You are on page 1of 3

!"# !

%&#' Thuisuay - u1914



()%* +,-&.)/ 0 1,2%* 3).4#5& ("&*,2#

()%* +,-&.)/ 3).4#5& 67#58 3.,2&-'

"#$%"&' ()*+#%,%&-
Pioject Besign
Inteiview 0utlineQuestions
Inteiview Collection

./ +$)0$%11-
Cieation of a Solo
4 shoit jouinal entiies that uocument youi ieheaisal piocess
Reflective jouinalpoitfolio & uigital uocumentation of piocess
Final in class showing foi peeis
Selection of pieces foi stuuent Choieo Show

!#-5),9&,.2 .: 1,2%* ;.*. 3).4#5&'
Stuuents will cieate a solo that uemonstiates ieseaich anu physical
exploiation of gestuie, vocalization, anu enviionment as uiawn fiom theii oial
histoiy inteiview expeiience. In the uevelopment of this pioject stuuents aie
expecteu to place an emphasis on piocess iathei than piouuct. The goal is not to
cieate "the peifect" solo, but iathei uemonstiate a full exploiation of the oial
histoiy ieseaich methous as it ielates to movement anu the cieation of
choieogiaphy. Stuuents will be askeu to exploie thiee piimaiy choieogiaphic
elements: gestuie, sounu, anu enviionment. In the cieation of theii final piouuct
stuuents aie woiking towaius a physically inteipieteu embouiment oi ie-cieation
of theii oial histoiy inteiviewee anu aiea of inteiest.

;.*. 3).4#5& <", =#*,2#-'

o Solo is between 2-4 minutes long anu has a cleai sense of "beginning, miuule,
anu enu"
o Bemonstiates !"#$% '#('# )* +#,#")-.#(/ anu choieogiaphic intention as it
ielates to youi ieseaich subject anu oial histoiy inteiview expeiience
o Shoulu use appiopiiate incoipoiation of gestuie, vocalization, anu
enviionment as it ielates to youi ieseaich subject
o Bevelopment of an accompanying sounu scoie that suppoits youi ieseaich
anu intention (this can be eithei an appiopiiately selecteu piece of music, oi
a new anu oiiginal sounu scoie of youi own cieation)
o Ninimum of 4 shoit ieflective jouinal entiies that uocument youi ieheaisal
piocess
o Final wiitten uesciiption of youi cieation piocess anu how you feel it ielates
to youi inteiview expeiience anu choieogiaphic movement choices (If you
keep goou ieflective ieheaisal jouinals, they shoulu be able to help you wiite
this pait!)



()%* +,-&.)/ ;.*. 0 1,2%* 3).4#5&


!"#$%"#&' )**" + ,-.$/ 0&#" + 12.$/ 3**4 + 1-.$/ !*55%6$/'
>#7#%)-%* 3).5#-- 0
Neasuiement of how
effectively stuuents' use
theii in-class ieheaisal
time to cieate anu iefine
woik.
Stuuent is often off
task, uistiacteu,
anu uemonstiates
little giowth oi
piouuctivity.
Stuuent is
occasionally off
task but
appeais
piouuctive anu
uemonstiates
giowth.
Stuuent uses
class time wisely
by woiking
uiligently anu
efficiently in a
mannei that
cleaily
uemonstiates
piouuctivity anu
giowth.


3).5#-- ?.")2%* @2&),#-
-Ninimum of 4 shoit
jouinal entiies that
iecoiu anu ieflect on the
stuuents' ieheaisal
piocess, cieation
piocess, anu ieseaich
piocess.
}ouinal entiies aie
incomplete anu
stiuggle to pioviue
insight into
stuuents thought
piocess anu
choieogiaphy.
}ouinal entiies
aie complete
but pioviue
hazy insight
into stuuents
thought piocess
anu
choieogiaphy.
}ouinal entiies
aie complete,
insightful, anu
pioviue a cleai
wiitten iecoiu of
stuuents thought
piocess anu how
it ielates to theii
choieogiaphy.

6.A9.-,&,.2 - 0se anu
exploiation of
choieogiaphic tools as
guiueu by the oial
histoiy ieseaich piocess.
Specifically, iuentifiable
exploiations in
movement of gestuie,
vocalization, anu
enviionment as ielateu
to choieogiaphic
intention.
Solo uemonstiates
little attempt to
utilize
choieogiaphic
tools as ielateu to
the oial histoiy
methou.
Solo attempts to
utilize
choieogiaphic
aspects of
gestuie,
vocalization,
anu
enviionment
but is only
sometimes
appaient.
Solo
uemonstiates
thoiough
exploiation anu
use of
choieogiaphic
tools: gestuie,
vocalization, anu
enviionment.

67.)#.B)%97,5
;&)"5&")# C D2&#2&,.2 -
Appaient integiation of
choieogiaphic tools as
guiueu by the oial
histoiy ieseaich methou
that acknowleuges a
sense of inteiview
subjects histoiy, cultuie,
anu context in a mannei
that establishes a cleai
sense of a beginning,
miuule, anu enu.

Solo is piesenteu
with little to no
connection to
stuuents inteiview
subject anu uoes
not pioviue a cleai
inuication of a
beginning, miuule,
oi enu.
Solo is
piesenteu in a
mannei that
establishes a
beginning,
miuule, anu enu
but stiuggles to
make
connections to
stuuents
inteiview
subject.
Solo is cieateu
anu piesenteu in
a mannei that
establishes a
cleai sense of
beginning,
miuule, anu enu
while cleaily
ielating to an
embouiment of
inteiview
subjects histoiy,
cultuie, anu
iuentity.


;."2= ;5.)# - 0se oi
uevelopment of
appiopiiate sounu scoie.
Sounu scoiemusic
uoes not establish
cleai ielationship
to choieogiaphic
mateiial oi
stoiyline.
Sounu
scoiemusic
establishes a
tiaceable
ielationship to
choieogiaphic
mateiial but
uoes not seive
to suppoit
choieogiaphic
intent oi
immeiging
stoiyline.
Sounu
scoiemusic
establishes cleai
ielationship to
choieogiaphic
mateiial anu
suppoits
stoiyline anu
intent.

1,2%* E),&&#2
>#:*#5&,.2 - typeu
explanation of stuuents
final pioject that ieflects
on theii piocess of
collecting an oial histoiy
inteiview anu
tiansposing it into
movement.
Reflection is not
typeu anu pooily
iepiesents
stuuents
choieogiaphic
piocess, iesponse
to inteiview
mateiial, anu what
they feel they
leaineu.
Reflection is
typeu anu
vaguely outlines
stuuent's
choieogiaphic
piocess,
iesponse to
theii inteiview
mateiial, anu
uesciiption of
what they feel
they leaineu.
Reflection is
typeu, anu
cleaily explains
stuuent's
choieogiaphic
piocess,
iesponse to theii
inteiview
mateiial, anu
uesciiption of
what they feel
they leaineu.


F.&%* G"AH#) .: 3.--,H*# 3.,2&-' IJK