Transcript Exam Paper Revision Music and Costume

EXAMPLE EXAM QUESTIONS
Revision – Costumes and Music (Faultline and Nutcracker!)
Revision
 As you know you all have mock GCSE exams
coming up before Christmas.
 We are starting revision now in preparation.
 Please try to answer all questions fully and
when going through the paper write in
anything you missed out so we can use it as
revision.
The two pieces you are going to discuss are
Nutcracker!
(Make sure you also use the !)
Faultline
You have watched these DVD’s so you
should be aware of the work.
Spend 5 minutes working with a partner
discussing both pieces - concentrating on
costumes and music and accompaniment.
Costume
•Is it realistic, abstract, characterised
and their advantages and
disadvantages.
•Relationship between costume
design and dance content.
•What are the features: Practical
aspects, allowing and restricting
movement, cost, formal, line, size,
weight, colour, texture, decoration.
Accompaniment
• Is it – Silence, Spoken word, Spoken
poetry or prose, Orchestral,
Computerised Sound (natural and
found/ man made) or Music in a range
of styles
•What is the relationship of dance to
music: Correlation, visualisation,
identification or enhancement of
mood or character, narrative, mutual
coexistence, disassociation and
juxtaposition.
•What are the features: Tone, texture,
dynamics, style, structure,
orchestration and rhythm.
Answer all questions fully
 Name the two professional dance works you
will refer to in this paper.
 Work 1: Nutcracker!
 Choreographer 1:
............................................................................
 Work 2: Faultline
 Choreographer 2:
............................................................................
Make sure you are referring
to Work 1
 1 (a) Describe a costume from work 1.
(2 marks)
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Question 1a and 1b Answers
and Help
 1 (a) Describe a costume from work 1. (2 marks)
1 mark for a basic description, e.g. In Nutcracker!
Clara wears a dress.
2 marks for a more detailed description, e.g. In
Nutcracker! Clara wears a bright blue and white
spotty dress with a white petticoat, so when she
spins the dress flares and goes out, which makes
it look like a Childs party dress.
 Examples may refer to, for instance:
colour, style, era, texture, length, design,
individual features of costumes.
Complete for Nutcracker!
 1 (b) How does the choreographer use this
costume in work 1? (3 marks)
........................................................................
Answer and Help for Question 1b

1 (b) How does the choreographer use this costume in work 1? (3 marks)

1 mark for a simple response, e.g. Clara’s costume shows she is different
from the others.

2 marks for a more detailed response, e.g. Bourne uses the Clara’s
costume to determine her from the other characters, the spotty dress makes
her look like a young girl in a party dress which helps show her character.

3 marks for a well written thorough, coherent response, Another example
could be - Bourne uses the costumes to determine the different characters,
for example their wealth. The orphans wear a dull grey to show they are poor
and then changes to brighter more luxurious colours for the costumes when
they change into sweets. The sweets are dressed individually to show
different personalities which is reflected in the music.

Examples may refer to, for instance: age, gender, context – social,
geographical, historical, humour, identification of character,
identification of groups of dancers, mood/atmosphere, ease of
movement, sculpt body, enhance body line.
Now complete answer for
Faultline
 1 (c) Describe a costume from work 2. (2 marks)
 ..................................................................................
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 1 (d) How does the choreographer use this
costume in work 2? (3 marks)
 ..................................................................................
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Faultline Costumes
 Gender Specific
 Girls – Black, pleated satin skirt, dark grey
metallic halter neck top or see through blouse
with black bra.
 Boys – Black Fitted shirt with ¾ length sleeves,
brightly coloured different ties and wide legged
black trousers.
 Could be worn today, so current costume. Boys
wearing costumes for modern world, slick and
confident looking. All similar colours which help
to unify in ‘Gang’. Easy to move in and do not
restrict movements.
Accompaniment – Copy out table
below to compare music
Nutcracker!
Tchaikovsky - Classical and Orchestral
Composed in 1892 for the original production
Older traditional classical music.
Faultline
Sound Artist – Scanner
Composer – Errolyn Wallen
Soprano – Partricia Rozario
Live music with recorded solo voice. Recorded sounds inspired by city
life. Modern electronic sounds with eerie high pitched singing from the
soprano .
Voices are distorted and muted, they sound as if they are ‘trapped’
inside something. Textures and harmonies inspired by Bach cantatas
and city sounds. Patricia Rozario’s voice is stretched and amplified.
Sounds metallic and scratchy. The trapped sounds create tension.
Now try to answer this
question
 2 (a) What type of accompaniment is used
in one of the professional dance works that
you have studied? (1 mark)
 Name of work:
.......................................................................
.......................................................................
 Type of accompaniment:
.......................................................................
.......................................................................
Answer for 2a
 2 (a) What type of accompaniment is used
in one of the professional dance works that
you have studied? (1 mark)
 1 mark for correct identification of e.g.
orchestral, electronic, recorded found and
natural sound, song, traditional, spoken
word.
Try to now think about the
dance and the music
 2 (b) Give an example from the work that
shows a relationship between the dance
and the accompaniment. (2 marks)
 .......................................................................
.......................................................................
.......................................................................
.......................................................................
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Answer for Question 2b
 2 (b) Give an example from the work that shows a
relationship between the dance and the
accompaniment. (2 marks)
 1 mark for a simple answer, e.g. In Faultline the
opening trio of dancers dance over the music.
 2 marks for a detailed, appropriate example from the
named work.
 For example, In Faultline the opening trio of
dancers dance over the music, the scratchy metallic
sounds create tension which is shown in the street
life style of the lifts in the trio.(This example is
worth two marks as it includes an appropriate
example of the accompaniment and explanation of
how it links with the movement).
Now give examples from the
other work (remember is worth 2 marks
so
make 2 different points)
 Explain two ways in which the choreographer
uses accompaniment in the other professional
dance work that you have studied. (2 marks)
 ............................................................................
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............................................................................
............................................................................
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Help for Question 2c
 2 (c) Explain two ways in which the choreographer
uses accompaniment in the other professional
dance work that you have studied. (2 marks)
 1 mark for each use of accompaniment (looking for
contributions here), e.g. In Nutcracker! The musical
is orchestral and classical, in the Sweetie land
section Bourne uses the music to establish the
different characters, for example The Knickerbocker
Glory as sly and sleazy so the music is a slower
pace which suits his slimy movements but the
Gobstoppers is fast paced which suits there
boisterous style of jumps.
Extra Revision
Nutcracker! (Matthew Bourne)
Liquorice Allsorts
Think about the
costumes of the
Liquorice Allsorts.
Complete detailed
revision of costume
using points below.
Use Of Costume
Possible Points for Discussion
 Support/create character
 Associate with theme
 Enhance alignment of
movement
 Define contrast of groups
onstage
 Form a relationship to the
set design
 Enhance the dancers’
dynamics
 Link to the era of the dance
 Enhance the lighting
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design
Link to a cultural setting
Define gender
Suited to dance style
Provide visual clue to
narrative
Evoke a particular mood
Additional Discussion Points
 Adds realism/fantasy
 Indicate time of day
 Enhances flow to
movement
 Links to geographical
setting
 Adds colour interest
 Masks support
 Indicates age
characterisation
 Suggests season
 Adds humour
Nutcracker! By Matthew Bourne
Costume Designer: Anthony Ward
Liquorice Allsorts Costume Details
!!COPY DOWN!!
 The two designs for these characters clearly separate the
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trio in terms of gender
Justify this point by explaining how the costume design
captures this
The costume links into the cultural reference of the
dance style – Spanish - and reinforces the music used for
this trio
How do features of the design capture a typical Spanish
flavour whilst retaining their reference to Allsorts?
Evaluate the effectiveness of either points raised or
both?