CHOREOGRAPHY…

CHOREOGRAPHY

INTRODUCTION:

It is the art or practice of designing sequences of movements of physical bodies in which motion,form or both are specified.

It is also known as the DESIGN itself.

Process of practicing the art of choreography is known as choreographing. 

HOW TO WRITE CHOREOGRAPHY? ( RULES AND REGULATIONS.)

1. Write the topic and author name. ( bold letters only)

2. Let us imagine how to begin the poem…….beginning of the poem.—-read the poem twice or thrice to register the tune and rhythem of the poem.

3. After finalising the song select the characters.

4. Write the theme of the poem .—-main theme of the poem should be in a line .( over all understanding of the poem.)

5.Instances—sub theme of the poem. ( stanza wise theme )

6.Write the location of the poem.

7.convert the lyrics into actions . ( sequence of the actions)

8. Performance on the dias..

9. Message of the poem. (it is a choice…can be neglected.)

EXAMPLE 1:

Another woman

This morning she bought green ‘’ methi”

In the market, choosing the freshest bunch;

Picked up a white radish,

ImGINED THE CRUNCH IT WOULD MAKE

BETWEEN HER TEETH, THE SWEET SHARP TASTE,

THEN PUT IT ASIDE,THInking it

An extravagance, counted her coins

Out carefully, tied them, a small bundle

Into her sari at the waist;

Came home, faced her mother-in-law’s

Dark looks, look

The leaves and chopped them,

Her hands stained yellow from the juice;

Cut an onion, fine and cooked

The whole thing in the pot

Over the stove,

Shielding her face from the heat.

The usual words came and beat

Their wings against her;the money spent,

Curses heaped upon her parents’,

Who had sent her out

To darken other people’s doors.

She crouched, as usual, on the floor

Beside the stove,

When the man came home

She didn’t look into his face

Nor raised her head; but bent

Her back a little more.

Nothing gave her the right

To speak.

She watched the flame hiss up

And beat against the cheap old pot,

A wing of brightness

Against its blackened  cheek.

This was the house she had been sent to,

The man she had been bound to,

The future she had been born into.

So when the kerosene was thrown

(just a moment of surprise,

A brilliant spark)

It was the only choice

That she had ever known.

Another torch, blazing in the dark.

Another woman.

We shield our faces fom the heat.

CHOREOGRAPHY:

Name of the poem : Another woman

Author                       : Imtiaz Darkar.

Beginning of the poem : Read the poem twice or thrice to register the tune and rhythem of the poem in the mind.

Characters:                         

1. The woman ( the protogonist.)

2. Mother-in-law.

3. Husband,vegetable vendor.

Theme of the poem : The hardships of a woman as a homemaker.

Instances of the theme:

Stanza 1.  

Theme : Lack of economical freedom

Location:

 a. the market

 b. the interior of the house

 c. the kitchen

Characters :

a. the woman

b. the mother-in-law

c. the vegetable wonders

d. two or three people.

Sequencing the actions: 

1. The woman mops the floor

2. the mother-in-law curses and scolds

3. the woman goes to a market

4. two vegetable vendors sit on the ground selling vegetables

5. one person buys vegetables

6. two or three people enter the market and exit

7. the woman enters

8. she chooses to buy a white raddish

9. couldn’t buy

10. Bought green methi and vegetables and exit

11. the woman enters house from the market.

12. the mother-in-law comes from indoors and scolds the woman

13. woman cuts the vegetables

14. the woman keeps pot on the stove

15. the woman shields her face from the heat.

Stanza – 2.

Theme : the uncordial relationship between the woman , mother-in-law and husband.

Location:

1. The interior of the house

2. the kitchen.

Characters:

1. The woman

2. the mother-in-law

3. the husband

Sequence of the actions:  

1. The mother in law curses
2. The woman crouched beside the stove
3. Husband came but didn’t utter a word
4. The woman bent her back little more
5. She watched the flame hiss up
6. She was thrown kerosene on herself
7. She was ablazed.

PERFORMANCE ON THE DIAS :

1. The chorus enters the stage and pose themselves in such a way that a visual effect of house is created.
2. The chorus enters the stage and creates the setting of the market.
3. The chorus singing the poem and synchronizing the moments and actions of the characters with the rhythem of the song
4. All performers exit the stage.

EXAMPLE 2:

ABANDONED

Abandoned to the garbage bin,

With mosquitoes and insects

Eating its tiny fingers away,

Little baby crying for help

As foul smells make its play,

Irradiating from disposed bacteria.

Unheard shrieks of the baby’s hysteria

Die in eerie silence of the night,

“An outcast of destiny”

Its labored breath

Racing in quick gasps

Forced lonely like crap

With cyanosed lips

Sea-blue nose and finger-tips,

Its tattered and torn dirty wrap

Make it shiver in freezing grasp.

A filthy black cat

Edges on to the holed bin

Searching for easy rats

And find its food

Tearing at the babe’s hair

With their sharp teeth

Gnawing at its ears

To complete their feed,

As the cat jumps in

With a screeching meow

The rats let loose

A clicking squeak

A bloody chaos ensues,

The only sin of the infant

BEING BORN.  

CHOREOGRAPHY:

Name of the poem: ABANDONED

Author name          : Dr. Suraya Nasim

Beginning of the poem: Read the poem twice or thrice to register the tune and rhythem of the poem in the mind.

Characters:

1. Infant baby

2. Mosquitoes

3. Insects

4. Cats

5. Rats

Theme: Theonly sin of the Infant — BEING BORN.

Location: The dust bin.

Sequencing the actions:

1. The little boy – Crying for help
2. Rats eating tiny fingers of little baby.
3. Cats jumping on rats for prey.
4. The chaos created all the time.

Presentation on the Dias: 

1. The chorus enters the stage and pose themselves in such a way that a visual effect of dustbin is created.
2. In the dustbin, baby is crying for help.
3. The chorus group sings the lines of the poem creating the mood of the poem.(sad and gloomy)
4. Setting the music which creates,
5. Chaos
6. Unheard shrieks of the baby die in eerie silence of the night.
7. Sad music which replicate sad mood.

5. Singing the poem and synchronizing the moments and actions of the characters with the rhythem of the song.

6. All the performers exit the stage.

EXAMPLE 3:

OR WILL THE DREAMER WAKE?

Out in the East jungle listens

The tigress, plaintive, growls in pain,

The great trees hear her breathing, shaking

Inside her still, the new lives wait,

These cubs could be the last ones ever

To freely live and roam and mate.

Our grandchild knows the tiger never

Or will the dreamer wake

Far in the north the white ear snuffles

Down in her lair the gleaming snow

She waits for all the life she’s    making

Outside the crashing glaciers grow.

These cubs could be the last cubs ever

To freely live and roam and mate.

Our grandchild knows the white bear never

Or will the dreamer wake?

There in the West the song thrush warbles

She weaves her nest to hold her clutch

A long wait now to find a partner

The eggs are laid, there are not much.

These chicks could be the last ones ever

The last to fly and sing and mate.

Our grandchild knows the song thrush never

Or will the dreamer wake?

Deep in Ocean south the whales swims

Her song of birthing fills the seas

Thousands of creatures wait the moment

The solemn birth that they will see.

This child could sing the final whale song

The last to make the oceans shake.

Our grandchild never hears its mystery

Or will the dreamer wake?

Here in the centre, four directions gather

The path ahead leads up or down

Is this our last bright new world birthing?

Is this our waving as we drown?

This could be our last true moment

Knowing the truth, our choices make.

Our grandchild asks ‘’that was the moment!

And did the dreamer wake?’’

CHOREOGRAPHY:

Name of the poem: OR WILL THE DREAMER WAKE?

Author of the poem: Medora Chavalier

Beginning of the poem: Read the poem twice or thrice to register the tune and rhythem of the poem in the mind.

Characters:

1. The tigress
2. The trees
3. The cubs
4. The white bear
5. Thrush warbles
6. Chicks
7. Whale
8. Dreamer
9. Grand child

Theme:  Rehabilitation of environment is an essential.

Location:

1. Forest
2. Land
3. Water
4. Snow
5. Centre –where four directions gather

Instances of the theme :

Stanza – 1.

Theme: The Plaintive growls of the tigress in

Location: Forest

Sequencing actions:

1. The jungle listens
2. The tigress growls in pain
3. The trees hear her breathing
4. Shaking
5. Cubs roam and mate

Stanza – 2.

Theme : A large mass of ice moving

Location: Glaciers ( snow)

Sequencing of actions:

1. White bear snuffles
2. Gleaming snow
3. Crashing glaciers
4. Cubs roam and mate

Characters :

1. White bear
2. Cubs
3. Gleaming snow

Stanza – 3

Theme: Destroying the habitat of the species of the world.

Location: Land

Characters:

Thrush warbles

Eggs

Chickens

Sequencing of actions:

1. Thrush warbles singing
2. Weaves her nest
3. Eggs are laid
4. Chickens are last to fly and sing and mate

Stanza – 4

Theme : Destroying th mystery of the whales.

Location: Ocean

Characters:

Whale

Birthing

Cubs

Sequencing of actions:

1. Whale swims
2. Birthing
3. Thousands of creatures waiting for the moment
4. Enjoying with the songs of the birthing
5. Final whale song

Stanza – 5

Theme: Rehabilitation of the environment  in four sides of the earth

Characters:

a.tigress

b. whales

c. white bears

d. warbles

Sequencing of the actions:

1. Four directions gather at the centre
2. Grand child asking th questions.

Location: Centre of the earth.

Presentation on the dias:

1. The chorus enters the stage and pose themselves in such a way that and visual effect of land habitat, water habitat, air habitat, and snow habitat.
2. Sad music which replicates agonised of the tigress, cubs,whales cries, thrush birds songs,white bear snuffles.
3. Singing the poem and synchronizing the moments and actions of the characters with rhythem of the song.
4. The chorus group sing the lines of the poem which ceates the mood.
5. All the performers exit the stage.

EXAMPLE 4:

Once upon a time

Once upon a time, son,
they used to laugh with their hearts
and laugh with their eyes:
but now they only laugh with their teeth,
while their ice-block-cold eyes
search behind my shadow.

There was a time indeed
they used to shake hands with their hearts:
but that’s gone, son.
Now they shake hands without hearts
while their left hands search
my empty pockets.

‘Feel at home!’ ‘Come again’:
they say, and when I come
again and feel
at home, once, twice,
there will be no thrice-
for then I find doors shut on me.

So I have learned many things, son.
I have learned to wear many faces
like dresses – home-face,
office-face, street-face, host-face,
cocktail-face, with all their conforming smiles
like a fixed portrait smile.

And I have learned too
to laugh with only my teeth
and shake hands without my heart.
I have also learned to say,’ Goodbye’,
when I mean ‘Good-riddance’:
to say ‘Glad to meet you’,
without being glad; and to say ‘It’s been
nice talking to you’, after being bored.

But believe me, son.
I want to be what I used to be
when I was like you. I want
to unlearn all these muting things.
Most of all, I want to relearn
how to laugh, for my laugh in the mirror
shows only my teeth like a snake’s bare fangs!

So show me, son,
how to laugh; show me how
I used to laugh and smile
once upon a time when I was like you.

CHOREOGRAPHY:

Name of the poem: Once upon a time

      Name of the author: Gabriel Okara

      Theme: False hood of modern society and hypocrisy of people in their behaviour.

      Characters:

• Father
• Son
• Few people resembling olden days
• Few people resembling now-a-days.

Location: Interior of the house in a room. ( the house of the poet or father)

Instances of the poem :

Stanza 1 :

Theme : Differences in their laughing and shaking hands

Characters:

• Father
• Son

Sequencing of actions :

• Laughing with hearts and eyes
• Searching behind the shadow.

Stanza 2:

Theme: Posing many faces based on their needs.

Characters:

• Father
• Son
• Few people resembling olden days
• Few people resembling now-a-days.

Location: Interior of the house in a room. ( the house of the poet or father)

Sequencing of actions:

• Shaking hands with their hearts
• Shaking hands without hearts
• Left hands search fro my mistakes
• Inviting to their house once, twice
• Shutting doors for the third time

Stanza 3:

     Theme: posing many faces based on their needs.

     Characters:

• Father
• Son
• Few people resembling olden days
• Few people resembling now-a-days.

Location: Interior of the house in a room. ( the house of the poet or father)

Sequencing of actions:

• learning to wear many faces
• home face
• office face
• street face
• host face
• cocktail face
• fixed portrait smile

Stanza – 4:

     Theme: Changing of their attitude

     Characters:

• Father
• Son
• Few people resembling olden days
• Few people resembling now-a-days.

Location: Interior of the house in a room. ( the house of the poet or father)

Sequencing of actions:

• Laugh only with teeth
• Shaking hands without heart
• Saying good bye
• Good riddance

Stanza 5:

Theme:Having desire to learn all good things of those days to his son.he feels his son is young and innoccent. He wants to learn the good ways and respond to the needs of people whole heartedly.

     Characters:

• Father
• Son
• Few people resembling olden days
• Few people resembling now-a-days.

Location: Interior of the house in a room. ( the house of the poet or father)

Sequencing of actions:

• Laugh in the mirror
• Showing teeth like a snake’s bare fangs!
• Requesting his son to show him how to laugh whole heartedly how he used to laugh when he was like his son.

Presentation on the dias:

• The chorus enters the stage and pose themselves in such a way that and visual effect of father and son in the house.
• Sad music which replicates how people used to be and how people are now
• Singing the poem and synchronizing the moments and actions of the characters with rhythem of the song.
• The chorus group sing the lines of the poem which ceates the mood.
• All the performers exit the stage.