The Arts · Grade 11 · Choreography and the Moving Body · Term 2

Choreographic Devices

Exploring techniques like repetition, canon, retrograde, and inversion to develop dance phrases.

• Ontario Curriculum Expectations
• DA:Cr2.1.HSII
• DA:Cr3.1.HSII

About This Topic

Choreographic devices are the building blocks of dance composition, offering choreographers tools to manipulate movement and create meaning. This unit focuses on fundamental techniques such as repetition, which can intensify emotion or highlight a motif; canon, where movement is echoed by different dancers, creating layers and complexity; retrograde, performing a sequence backward; and inversion, performing it upside down or reversed. Understanding and applying these devices allows students to move beyond simple sequences and develop sophisticated choreographic studies.

By exploring these devices, students learn to analyze the structure and impact of dance. They begin to see how manipulating time, space, and dynamics through specific techniques can shape audience perception and convey narrative or abstract ideas. This analytical lens is crucial for both creating original work and critically evaluating the choreography of others. The ability to deconstruct and reconstruct movement phrases using these tools fosters a deeper appreciation for the art form.

Active learning is particularly beneficial for teaching choreographic devices because dance is an embodied practice. Students learn best by doing, experimenting with these devices physically, and observing their effects in real time. This kinesthetic engagement solidifies understanding far more effectively than purely theoretical study.

Key Questions

1. Design a choreographic study using at least two different choreographic devices.
2. Analyze how the use of repetition can build tension or emphasize a theme.
3. Evaluate the effectiveness of a specific choreographic device in conveying a narrative.

Watch Out for These Misconceptions

Common Misconception

Repetition is just repeating the same thing over and over.

What to Teach Instead

Repetition can be varied in its execution, such as changing the dynamics, speed, or spatial pathways. Active exploration allows students to discover these nuances and understand how subtle changes in repetition can alter the emotional impact or thematic emphasis.

Common Misconception

Retrograde and inversion are only useful for complex, abstract dances.

What to Teach Instead

These devices can be applied to simple movements to create surprising effects or to develop narrative clarity. Through physical practice, students can experiment with applying retrograde and inversion to everyday gestures, seeing how these transformations can add layers of meaning or humor.

Active Learning Ideas

Device Exploration Stations

Set up four stations, each focusing on a different device (repetition, canon, retrograde, inversion). Students rotate in small groups, spending 10 minutes at each station to explore and record movement phrases using the designated device.

40 min·Small Groups

Canon Creation Challenge

In pairs, students create a short (8-count) movement phrase. One student performs it, and the other immediately begins the same phrase as a canon. They then experiment with variations in timing and spacing.

20 min·Pairs

Retrograde and Inversion Study

Individually, students choose a 4-count movement phrase they have created. They then practice performing it in retrograde (backward) and, if possible, in inversion (e.g., upside down or with reversed limb movements).

15 min·Individual

Frequently Asked Questions

How do choreographic devices help tell a story in dance?

Devices like repetition can emphasize a character's obsession or a recurring theme. Canon can show different perspectives on an event or the spread of an idea. Retrograde and inversion can represent memory, distorted perception, or a shift in viewpoint, adding complexity to narrative progression.

What is the difference between retrograde and inversion?

Retrograde involves performing a sequence of movements in reverse order, from last to first. Inversion involves performing a movement sequence upside down or in a reversed manner, such as mirroring limb movements or spatial pathways. Both alter the original sequence significantly.

Can students create their own choreographic devices?

While this unit focuses on established devices, students can certainly experiment with variations or combinations. The goal is to understand the principles behind manipulation of movement. Through creative exploration, they can develop unique approaches to structuring dance phrases.

How does active learning enhance understanding of choreographic devices?

Embodying these devices through physical practice is key. Students directly experience how repetition builds intensity, how canon creates texture, and how retrograde or inversion can alter meaning. This kinesthetic learning, combined with peer observation and discussion, solidifies abstract concepts into tangible choreographic tools.