Katie Murray Choreography Blog

    Firstly in this class we did a quiz where we had to match choreographic devices to their meanings. We learnt some new words and ways of creating which will be beneficial moving forward.    After this we started to choreograph phrases of movement that we could potentially include in our solo, thinking of our chosen choreographic devices.  We chose contrast/compare, repetition and embellishment as our choreographic devices . Repeating sharpness throughout, will create a contrast towards the flowy movements, which directly links to the contrast of texture on our stimuli’s surface. We plan on embellishing particular movements as our solo develops. For example, we did this by making an arm movement sharper which enhanced the dynamic of our movements, as seen below. Going back and reworking is an example of what I learnt last week… that choreography is not a linear process.    We are influenced by James Cousins method of emotion portrayal in his pieces, ...

In this choreography class we explored a range of different choreographers.  We watched… a ted talk video with Wayne McGregor (www.youtube.com, 2012), a short video of behind the scenes of Mathew Bournes “Red Shoes” (www.youtube.com, 2019) , and finally another short video where Crystal Pite explains her creative process (www.youtube.com, 2019).  From these sources I learnt that choreography is a transfer of energy and our bodies are architectural objects. I also learnt that repeating movements in a slightly different way can change how the message comes across. My point of view has changed as I now know choreography is not a linear process, you can come back at any point to change, edit or rework certain movements. This will keep your piece authentic and fresh.  After this in our small groups, we each researched a choreographer that we didn’t know much about. We then discussed the different choreographers in our group and decided which one was most suited ...

  In this class, we explored and discussed different stimuli in small groups. The stimuli ranged from a poem, to an advertisement, to pictures of art work. After this we chose the stimulus that interests us the most. I chose “Speed Head”, by Anton Smit, which is a bronze art sculpture.   This is a sculpture of a head that seems so be elongated from the back of the skull. I believe this represents movement within the piece. The eyes seems to be covered, almost shielded as if the sense of sight is lost among the other senses. There are rough texture marks across the surface of the sculpture, the horizontal straight lines show great contrast against the curved outline of the head. This contrast gave us the idea to switch between sharp, abrupt movements and slow, softer ones within our solo. This would create depth and make the solo more dynamic. We will include head isolation movements as we feel it is very fitting. We interperated the sculptures meaning as how much a person over...

In our first class we completed two creative tasks in small groups.    Firstly, we chose a photograph from one of our camera rolls and discussed the atmosphere, vibe and mood of it. We then had to choreograph a short phrase of movement to it considering the photo as our stimulus. I have learnt that taking part in a group discussion sparks new ideas within my own mind and can inspire me even more. This will be very useful in the process of creating our solo as all of our ideas can bounce and develop off of each other. What I found challenging in this task is working in a group setting, as this is new to me.  We made sure all of our ideas were included and considered in our phrase to ensure that this task was a group collaboration.   In our second task we used the chance method, which was something new that I had never heard of before. We chose 5 random numbers from 1-20 then opened a random page of a book and took note of the corresponding words. We created a sen...