Rehearsal & Direction
In contrast to the AQA GCSE Dance qualification choreography component, at A-Level, pupils are also marked on the use of their dancers. This implicates that the quality of performance delivered by their chosen dancers may also contribute to the overall grade. Because of this, the choreographer must take responsibility for the rehearsal process of their piece once choreographed. They must actively take the role of rehearsal director in order to achieve their desired outcome. 
 

Tips for this process
1. Create a rehearsal schedule.

2. Work to your dancers strengths - what can they bring to your work?

3. Use your dancers creative input within your work (this is common practice in the professional world)

4. Make sure elements such as timing, focus and projection are clear for all of your performers - this is YOUR responsibility. 

5. If something doesn't work despite investing time on improving it, let it go! Change this element. It is the choreographers role to reflect and adapt their work to best communicate the choreographic intention, do not place blame on your performers. 

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Program Note Writing

Learning how to write an effective program note, is a skill that takes many years to develop. A program note is crucial in directing examiners to view the choreographic work in the correct light and through the right tense. Failing to explain exactly what a choreographer has tried to achieve, clearly and succinctly, and how they have done this, can have significant repercussions on the grade achieved by the student.

 

Teaching notes for this process
1. Incorporate program note writing tasks at intervals throughout the academic year. Practice this skill as often as possible - this will help pupils with their analytical skills within other components too.

2. For further support, monitor the program notes of students and offer tutorials with individuals specifically for this element of their work.

3. Ask pupils to describe their work often - whenever they share their work at whatever stage, get them used to articulating their process. 

4. Encourage the use of subject specific vocabulary in all program note writing exercises and whenever they are describing their work. https://filestore.aqa.org.uk/resources/dance/AQA-7236-7237-SSV.PDF

5. Educate your pupils so that they understand that a program note is not an extra accessory within choreography but another integral piece to the larger puzzle. 
 

Performance 
If a pupil has given equal attention to all the stages of the creative process, the performance stage should be an extremely enjoyable experience where they can sit back and become an audience member for their own work. Remind students that they have done all the necessary research required, they have experimented with many different ways of generating movement and developing these movement ideas, they have carefully considered how they will present these ideas and how they fit in relation to their chosen aural and physical setting, they have rehearsed their dancers and learnt how to utilise their skills to the maximum to achieve a desired outcome and lastly, they have conscientiously written guidance in the form of a program note, so that the examiner knows exactly what they want them to see and why!

 

That is an amazing journey that they should be extremely proud of.   

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