The Ohio State University Instructor: Vera J. Blaine
Department of Dance email@example.com
3 credit hours
This course builds upon the elementary principles of dance making as explored in Introduction to Dance Composition. Course content focuses upon a deeper investigation of movement invention, weight qualities/gravity and the development of movement content and structure in relation to context. This course will address the solo, duet and trio choreographic forms as well as the use of music and other methods for delineating context.
Course Goals and Objectives
- Demonstrate a deeper understanding of the processes involved in creating a movement vocabulary for dance making, including the applications of the qualitative and quantitative components of movement in relation to context
- Demonstrate an expanded comprehension of structure in relation to assigned solos, duets, trios
At the successful completion of the course the student will be able to:
- Demonstrate increased ability to integrate new knowledge into the dance making process
- Demonstrate the ability to discuss choreographic issues
- Demonstrate the ability to effectively collaborate with other dancers in the choreographic process
Course Content and Procedures
- Exploration of compositional tools for exploring movement choices
- Exploration of choreographic issues: exploring a movement language in specific relationship to choreographic intent; phrase development/unfolding, structuring of choreographic form
- Demonstrate understanding of sensation of weight, phrasing, momentum, transition, rhythm/time/stillness, shape/gesture and use of performance space
- Inquiry into the relationship between context, movement and meaning/connotation
- Concept descriptions
- Assigned showings
- Readings, discussions and written work
- Collaborations and peer coaching
- Final project showing
Requirements and Evaluation
- Regular attendance and participation
- Participation in Friday workshop sessions with TA (13 out of 15 sessions are required)
- Completion of two drafts of each of the assigned studies
- Final paper due the final class meeting. In 4-5 pages discuss how your final solo was transformed from the beginning of the quarter to the end. Consider the following influences: weight factor, time, space, compositional devices/phrase development, choreographic development, collaboration, building context, use of music, and the choreography of others (use examples from 5 different performance events).
- Attendance at the Department End-of-Semester (Friday November 30, 10:20am-12:00pm) and a minimum of 5 different performance/video events selected from Performance/Video Schedule
- Performance of the final solo that significantly explores the concepts covered in the course. Showing of solos occur during assigned time during finals week (Mon/Wed section: Wednesday, Dec. 12, 4-6pm; Tues/Thurs section: Tuesday, Dec. 11, 4-6pm)
- Integration of choreographic intention with movement content 30%
- Contribution to class discussions and collaborative and self-initiated activities 30%
- Completion of choreographic assignments 30%
- Written work 10%
Grading Scale (U only)
Below 60 E
Dell, Cecily. "The Weight Factor." A Primer for Movement Description Using Effortshape and Supplementary Concepts. 4th ed. New York: Dance Notation Bureau, 1993. 20-24. Print.
Randel, Don Michael. The Harvard Dictionary of Music. Cambridge, MA: Belknap of Harvard UP, 2003. Print.
Handout: "Compositional Devices For Exploring and Structuring Phrase Material"
Minimum of 5 different events required. Schedule TBA.
Academic Misconduct (rule 3335-31-02) is defined as "any activity which tends to compromise the academic integrity of the institution, or subvert the educational process." Please refer to rule 3335-31-02 in the student code of conduct for examples of academic misconduct.
To register a documented disability, please call the Office of Disability Services (located in 150 Pomerene Hall) at 292-3307; or 292-0901 TDD, and notify the professor.
Escort service and phone number for evening courses 292-3322.
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