{"id":286,"count":4,"description":"Translating a concept into a movement is central to the choreographic process, but can be daunting for many students. In a school environment where students are eager to \u201cget it right\u201d and social status is often on the line, showing an idea in an artistic, physical, personal way can feel like a huge risk for young people. Here are some ideas for supporting students through this sometimes challenging step.\r\n\r\nFor inspiration responding to stimuli, share a few of these videos with your students, in which professional choreographers (including Rambert\u2019s Artistic Director!) try their hand at a GCSE choreography paper<\/a>.\r\nFor some students, limited parameters can be enabling. When facilitating creative projects, it can be helpful to present tasks in do-able steps.\r\n\r\nWays to create parameters for creative work:\u00a0\u00a0<\/strong>\r\n\r\nSpace\r\nTime\r\nComplexity of prompt\r\nLow stakes\r\n\r\nFor example\u2026\r\n\r\nInstead of\r\n\r\n\u201cExpress the way you are feeling right now through movement\u201d (few parameters)\r\n\r\ntry\r\n\r\n\u201cIf \u2018tired\u2019 was a statue, what might it look like?\u201d\r\n\r\nSpecific prompt (\u2018tired\u2019)\r\nmovement parameters (\u201cstatue\u201d)\r\nguided time frame (\u201c3,2,1, go!\u201d)\r\nlow stakes (\u201cmight\u201d)\r\n\r\nInstead of\r\n\r\n\u201cLet\u2019s all dance to this music in our own way\u201d\r\n\r\ntry\r\n\r\n\u201cChoose one instrument to listen to. See if you can hear the rhythm it is playing. It might help to gently tap your hand in time with it, like this. Now can you move your hands in a way that is silent, but shows that same rhythm? And as an experiment, can your feet join in?\u201d\r\nSpecific prompt (\u201cone instrument\u201d, \u201crhythm\u201d)\r\nmovement parameters (adding hands, then feet)\r\nguided time frame (\u201cnow let\u2019s...\u201d)\r\nlow stakes (\u201cas an experiment\u201d)\r\nInstead of\r\n\r\n\u201cToday\u2019s task is to create a phrase based on your chosen stimulus. I\u2019ll be coming around to check on you and see how you\u2019re doing\u201d\r\n\r\n3. Responding intuitively to a chosen or assigned stimulus can feel freeing for some students, but intimidating for others. Creating Movement from Stimuli workflow<\/a> leads students through different methods for interpeting ideas and concepts through movement, and to identify which methods work best for their creative process.\r\n\r\nBelow are two worksheets, one for teachers and for one for students, to help with creating original movement, and videos and audio guides on using improvisation to generate movement.","link":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/what\/","name":"Create your What","slug":"what","taxonomy":"create-category","parent":244,"meta":[],"acf":[],"yoast_head":"\nCreate your What Archives - Rambert Classroom<\/title>\n<meta name=\"description\" content=\"Translating a concept into a movement is central to the choreographic process, but can be daunting for many students. In a school environment where students are eager to \u201cget it right\u201d and social status is often on the line, showing an idea in an artistic, physical, personal way can feel like a huge risk for young people. Here are some ideas for supporting students through this sometimes challenging step. For inspiration responding to stimuli, share a few of these videos with your students, in which professional choreographers (including Rambert\u2019s Artistic Director!) try their hand at a GCSE choreography paper. For some students, limited parameters can be enabling. When facilitating creative projects, it can be helpful to present tasks in do-able steps. Ways to create parameters for creative work:\u00a0\u00a0 Space Time Complexity of prompt Low stakes For example\u2026 Instead of \u201cExpress the way you are feeling right now through movement\u201d (few parameters) try \u201cIf \u2018tired\u2019 was a statue, what might it look like?\u201d Specific prompt (\u2018tired\u2019) movement parameters (\u201cstatue\u201d) guided time frame (\u201c3,2,1, go!\u201d) low stakes (\u201cmight\u201d) Instead of \u201cLet\u2019s all dance to this music in our own way\u201d try \u201cChoose one instrument to listen to. See if you can hear the rhythm it is playing. It might help to gently tap your hand in time with it, like this. Now can you move your hands in a way that is silent, but shows that same rhythm? And as an experiment, can your feet join in?\u201d Specific prompt (\u201cone instrument\u201d, \u201crhythm\u201d) movement parameters (adding hands, then feet) guided time frame (\u201cnow let\u2019s…\u201d) low stakes (\u201cas an experiment\u201d) Instead of \u201cToday\u2019s task is to create a phrase based on your chosen stimulus. I\u2019ll be coming around to check on you and see how you\u2019re doing\u201d 3. Responding intuitively to a chosen or assigned stimulus can feel freeing for some students, but intimidating for others. Creating Movement from Stimuli workflow leads students through different methods for interpeting ideas and concepts through movement, and to identify which methods work best for their creative process. Below are two worksheets, one for teachers and for one for students, to help with creating original movement, and videos and audio guides on using improvisation to generate movement.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/what\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Create your What Archives - Rambert Classroom\" \/>\n<meta property=\"og:description\" content=\"Translating a concept into a movement is central to the choreographic process, but can be daunting for many students. In a school environment where students are eager to \u201cget it right\u201d and social status is often on the line, showing an idea in an artistic, physical, personal way can feel like a huge risk for young people. Here are some ideas for supporting students through this sometimes challenging step. For inspiration responding to stimuli, share a few of these videos with your students, in which professional choreographers (including Rambert\u2019s Artistic Director!) try their hand at a GCSE choreography paper. For some students, limited parameters can be enabling. When facilitating creative projects, it can be helpful to present tasks in do-able steps. Ways to create parameters for creative work:\u00a0\u00a0 Space Time Complexity of prompt Low stakes For example\u2026 Instead of \u201cExpress the way you are feeling right now through movement\u201d (few parameters) try \u201cIf \u2018tired\u2019 was a statue, what might it look like?\u201d Specific prompt (\u2018tired\u2019) movement parameters (\u201cstatue\u201d) guided time frame (\u201c3,2,1, go!\u201d) low stakes (\u201cmight\u201d) Instead of \u201cLet\u2019s all dance to this music in our own way\u201d try \u201cChoose one instrument to listen to. See if you can hear the rhythm it is playing. It might help to gently tap your hand in time with it, like this. Now can you move your hands in a way that is silent, but shows that same rhythm? And as an experiment, can your feet join in?\u201d Specific prompt (\u201cone instrument\u201d, \u201crhythm\u201d) movement parameters (adding hands, then feet) guided time frame (\u201cnow let\u2019s…\u201d) low stakes (\u201cas an experiment\u201d) Instead of \u201cToday\u2019s task is to create a phrase based on your chosen stimulus. I\u2019ll be coming around to check on you and see how you\u2019re doing\u201d 3. Responding intuitively to a chosen or assigned stimulus can feel freeing for some students, but intimidating for others. Creating Movement from Stimuli workflow leads students through different methods for interpeting ideas and concepts through movement, and to identify which methods work best for their creative process. Below are two worksheets, one for teachers and for one for students, to help with creating original movement, and videos and audio guides on using improvisation to generate movement.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/what\/\" \/>\n<meta property=\"og:site_name\" content=\"Rambert Classroom\" \/>\n<meta property=\"og:image\" content=\"https:\/\/rambert.org.uk\/classroom\/wp-content\/uploads\/sites\/5\/2023\/08\/default.png\" \/>\n\t<meta property=\"og:image:width\" content=\"680\" \/>\n\t<meta property=\"og:image:height\" content=\"380\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:site\" content=\"@Rambertdance\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"CollectionPage\",\"@id\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/create\\\/make-it-yours\\\/what\\\/\",\"url\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/create\\\/make-it-yours\\\/what\\\/\",\"name\":\"Create your What Archives - Rambert Classroom\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/#website\"},\"description\":\"Translating a concept into a movement is central to the choreographic process, but can be daunting for many students. In a school environment where students are eager to \u201cget it right\u201d and social status is often on the line, showing an idea in an artistic, physical, personal way can feel like a huge risk for young people. Here are some ideas for supporting students through this sometimes challenging step. For inspiration responding to stimuli, share a few of these videos with your students, in which professional choreographers (including Rambert\u2019s Artistic Director!) try their hand at a GCSE choreography paper. For some students, limited parameters can be enabling. When facilitating creative projects, it can be helpful to present tasks in do-able steps. Ways to create parameters for creative work:\u00a0\u00a0 Space Time Complexity of prompt Low stakes For example\u2026 Instead of \u201cExpress the way you are feeling right now through movement\u201d (few parameters) try \u201cIf \u2018tired\u2019 was a statue, what might it look like?\u201d Specific prompt (\u2018tired\u2019) movement parameters (\u201cstatue\u201d) guided time frame (\u201c3,2,1, go!\u201d) low stakes (\u201cmight\u201d) Instead of \u201cLet\u2019s all dance to this music in our own way\u201d try \u201cChoose one instrument to listen to. See if you can hear the rhythm it is playing. It might help to gently tap your hand in time with it, like this. Now can you move your hands in a way that is silent, but shows that same rhythm? And as an experiment, can your feet join in?\u201d Specific prompt (\u201cone instrument\u201d, \u201crhythm\u201d) movement parameters (adding hands, then feet) guided time frame (\u201cnow let\u2019s…\u201d) low stakes (\u201cas an experiment\u201d) Instead of \u201cToday\u2019s task is to create a phrase based on your chosen stimulus. I\u2019ll be coming around to check on you and see how you\u2019re doing\u201d 3. Responding intuitively to a chosen or assigned stimulus can feel freeing for some students, but intimidating for others. Creating Movement from Stimuli workflow leads students through different methods for interpeting ideas and concepts through movement, and to identify which methods work best for their creative process. Below are two worksheets, one for teachers and for one for students, to help with creating original movement, and videos and audio guides on using improvisation to generate movement.\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/create\\\/make-it-yours\\\/what\\\/#breadcrumb\"},\"inLanguage\":\"en-US\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/create\\\/make-it-yours\\\/what\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Make It Yours\",\"item\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/create\\\/make-it-yours\\\/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Create your What\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/#website\",\"url\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/\",\"name\":\"Rambert Classroom\",\"description\":\"\",\"publisher\":{\"@id\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/#organization\",\"name\":\"Rambert Classroom\",\"url\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/#\\\/schema\\\/logo\\\/image\\\/\",\"url\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/wp-content\\\/uploads\\\/sites\\\/5\\\/2023\\\/09\\\/cropped-cropped-favicon-1-1.png\",\"contentUrl\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/wp-content\\\/uploads\\\/sites\\\/5\\\/2023\\\/09\\\/cropped-cropped-favicon-1-1.png\",\"width\":512,\"height\":512,\"caption\":\"Rambert Classroom\"},\"image\":{\"@id\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/#\\\/schema\\\/logo\\\/image\\\/\"},\"sameAs\":[\"https:\\\/\\\/www.facebook.com\\\/rambertdance\\\/\",\"https:\\\/\\\/x.com\\\/Rambertdance\",\"http:\\\/\\\/rambert.org.uk\\\/\",\"https:\\\/\\\/www.instagram.com\\\/rambertdance\\\/\"]}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Create your What Archives - Rambert Classroom","description":"Translating a concept into a movement is central to the choreographic process, but can be daunting for many students. In a school environment where students are eager to \u201cget it right\u201d and social status is often on the line, showing an idea in an artistic, physical, personal way can feel like a huge risk for young people. Here are some ideas for supporting students through this sometimes challenging step. For inspiration responding to stimuli, share a few of these videos with your students, in which professional choreographers (including Rambert\u2019s Artistic Director!) try their hand at a GCSE choreography paper. For some students, limited parameters can be enabling. When facilitating creative projects, it can be helpful to present tasks in do-able steps. Ways to create parameters for creative work:\u00a0\u00a0 Space Time Complexity of prompt Low stakes For example\u2026 Instead of \u201cExpress the way you are feeling right now through movement\u201d (few parameters) try \u201cIf \u2018tired\u2019 was a statue, what might it look like?\u201d Specific prompt (\u2018tired\u2019) movement parameters (\u201cstatue\u201d) guided time frame (\u201c3,2,1, go!\u201d) low stakes (\u201cmight\u201d) Instead of \u201cLet\u2019s all dance to this music in our own way\u201d try \u201cChoose one instrument to listen to. See if you can hear the rhythm it is playing. It might help to gently tap your hand in time with it, like this. Now can you move your hands in a way that is silent, but shows that same rhythm? And as an experiment, can your feet join in?\u201d Specific prompt (\u201cone instrument\u201d, \u201crhythm\u201d) movement parameters (adding hands, then feet) guided time frame (\u201cnow let\u2019s…\u201d) low stakes (\u201cas an experiment\u201d) Instead of \u201cToday\u2019s task is to create a phrase based on your chosen stimulus. I\u2019ll be coming around to check on you and see how you\u2019re doing\u201d 3. Responding intuitively to a chosen or assigned stimulus can feel freeing for some students, but intimidating for others. Creating Movement from Stimuli workflow leads students through different methods for interpeting ideas and concepts through movement, and to identify which methods work best for their creative process. Below are two worksheets, one for teachers and for one for students, to help with creating original movement, and videos and audio guides on using improvisation to generate movement.","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/what\/","og_locale":"en_US","og_type":"article","og_title":"Create your What Archives - Rambert Classroom","og_description":"Translating a concept into a movement is central to the choreographic process, but can be daunting for many students. In a school environment where students are eager to \u201cget it right\u201d and social status is often on the line, showing an idea in an artistic, physical, personal way can feel like a huge risk for young people. Here are some ideas for supporting students through this sometimes challenging step. For inspiration responding to stimuli, share a few of these videos with your students, in which professional choreographers (including Rambert\u2019s Artistic Director!) try their hand at a GCSE choreography paper. For some students, limited parameters can be enabling. When facilitating creative projects, it can be helpful to present tasks in do-able steps. Ways to create parameters for creative work:\u00a0\u00a0 Space Time Complexity of prompt Low stakes For example\u2026 Instead of \u201cExpress the way you are feeling right now through movement\u201d (few parameters) try \u201cIf \u2018tired\u2019 was a statue, what might it look like?\u201d Specific prompt (\u2018tired\u2019) movement parameters (\u201cstatue\u201d) guided time frame (\u201c3,2,1, go!\u201d) low stakes (\u201cmight\u201d) Instead of \u201cLet\u2019s all dance to this music in our own way\u201d try \u201cChoose one instrument to listen to. See if you can hear the rhythm it is playing. It might help to gently tap your hand in time with it, like this. Now can you move your hands in a way that is silent, but shows that same rhythm? And as an experiment, can your feet join in?\u201d Specific prompt (\u201cone instrument\u201d, \u201crhythm\u201d) movement parameters (adding hands, then feet) guided time frame (\u201cnow let\u2019s…\u201d) low stakes (\u201cas an experiment\u201d) Instead of \u201cToday\u2019s task is to create a phrase based on your chosen stimulus. I\u2019ll be coming around to check on you and see how you\u2019re doing\u201d 3. Responding intuitively to a chosen or assigned stimulus can feel freeing for some students, but intimidating for others. Creating Movement from Stimuli workflow leads students through different methods for interpeting ideas and concepts through movement, and to identify which methods work best for their creative process. Below are two worksheets, one for teachers and for one for students, to help with creating original movement, and videos and audio guides on using improvisation to generate movement.","og_url":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/what\/","og_site_name":"Rambert Classroom","og_image":[{"width":680,"height":380,"url":"https:\/\/rambert.org.uk\/classroom\/wp-content\/uploads\/sites\/5\/2023\/08\/default.png","type":"image\/png"}],"twitter_card":"summary_large_image","twitter_site":"@Rambertdance","schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"CollectionPage","@id":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/what\/","url":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/what\/","name":"Create your What Archives - Rambert Classroom","isPartOf":{"@id":"https:\/\/rambert.org.uk\/classroom\/#website"},"description":"Translating a concept into a movement is central to the choreographic process, but can be daunting for many students. In a school environment where students are eager to \u201cget it right\u201d and social status is often on the line, showing an idea in an artistic, physical, personal way can feel like a huge risk for young people. Here are some ideas for supporting students through this sometimes challenging step. For inspiration responding to stimuli, share a few of these videos with your students, in which professional choreographers (including Rambert\u2019s Artistic Director!) try their hand at a GCSE choreography paper. For some students, limited parameters can be enabling. When facilitating creative projects, it can be helpful to present tasks in do-able steps. Ways to create parameters for creative work:\u00a0\u00a0 Space Time Complexity of prompt Low stakes For example\u2026 Instead of \u201cExpress the way you are feeling right now through movement\u201d (few parameters) try \u201cIf \u2018tired\u2019 was a statue, what might it look like?\u201d Specific prompt (\u2018tired\u2019) movement parameters (\u201cstatue\u201d) guided time frame (\u201c3,2,1, go!\u201d) low stakes (\u201cmight\u201d) Instead of \u201cLet\u2019s all dance to this music in our own way\u201d try \u201cChoose one instrument to listen to. See if you can hear the rhythm it is playing. It might help to gently tap your hand in time with it, like this. Now can you move your hands in a way that is silent, but shows that same rhythm? And as an experiment, can your feet join in?\u201d Specific prompt (\u201cone instrument\u201d, \u201crhythm\u201d) movement parameters (adding hands, then feet) guided time frame (\u201cnow let\u2019s…\u201d) low stakes (\u201cas an experiment\u201d) Instead of \u201cToday\u2019s task is to create a phrase based on your chosen stimulus. I\u2019ll be coming around to check on you and see how you\u2019re doing\u201d 3. Responding intuitively to a chosen or assigned stimulus can feel freeing for some students, but intimidating for others. Creating Movement from Stimuli workflow leads students through different methods for interpeting ideas and concepts through movement, and to identify which methods work best for their creative process. Below are two worksheets, one for teachers and for one for students, to help with creating original movement, and videos and audio guides on using improvisation to generate movement.","breadcrumb":{"@id":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/what\/#breadcrumb"},"inLanguage":"en-US"},{"@type":"BreadcrumbList","@id":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/what\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/rambert.org.uk\/classroom\/"},{"@type":"ListItem","position":2,"name":"Make It Yours","item":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/"},{"@type":"ListItem","position":3,"name":"Create your What"}]},{"@type":"WebSite","@id":"https:\/\/rambert.org.uk\/classroom\/#website","url":"https:\/\/rambert.org.uk\/classroom\/","name":"Rambert Classroom","description":"","publisher":{"@id":"https:\/\/rambert.org.uk\/classroom\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/rambert.org.uk\/classroom\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/rambert.org.uk\/classroom\/#organization","name":"Rambert Classroom","url":"https:\/\/rambert.org.uk\/classroom\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/rambert.org.uk\/classroom\/#\/schema\/logo\/image\/","url":"https:\/\/rambert.org.uk\/classroom\/wp-content\/uploads\/sites\/5\/2023\/09\/cropped-cropped-favicon-1-1.png","contentUrl":"https:\/\/rambert.org.uk\/classroom\/wp-content\/uploads\/sites\/5\/2023\/09\/cropped-cropped-favicon-1-1.png","width":512,"height":512,"caption":"Rambert Classroom"},"image":{"@id":"https:\/\/rambert.org.uk\/classroom\/#\/schema\/logo\/image\/"},"sameAs":["https:\/\/www.facebook.com\/rambertdance\/","https:\/\/x.com\/Rambertdance","http:\/\/rambert.org.uk\/","https:\/\/www.instagram.com\/rambertdance\/"]}]}},"_links":{"self":[{"href":"https:\/\/rambert.org.uk\/classroom\/wp-json\/wp\/v2\/create-category\/286","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/rambert.org.uk\/classroom\/wp-json\/wp\/v2\/create-category"}],"about":[{"href":"https:\/\/rambert.org.uk\/classroom\/wp-json\/wp\/v2\/taxonomies\/create-category"}],"up":[{"embeddable":true,"href":"https:\/\/rambert.org.uk\/classroom\/wp-json\/wp\/v2\/create-category\/244"}]}}