CHRONOLOGICAL EVALUATION ACCORDING TO THE VIDEO.
0:00-00:26 The Four Gestures:
- Whilst I like the gesture routine I created, I am not performing them to exploit the emotions of a school kid. For example, my arms are bent too much, and so I need to extend them and point my fingers sharply, to express an attitude of a teenager.
- I need to also change from each gesture more sharply, creating a cleaner, crisper sequence.
- My facial expressions dropped on the repeat of each movement, and so working on this would help characterisation and give a more convincing performance.
00:26-00:39 Moving Chairs and Circle Movements on the chairs:
- We all need to coordinate how we move the chairs, weather we lift and carry them, or slide them across the floor, stepping on the beats of the movement
- The circles are effective in terms of giving a feeling of being out of control, but I am not accentuating the width of the circle, and need to lean further into it, giving a sharper look.
-Finally, some of us are holding the chairs on the side, some on the top, so this is something we need to discuss and align.
00:40-00:48 Standing and Swinging of the Chairs:
- I came up with this choreography, and so fully commit by pointing my toes and being up on the balls of my feet, making it more smooth and easy to stand and then fluently sit again. However, we are not all doing it, so for a more polished look we all need to point our feet.
- The grips that people have on the chairs will affect how high/fast they can swing them, so we need to coordinate that also.
00:56-00:59 The way we turn the chairs round
- You can see in the video that charlotte and I's chair clash as we try and turn them, as I go clockwise, and she does counter clockwise. This problem also occurs further down the line, so is something we need to polish off for a neater look.
01:20-01:29 - Pre lift and the lift
-Before I run towards Charlotte, I separate myself from the group so that I am still down stage right rather than left, but it means that I have a couple of beats of just standing there. This looks unrehearsed and as if i'm lost, so we need to find something for me to do in that gap
-The lift is smooth and fast, giving the atmosphere of a careless, fun, frantic classroom.
-However, I could point my toes to make it look more polished, without taking away from the adolescent feel of it
01:53-02:15 - The 'Church Section' and pulls from left to right
- The church section caught me off guard, from going from a social interactive part of the song to a formation, so I need to listen to the track more to remember where this bit falls.
-Facial expressions is something we are all lacking in this section, because we need to show the contrast of messy teenagers with the innocence and purity in this section
-The formation of this section works really well because it is 'pue-like' and angelic, but also demonstrates a good use of levels
-Going from the church section to tugging Raven from left to right is something we struggled with, as there aren't many beats until we get there, and so with the year 13 and 14 clumping together, it will be easier to get the sense of pulling and pushing from two bigger groups, rather than unbalanced sides.
02:22-02:33 - Fight duets
-Whilst charlotte and I learnt this quickly, it doesn't look polished or give the idea of slapstick aggression that we wanted
- When both of us go for the first punch, the other needs to react a lot more, bending backwards and swinging back as if its a reflex, with a strong arm and clenched fist.
-This idea of aggression can also be shown through a panicked facial expression
- I go through charlottes legs smoothly and in time, keeping the flow of the music and energy levels up
-However when she ducks, I kick over her head with my leg. I am not nearly enough extended, and my leg can go higher. This again gives an spontaneous, but intentional look to it, rather than a half hearted kick.
-When I fall for charlotte to catch me, I need to extend my left leg and relax my back, so it looks as if she has really caught me.
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