘Samurai Fight’ (Fabian Kreutzer sound, 2023) to emphasise the intensity of this section.

This piece of music continues into ‘Time’ by Hans Zimmer, (Zimmer, 2017) I chose this piece to reflect my emotions when I have time to myself to retain choreography in more depth. This music also helped me to express my emotions of frustration and tiredness of overcoming this challenge. As the music fades out I added Darcey Bussell’s speech about her experience with Dyslexia as this was very inspirational to hear from an industry professional. (Madebydyslexia, 2018)

The final composition of the piece is ‘The Bookshop’ by Imaginary Poet (Imaginary Poet, 2021) . This piece reflects the acceptance of my learning disability and the feeling of accomplishment I feel when I finish a task that I struggle with. The music is a very calming and gentle which contrasts the rest of my music which was my intension to have a calm finish to my solo.


Bibliography:

Dame Darcey Bussell DBE - Madebydyslexia interview (2018) YouTube. Available at: https://youtu.be/_6tRLwR2QEs?si=vD7QSrx1jCA3TYgv (Accessed: 08 February 2024).

LE DEBUT DE LA FIN (2023). YouTube. 31 May. Available at: https://www.youtube.com/watch?v=BiwNffFGxP0&list=OLAK5uy_mwPeGWS3HOThQ5Jd6fXWY6ckJ5BogiLiI&index=2 (Accessed: 25 January 2024).

Massive Attack - Paradise Circus- Instrumental Original (2018). YouTube. 19 December. Available at: https://www.youtube.com/watch?v=rLv_tYHTnmE (Accessed: 24 January 2024).

Samurai Fight (2023). YouTube. 23 August. Available at: https://www.youtube.com/watch?v=bfnXbsR3LUE (Accessed: 25 January 2024).

The bookshop (2021) YouTube. Available at: https://youtu.be/v_gV9O8_DRA?si=8O5zHBv0bzsfiTng (Accessed: 08 February 2024).

Time (2017) YouTube. Available at: https://youtu.be/jgyShFzdB_Q?si=8qKRltaU9BUf8b6Z (Accessed: 08 February 2024).

Comments

Post a Comment

Popular posts from this blog

Blog Post 1- Choreographic Tasks

Image
To commence the choreographic process of our solo piece we were given some choreographic tasks by our teacher to guide us into the thought process of this module. We were given three choreographic tasks. The first task was influenced by Merce Cunningham’s Chance Method. In pairs, we picked a selection of random numbers and then associated the number we picked with the words in a book.  (The six sides of Merce Cunningham, 2021). After analysing the words that were selected by the Chance Method, we then took it into our interpretation and created movement/ sequences. Reflecting on how productive this task made me, I think this choreographic method gave me a lot of useful structure and kept me in a focused mindset with creating movements associated with the words/ meaning of the sequence. I intend to use this for my creative process because it made me stay focussed on the task whilst maintaining a positive mindset.  The second task was established from a picture in your camera ...
Read more

Blog Post 5- Practitioner study

At the start of Piece 1: Atomos the lighting is red, green and blue- 2 of which are primary colours. In this piece there is a lot of partner work, some of which is same gender lifts and duets. In the first section movement is viscous, slow and leisurely. At 14 minutes there is a duet performed by a male and female dancer who incorporate every part of their body to lead them into another movement. There are moments where you see the extensions of the female dancer whilst being held by the strong male dancer. At 20 minutes there is a contrast in dynamics performed by another duet as their movements are sharp and powerful. In this the lighting is mostly red. At 45 minutes lines become more distinct, there is a change of expression from the dancers and you can see there is more intensity behind the movement.  Watching this piece of choreography, I thought that the parts fit together well. Although in some of the sections there is an obvious fit/ flow into the next section there are a...
Read more

Blog Post 3- Your chosen practitioner

Image
My chosen practitioner is Wayne Mcgregor because I am intrigued by his creative process and his artistic brilliance. Before I was able to experience the creative process that he uses I would think that his choreography process is interesting however, I never fully understood the task. After trying his method I have found that it suits me very well because it helps me explore my mind but also it is an efficient way of creating choreography. Wayne Mcgregors work is very extraordinary because he likes to think that creating choreography is physical thinking. He also uses a lot of imagery to show in his movement. For example, imagining the letter "T" and thinking that he is inside the T. When choreographing for his dancers, he likes to use improvisation so that his dancers can take an idea from a body and transfer it into another body. The dancers aren't given music, they respond to his counting such as the words "um, bay, bay, a". Another way he works with his ...
Read more