Dance Phrases
On this page: About this chapter | Curriculum links | 1. Outside The Square | 2. Quintet | 3. Plumage | 4. Mursh Mellow | 5. How Ugly Is That Duckling | 6. Kura | 7. Kura
About this chapter
You can use the dance phrases in this chapter for a variety of purposes, for example, to:
- illustrate particular ways of moving, such as circular movements or the use of a variety of levels in one phrase
- help students develop an awareness of good technique
- stimulate students' movement ideas for choreographic tasks
- illustrate the characteristics of contemporary dance
- illustrate performance techniques, such as focus.
Students could:
- learn the phrase (Note that not all phrases are suitable for level 1 students.)
- learn a modified version of the phrase
- use some vocabulary from the phrase
- use the phrase as the starting point of a composition
- perform the phrase for NCEA 1.2 (Note that some phrases are more suitable and accessible for year 11 students than others.)
- combine several of the phrases into a larger group dance.
Curriculum links
The work described could contribute to teaching and learning in the following unit and achievement standards (which link to the NZQA website):
Level 1
1. Outside The Square
Erratum
Please note that the first item in the DVD chapter Dance Phrases is incorrectly identified. This dance phrase comes from Outside the Square.
Duration – 33 seconds.
You can use this sequence to illustrate:
- changes of level throughout the phrase
- flow from one movement to the next.
Students could:
- learn this sequence or a simplified version and perform it in canon
- perform a modified version of the sequence for AS 90002 Dance 1.2 Perform dance sequences.
2. Quintet
Duration – 17 seconds.
You can use this sequence to illustrate:
- the use of straight lines and angular shapes
- the use of sharp movements.
Students could:
- explore the use of straight lines and sharp angles in still shapes
- explore using straight lines and sharp angles in movement
- explore using straight and zigzag pathways
- use the final position in the phrase as the beginning shape of a new sequence that uses straight lines and sharp angles.
Students could combine these sequences into a duet.
3. Plumage
Duration – 26 seconds
You can use this sequence to illustrate:
- interesting ways of going down to and up from the floor
- a variety of focus
- moments of stillness in a shape
- unusual travelling movements
- the use of a variety of facings
- the use of the diagonal.
Students could:
- extend the sequence by adding more unusual travelling movements
- add a sequence of movement to the beginning of the sequence shown. This sequence could include:
- unusual travelling movements
- a variety of ways of going down to and up from the floor
- a specific focus point.
4. Mursh Mellow
Duration – 16 seconds.
You can use this sequence to illustrate bringing the focus to different body parts.
Students could:
- identify which body parts are important in each movement of the sequence
- learn the sequence
- extend the sequence using movements that emphasise a variety of body parts
- make a sequence of their own that emphasises a variety of body parts.
5. How Ugly Is That Duckling
Duration – 13 seconds
You can use this sequence to illustrate:
- bouncy movements
- big movements of the arms and legs
- explosive movement
- step-hops that use a large space
- continuous flow
- rhythm.
Students could choreograph a sequence that:
- uses big movements
- travels through a lot of space
- has explosive energy.
6. Kura
Duration – 12 seconds.
You can use this sequence to illustrate:
- arms reaching and curling
- the use of arms reaching to take the body into space.
Students could:
- identify movements that relate to kōwhaiwhai patterns
- explore reaching, using different directions and levels
- use reaching to initiate steps, lunges, slides, and swings
- make a sequence using the movement they have explored above
- add circular and spiral pathways
- choreograph their own dance inspired by kōwhaiwhai patterns.
7. Kura
Duration – 22 seconds.
You can use this sequence to illustrate:
- the use of circular movements
- the use of contrasting angular movements.
Students could:
- identify the circles or parts of circles they see in the sequence
- identify the contrasting angular movements
- make a sequence in which circles are important, using some movements from the phrase and adding some of their own. (This could be used for 1AS 90001 Dance 1.1 Compose movement sequences.)