8th February: Friday
Group piece- All that jazz:
The objective for this lesson was for Dylan and Marshall to teach the choreography to me that they had made previously. We wanted to have taught me all of the choreography and to even add more choreography on in aim to finish the choreography for the piece.
Marshall and Dylan created choreography for All that Jazz.
Reflection and Evaluation:
What went well was that I had quickly learnt the choreography and that we were able to reach a spot where we could finish the dance. I was able to add my own choreography ideas such as the corner walks and sharp turns you can see this at 01:25 in the video below. The fact that Savannah wasn’t in made it difficult as it was harder to map out spacing and think of formations for four people with only three, which made it seem like we were choreographing a trio rather than a group dance.
I've learned choreography and added choreography, rehearsal video.
Problem solving:
When it came to the spacing, we sorted out where Savannah would stand and worked round that. The targets for the next session are: to teach savannah the choreography and do some cleaning with spacing and timing.
Duet- Alice in wonderland part 1:
The objective of this rehearsal time was to establish what the dance will entail, if it was a character or story dance. We came up with the entrances of the characters and them meeting. When we started to listen to the music and get inspiration for the choreography, we noticed there were changes in the music which we could work from, and we began to section off the music into phrases. (picture below)
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| List of phrases and sections for the choreography. |
Reflection and Evaluation:
Splitting up the music is effective as it will allow us to stay focus on what we want to convey in said phrases for example in phrase 5 we want and abstract piece of partner work, this is helpful as it won’t let us lose narrative. What was difficult was how to choreograph for a specific character for example for Alice she’s confused and curious so the movement I came up with was her doing balances with her hand above her head as if she’s looking for something.
Problem solving:
With the entrances of the characters we’ve left those open as ideas and inspiration for the idea of choreography. Targets are to start on choreography for phrase 5.
13th February: Wednesday
Group pieces- All that jazz:
Again, Savannah wasn’t in so we just filled the small gaps of choreography and altering the section I made previously adding sharp turnings and hip walks, but to make sure that she could catch up, we recorded the video and sent it to her. I have set the deadline of everyone knowing the choreography to be ready for when we come back after the break.
Rehearsal of choreography: All that Jazz.
Duet- Alice in wonderland part 1:
The objective of this session was to start choreographing for phrase 5, the main abstract part. Listening to the music there was a section where there are 16 fast beats, so we made 8 actions/movements to do in canon to show that Alice is following the Rabbit.
Reflection and Evaluation:
Thanks to mapping out what we wanted to do in each phrase, we found it easy to get started. What was good, was that creating the choreography wasn’t the problem, however the way we did the movement was. For example, the beats in the music were too fast to execute the movements clearly, I think this is because when its only two people canon looks like someone is out of time.
Sequence of 8 movements from phrase 5.
Problem solving:
In order to make it look tidy and make sure the timing is doable, we decided to cut the idea of the canon and to do it in unison at half the speed. Where even though the intention of the canon was gone, it still looked good. (video below of unison section)
Solo- Contrast:
The objective of this session was to find the music I wanted for my solo. I had wanted to find two opposite types of music that give off a happy/sad mood and the theme of shifting between two worlds. I was looking for two songs that had similar tones and sounds so that’s easier to edit them together. For the shadow I've chosen a happier, peaceful and calm piece of music and then to show I'm in reality I've chosen a darker and deeper piece of music. Then later at home I began to edit the two pieces of music together, using the audio editing software called audacity.
Reflection and evaluation:
What was good was that I was able to create a sufficient piece of music to choreograph to but the process of choosing which parts of the two tracks to use was difficult, to ensure that, I was capable of choreographing to it. It was also difficult making sure the cuts weren’t noticeable.
Problem solving:
To be able to have a smooth cut of the music I kept replaying it over and over again, playing it by ear to see if you could notice any jumps in the music. Target for the next rehearsal is to have a motif ready for both life and shadow.
14th February: Thursday
Solo-Contrast:
The objective was to create the motifs for shadow and life. The life motif has weight focused movement, whereas the shadow motif is fluid and light. (videos below)
Explaination on what my solo is based on.
My original motifs.
Group pieces- All that jazz:
The aim of this lesson was to teach Savannah the choreography, this was important because that would make everyone up to date with the choreography.
Rehearsal video with Savannah; All that Jazz.
Reflection and evaluation:
It was good as Savannah knew and picked up the choreography, and that everyone was up to date. However, the whole piece was very messy and not very exciting this is because Savannah had just learned the choreography and because the choreography had no dynamic change.
Problem solving:
With the intention of not bombarding everyone with improvements during rehearsal, at home later today I made a list of improvements that I'll present to them tomorrow, I made this list by watching todays rehearsal video. Some examples are: points forward and backward should be changed as originally, they were alternating for 7 stating with going to the back but to add dynamic to change it to 3 and then in a canon go towards the front, when in the vertical line to make sure we are in the center of the stage, and finally the timing of the end poses. The target will be for everyone to have applied these corrections.
Group pieces- You can’t stop the beat:
The objective of this session was to start working on the dance for the new group piece ‘you can’t stop the beat’ from Hairspray, we chose the Glee cast version as the beginning of the song is slower. We had help from our jazz and musical theatre teacher to create the choreography for the first chorus and beginning of the second verse.
Reflection and evaluation:
What worked well was that, because of the fact that our teacher had helped us we got choreography done a lot quicker and only had to focus on remembering the choreography. The tricky part was trying to sing and dance at the same time especially since I'm not a singer.
Problem solving:
In order to ensure everyone remembers the choreography and knows what part that need to work on we recorded it as a group and individually. (videos below) Targets are to start going to singing and work on the choreography timing and adding to it.
Group video of You Can't Stop The Beat choreography.
Solo video of You Can't Stop The Beat choreography.
Dylan's solo video of the You Can't Stop The Beat choreography.
Marshall's solo video of the You Can't Stop The Beat choreography.
4th March: Monday
Group pieces- Hard to say goodbye:
The aim was to start working on our finale number ‘Hard to say goodbye’ from Dream girls. We created and finished the choreography today. We improvised at first and then everyone started submitting their own ideas.
Reflection and Evaluation:
Hard To Say Goodbye choreography base video.
Problem Solving:
We recorded the choreography so we can all see what looks nice or what doesn’t. Targets for next time is to allocate lines so we can start rehearsing the song in singing.
6th March: Wednesday
Duet- Alice in wonderland Part 2:
Today we wanted to start choreography for the second duet. The second duet will be a continuation of the Alice in wonderland duet we were working on previously. In the style of lyrical-contemporary we accomplished a minute of choreography. As it’s a lyrical routine to get started we used the lyrics at a base for the movement along with improvisation. (video below)
Alice part 2 choreography, rehearsal video.
Reflection and Evaluation:
What went well was, by using the lyrics it allowed us to create choreography quickly and it also tells the story. For example, to symbolise the lyric ‘maddest of hatters’ we had the movement of putting on a hat. What was difficult was that we had different choreography ideas as we are different dancers, for example, I wanted a full body movement whereas Marshall wanted isolation with the arm.
Feedback- from Peers: Too many gaps between movements, add more dynamics, levels and partner work.
Problem Solving:
We experimented with movements using trial and error, for example, testing out both of the ideas Marshall and I had and chose the one which was more engaging. The targets for the next rehearsal are based off of the feedback which was to add more dynamic, levels and partner work.
8th March: Friday
Duet- Alice in wonderland part 2:
The objective of this session was to add more choreography. We continued using the lyrics as a guide for the movements and incorporated partner work such as lifts and contact work.
Applying research:
Taking the motifs from the first part of the two duets, adding them to the second which connects the two parts together.
Reflection and Evaluation:
We had sufficient partner work, for example the dip under the lyric ‘sapphire skies’ this is because of the placement in the space, as it allows us to direct our focus to the ceiling which completes the illusion of people stargazing. Creating choreography is something that wasn’t working as usual today, there were times we both felt stuck when it came to choreography, and why we only added 6 lines of lyrics of choreography today. I think this was because it was the end of the week, where we were both mentally and physically drained.
Some feedback (teacher)- think about the spacing and the relationship between Alice and the Rabbit, also to focus on the smaller details.(peers)- to be more confident in the movements and to work on characterisation.
Alice part 2 choreography, rehearsal video.
Problem solving:
In order to not get caught up in a mental block about choreography, we went over what we did add and filmed it. We then reviewed the video together and talked about the improvements we have to make, as this allowed us to take a break and rest. Targets are to finish the choreography and add more partner work.
Solo- Contrast:
The objective of this lesson was to make a start on developing the motifs. I wanted to achieve at least three developments as that will allow me to have a good starting point. I started to think about how I could develop the motif such as: levels, direction and fragmentation, etc.
Reflection and Evaluation:
I decided to retrograde the circular spring and do an en dedans turn on a fondu, also I changed the order of the retire to fall sequence making it the retire first the back to retire you can see this in the video below this was good as I changed the dynamic and direction of the movements. Unfortunately, I was only able to create one development.
The feedback(teacher and peers)- to create a concept and to know what I want to communicate. This will be my target for the next rehearsal.
15th March: Friday
Solo- Contrast:
The objective of this session was to create more developments of the shadow motif. At the end I wanted to be able to start piecing the developments together, because I need to start bring the solo together into choreography. Keeping in mind, space, dynamics and direction, I made 4 developments of the shadow motif.
Applying research:
I also introduced the idea of parkour and having blocks as the set, this is because in the game the main character uses ordinary objects to move around and solve puzzles in both shadow and life. These blocks will only be able to be moved when I'm in a physical form and will be used when I'm a shadow as the finish to the solo. This gives me to research about parkour in life and videogame and also using objects/props in choreography.
Reflection and Evaluation:
I was able to fully concentrate on developing the motifs, as I was able to create 4 in the time. I was also able to give my solo a purpose such as the parkour task which replicates a game where in a scenario you can’t move on unless you complete it., as in my solo I will be moving the blocks scattered around the stage into a staircase.
Problem solving:
By adding the parkour it creates the connection between the videogame and the dance. The target for next rehearsal is to have connected the motifs together and to research using props.
Problem Solving:
Problem solving:
Duet- Alice Pt2:
The objective was to run through it to pick up things that needed improvement. This is important because it helps us to see if any part of the choreography isn’t as affective as it could be or if something doesn’t belong there completely. We did this by showing our teacher as an outside perspective to see it as a whole to be able to know if the narrative if getting across.
Reflection and evaluation:
Having an outside view on the choreography worked great as it allowed the opportunity to spot slight improvements without taking myself out of the space and just watching Marshall execute the choreography. What didn’t go as well was when a problem was spotting, we got too caught up in trying to solve it in the moment, where as we could’ve addressed the problem but come back the next day with ideas. I think this was because of my need for everything to be correct so if I find a small issue, I want to solve it right away and as quickly as possible. We received feedback about how there’s always a certain gap between me and Marshall when we dance and that the relation between the characters aren’t showing because of it.
Problem solving:
The problem that raised was the spatial relationship between the two of us and that the character relationship wasn’t showing. In order to solve that we decided to be really close together as if were one and not too people as we do similar actions with slight differences so a closer proximity would solve the character relationship. We also had the problem of me not being comfortable with doing turns in second so we changed that to me doing chaine turns around Marshall while he does the turns in second. Target is to keep rehearsing with a spatial relationship in mind and timing.
17th March: Sunday
At home I decided to run the motifs and try and figure out an order in which to do them, listening to the music and the fluidity of the motifs into one another. (picture below)
I also decided on the idea of having 6 blocks to act as the staircase and the placement of these blocks. (picture below)
18th March: Monday
Group pieces - All that jazz:
The main objective was to teach Dylan and Savannah the new choreography. I had come in an hour early with Marshall, to create some more choreography, as I felt that I needed to add a bit more movements to teach otherwise it would make the progress slower. I wanted to be able to teach it quickly to make sure everyone knew the choreography when we left as the performance was drawing closer and closer, so we needed to pick up the pace. I began to demonstrate with Marshall how we changed the choreography and I displayed Dylan’s and Savannah’s parts to them separately so they had an idea of what to do.
The new All that Jazz choreography video.
Research:
I used the stage show and choreography video online to draw inspiration for the choreography so I could have the choreography as close to Fosse’s style as possible.
Reflection and Evaluation:
I was able to reach the end of choreography that I had planned for that lesson, this was good because with the little time that we have, we need to make sure less time is wasted on learning the choreography and more time on perfecting it. The actual process of teaching the choreography was difficult today, as there was some resistance from Dylan and Savannah to not learn it, as they weren’t taking directions and being on their phones while I was trying to talk to them about the choreography and while running the piece. When I was clearing up a question from Marshall, mid explanation, I was cut off by Dylan changing and ‘correcting’ my choreography, where his ‘solution’ broke the formation and the effect I had wanted. I think this behaviour was partly shock and annoyance, as I had not told them I changed the choreography until this morning and the fact that they had choreographed bits and pieces of the last version of the choreography. The tension became really high and grew throughout the rehearsal time, I even snapped at Marshall when I was explaining another thing when he had done nothing wrong, but because of the irritation of not being listened to I was on edge.
I watched the videos back and noticed the lack of energy and performance and felt that some people weren’t taking it seriously and put no effort in performing the dance.
Rehearsal of the new All that Jazz choreography part 1.
Rehearsal of the new All that Jazz choreography part 2.
Problem Solving:
Because of all the tension I went as quickly as I could to teach the choreography so we could call it a day for that particular piece so we could go and break for lunch to clear our heads. During the rehearsal I noticed a lot of technical issues but because of the tension I didn’t mention them so I saved all the improvements for the next rehearsal.
Duet- Alice pt1:
The objective of this rehearsal was to add more choreography to the first duet as we had been mainly focused on the second part, this was important because there wasn’t a lot of time left before term break so our focus had to be on the first duet. We started looking at jive and charleston dances as we decided that the first dance was more of a character dance than a story piece and that those dance styles portray characters well, but we also wanted to add comedy and those two dances do that well too.
Research:
Watching videos from strictly come dancing on jives and charlestons showed us that these dance style could portray our characters quirkiness, helping us connect with our characters and relationship between Alice and the rabbit. We also watched simple tutorials for jive steps so we could learn and incorporate them into the dance.
Reflection and Evaluation:
What worked well was that we figured out that we wanted comedy and that it was more of a character dance. we were able to find a way to add comedy using jive steps and inspiration from charleston and the mistake ballet waltz. We spent the majority of the hour looking at the tutorial and trying to learn the steps. I found the steps hard to pick up at first but after repeating them many times I was slowly getting better to help me get the steps Marshall told me to take smaller steps and add a slight bounce to the steps.
Addition of choreography to Alice part 1 choreography.
Problem Solving:
We didn’t know any jive steps so to solve that we watched some tutorial videos from Youtube for the basic jive steps. We chose to have the main focus be on characters rather than storyline because we were having trouble thinking of the choreography as the story part, we are doing is small; Alice meets the rabbit and follows him down the rabbit hole. As we were doing a second duet with Alice and the rabbit it was better way to introduce the characters to the audience by making the first a characterisation piece. The target for next rehearsal was to keep adding more choreograph and expand on the partner work.
20th March : Wednesday
Duet- Alice Pt2:
The main focus today was to add more choreography and partner work. We wanted to get as close to the end as possible to speed up and get to the cleaning stage moving away from creating. We thought about quirky movements and proposed ideas for choreography and ended up creating and adding a minute of choreography; we had 2:08 out of 2:36 with only 30 seconds left to create.
Research:
Looking back to more strictly come dancing videos, something that really inspired me was how the contestant and their dance partner travel around the stage creating a circle. So, I used that as inspiration to have Marshall and I gallop together around the stage in that circle shape.
Reflection and Evaluation:
What was good was that we created a lot of choreography that was weird, bizarre and comedic I think that the choreography showed that the relationship between the rabbit and Alice was growing and they were starting to become friends. what I found difficult was remembering it fully or going full out as we created a lot in a short time and it was the end of the day so I was tired which made my energy go down and this is shown in the video below.
Addition of choreography to Alice part 1 choreography.
Problem Solving:
We were able to create choreography fast because we were sending out loads of ideas as we were inspired from the videos, we saw the other day and through trial and error we decided on certain parts. The targets for the next rehearsal are to go over the choreography and to finish the choreography.
22nd March: Friday
Group pieces – All that jazz:
This morning the objective was to go over the choreography with Dylan and Savannah before the midpoint assessment, then to add more choreography on and when Marshall arrived to teach the new choreography to him. I gave savannah feedback about her arms and her feet: be sharper and force your arch more. I also worked with Dylan giving him corrections like what directions to face and the timings. I added more choreography just after the second verse finishes.
Research:
The choreography I added was inspired from the Broadway/stage show version on Youtube as I was trying my best to follow Fosse’s style.
Reflection and Evaluation:
This rehearsal went well as they were more accepting of the choreography and the fact that I was being marked on the choreography helped towards that willingness to cooperate. I was able to add on to the choreography. The only thing that was difficult was spacing because Marshall wasn’t here at the beginning. The feedback I got was that it was more stylised and the choreography was better but I just need to add more to finish the piece.
Rehearsal video of All that Jazz.
Problem Solving:
The day before on the way home I had spoken to Dylan about my intentions of changing the choreography and we agreed that it was okay for me to take over this helped Dylan understand and agree to work together instead of against. I created the movements that I added on by following the lyrics and by trial and error.
MIDPOINT ASSESSMENT: (feedback and logs on presentation page)
25th March: Monday
Group pieces- You can’t stop the beat:
This rehearsal we focused on finishing the choreography for ‘You can’t stop the beat’ as we had only had half of the song choreographed. We added some partner work and canons.
Research:
We watched some different versions of the song being performed and used some of the movements as inspiration.
Reflection and Evaluation:
The rehearsal went well as we were able to complete the choreography, adding canon, levels and variations of repeated movements We were also performing the dance with more energy as we got feedback saying “it felt like you were really performing it and not just carrying out choreography” and how it was a big step up. What I think didn’t go as well was that the choreography vaguely represented 60’s dance, I think this is because we were in a rush to finish it that we weren’t relying on research. Video of finished choreography below.
Completed You Can't Stop The Beat choreography.
Problem Solving:
A problem that we had was spacing and to solve that we tried many formations such as: being in a collective group in the middle, diagonal line, staggered lines and a square. We eventually decided on to go from a diagonal line into a square position and you can see this in the video at 2:34-2:39. We thought this staging is better as Marshall and I are mainly dancing while savannah and Dylan sing at the back.
Solo- Contrast:
After the feedback I had gotten at the midpoint assessment that my music wasn’t working and that it wasn’t
helping with making a narrative. I decided to go searching for a new song that I could find a narrative and linking it to the game. I came upon the song ‘Shine a light’ by BANNERS and as I listened, I noticed that I could relate this back to the game and give my piece a story as some of the lyrics are “Light will lead the way” “when the night falls Oh, call on me” as in the game there are various light sources that you can manipulate to create a path and that in the night is when there are shadows around and this relates as the character that I'm playing can shift in and out of the shadows. I had also decided on cutting the number of blocks down to 3, as it worked better music and choreography wise.
27th March: Wednesday
Group pieces- All that jazz & You can’t stop the beat & Hard to say goodbye:
The aim of this rehearsal was to clean and tidy the execution of the choreography. I wanted to run through the piece and receive feedback from a teacher as I’ll get an idea of what to change or adapt. We ran through the piece once to show the teacher and from there we slowly went through making the specifics of the choreography known while making small amendments to the choreography.
Reflection and Evaluation:
Even though Savannah wasn’t in we were still able to improve on the quality of our performance and the technical attributes. What went well was that we were able to improve on the details, such as in All that jazz how the arms sway behind our backs while we walk, or the formation we were in; diagonal or scattered line. Something that didn’t go well was Dylan not participating in the rehearsal halfway through You can’t stop the beat, I don’t know why this was but it made it harder to improve the choreography as it was only me and Marshall dancing, this also brought the mood and atmosphere down. We received feedback to put more energy and have a blank facial expression as we’re meant to intimidate the audience for all that jazz. We needed to work on timing for you can’t stop the beat and that the choreography for Hard to say goodbye is not working for the type of song it is.
Problem Solving:
During the time we were going through the All that jazz choreography, Dylan was having a hard time understand the movement of the arms swaying so I got him to imagine he was holding a box and moving it side to side to keep his hands an equal distance apart from each other. Instead of wasting time to convince Dylan to join in again Marshall and I continued with just the two of us to keep the progress going and when the next rehearsal came around to tell both Dylan and Savannah together. We had a conversation about the situation with hard to say goodbye and came to the decision that it should be more personal and be sung rather than having a lot of movement, as the movement take the intention away from the song.
29th March: Friday
Group piece- All that jazz:
During the midpoint I received advice that I should skip through the song until the last few lines to make it easier for everyone instead of trying to create choreography and teaching it for the whole song, as that can add pressure onto everyone. I wanted to be able to complete the choreography as the Easter break was approaching and we needed the rest of the time to tidy it up.
Reflection and Evaluation:
I was able to complete the choreography and added more repertoire from the original choreography by Fosse. I was also able to add little ‘showcase’ sections where everyone did a pose in the middle. This rehearsal went really well compared to previous ones and that we were really productive. I mention to Savannah that she needs stringer arms during her section and Dylan need to go full out all the time and that Marshall needs to move his hips more throughout. (video below)
Completed All that jazz choreography.
Problem Solving:
So, we can have a smoother run through I need to edit the music so we don’t need to stop to skip it through to the part we continue dancing.
1st April: Monday
Solo- Contrast:
The aim of this rehearsal was to experiment with the music and visualise the narrative of the piece. I wanted to find a base for movement and new motifs as some of them that I had made were made with the previous music in mind and with the change in tempo and dynamics they wouldn’t work. I did this by improvising and incorporating the two original motifs.
Reflection and evaluation:
I was able to establish at what parts of the song I had wanted to use the blocks and the path of travel I take. This is good as it was less things to worry about as the amount of time that I had left to work on this piece was decreasing. I also had a clear view on how I wanted to use the blocks.
Problem Solving:
A problem that I thought would occur with the blocks was the process of moving them during the piece, I can’t have them too heavy and there needs to be an easy way to pick them up, so the blocks would need to have handles and to be light enough to carry, but durable so I can stand on them.
Group pieces- All that jazz:
Over the weekend I had edited the All that jazz music to shorten it, to reach the ending part of the song where all the excitement is. The aim today was to run through with the music even though Marshall wasn’t in. I used this time to go over the choreography with Dylan and Savannah to insure they fully understand and know the choreography.
Reflection and evaluation:
I had gone over the choreography with Savannah and Dylan separately and then all together as a group and this was good because it allowed me to see what parts they needed help with and if I needed to adapt any part of the choreography. The things that weren’t as good were the spacing as Marshall wasn’t in and the technical side like timing and certain movements. (video below)
Rehearsal video of All that Jazz.
Problem solving:
There was a small bit in the beginning where Savannah kept forgetting the next one movement so I told her that if she can’t remember to just hold the previous position strongly and re-join on the next part you do remember.
Group pieces- hard to say goodbye:
Dylan had mentioned that we should use the repertoire from the film Dreamgirls as it has less movements and we could make it more personal. So, we looked at the choreography video on YouTube to learn it. We did this because we all noticed that the choreography we had made wasn’t working and we needed to tone it down for the style of song. We learned the movements easily and included the bow section at the end. The target for next rehearsal is to teach it to Marshall and clean it up. (video below)
learning the repertoire for Hard To Say Goodbye.
3rd April: Wednesday
Solo-Contrast:
My objective for today was to keep running through and gaining ideas for choreography and motifs. I ran through it a couple of time and then I showed my peers for some feedback.
Reflection and Evaluation:
I was able to get more of an idea of how to develop the original motifs, I was able to use the time and space effectively because even though Dylan and Savannah were working on their duet, we split the studio in half so we both could work on things. Something that was difficult was that I couldn’t work with the blocks and had to use chairs, not only were these more difficult to use but the floor was slippery and a chair I was standing almost tipped over. The feedback I received was “open up more and fully stretch out with your arms” “relate back to where you want go more”
Rehearsal video of my solo.
Problem solving:
Due to almost falling off the chair with the floor I decided that when I'm in that studio I will not stand on the chairs or I'll be very cautious. My targets will be focused on the feedback so I'm going to focus on showing that the block in the corner is my destination and to go fully out with the movements.
4th April: Thursday
Solo- Contrast:
I came in early today to work on my solo, so I could have the studio space to myself to choreograph as I didn’t want any distractions from anyone. I looked back on my videos and at my motifs and began to have a clearer idea of what movement I wanted to do
Reflection and evaluation:
I was able to create more ways to direct the focus to the block in the corner such as to keep coming back towards it and having my arms reaching out too I decided on cutting the music after it slows down as a way to show that I have reached the destination. Something that wasn’t as good was that I still hadn’t finalised the movement I am doing and the time available in the studio isn’t available after today
Rehearsal video of my solo.
Rehearsal video of my solo.
Problem solving:
I need to go and develop my motifs and create the solo by the time we come back from break to do this I will watch back the videos I have taken and use them as the base for my choreography and develop the motifs using the footage.
Tech week logs are on the Planning and production page.
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