Projects

Abstract

The inspiration for this project transpires from my livelihood as a dancer. I am always deeply involved in others choreography, and from such I have obtained various stylistic approaches to choreographing. These include: pre-planned, collaborative, improvised, and motif-based. This project encompass a variance of these ideals to evoke emotions through movement, music, and variation or theme progression. Reasonably, my choreographic process entailed six dancers, rehearsing approximately two hours each week up until performances. Each rehearsal involved run-throughs and new material, which was recorded through video and/or written notation.

The basis for the choreography is entwined within a storyline of bullying. An adolescent, seeking inclusion within a group, falls vulnerable to bullying. After an internal struggle, represented through mirrors and an “invisible” companion, she finds comfort in reconciliation of herself and learns to be brave once again. This storyline provided the foundation for movement which in turn feasibly evoked the desired emotions within the audience and dancers: fear, depression, anxiety, and hope.

The change to the title was brought about through extensive thought about the message I hoped to portray. Initially I used the title “Reclaimed” to show how something broken can be brought back to life. However, the character the main dancer represented was never damaged. I believe “The Playground” set the stage and connected the performance quality to the storyline. The second change for the choreographic dance project was the amount of dancers. Due to recent limitations on dancers and several extenuating circumstances beyond my control, I cut down the expected number of dancers from twelve to six.

 

Larger Purpose

The purpose of this project is to help me embark and develop into the teaching world of dance bychoreographing a modern ballet work, which will support my chosen career to open my own dance studio after I graduate.

 

Goal

My main goal for my EDGE project was to choreograph a stylistic dance piece, using gained knowledge from courses taken at Southern Utah University, to portray how a storyline of bullying, movement, and music evoke different emotions. 

I achieved this goal through using pertinent knowledge from my improv, composition, and production and design classes. These classes taught me how to think on the spot; incorporate space, time, and qualities; and understand the process from tech to performance. The storyline of bullying is evident in the arrangement and intention of the dancers - all picking on the one. I based the movement on classical ballet in which hand gestures are common, and set the lead en pointe instead of slippers to further show the differentiation between her and the bullies. In addition to this, my production class expanded my knowledge and allowed me to portray the storyline by incorporating different colored costumes of blue and red, stage lighting relating to time of day, and high quality music.

 

Outcomes

Through designing, choreographing, and showcasing “The Playground,” I have begun a repertoire of experience to use for when I am a teacher or choreographer over a studio. Because there is a deficit of technically strong and affordable dance instructors, this project has given me introductory exposure I need to give opportunity to next the generation of dancers to become adept teachers.

The process of completing showcasing this piece has indeed been the first in many a dances I expect to create for my repertoire. At the studio I currently teach at here in Cedar City, many of the dancers lack a technique comparable to their passion. A strong basis of technique is the primary determinant in whether or not a dancer can enter the professional field and then teach when retired. As a teacher I will need to be able to think on the spot and adapt combinations to my students and their needs. I also need to understand how each of my students learns best. Choreographing has opened both of these concepts to me. All of this is evident within my deliverables in how I adapted the dance over time to meet the needs of my dancers and how I changed the way I taught them my choreography. With all this in my repertoire, it will be easier for me to build my reputation as a teacher to inevitably own my own studio.

 

Deliverables

I have provided edited videography of the process and final product as well as movement and production notes at the completion of my project. I also built a portfolio encompassing the initial undertaking of presenting and coordinating with faculty of the dance department and designers of the theatre department.

The deliverables presented include videography of several stages of the project, photography from the completed piece, and downloadable viewing documents including movement notes, production notes, and production portfolio. I have videos from the first rehearsal of my choreographing to the last performance and I am able to send them if wanted. I have currently only posted the ones which seemed most complete and pertinent to the portfolio.  https://mikahleenjones.wixsite.com/profile/projects

 

Differentiation

This project will allow me to stand out from others in my major as I desire this piece to be a collaborative endeavor between myself and my dancers. I plan to use their physical and emotional experiences to design and create. Also, a choreographed piece for the dance concert must first be presented to faculty members for approval, and is not required for graduation. Although there are many new challenges for me to face, such as keeping an audience in mind, developing my own style, and conveying emotion within the dance, I will gain the ability to diligently overcome with persistence and advice in my project.