{"id":337,"count":1,"description":"Sometimes your first thought is the best thought... and sometimes it\u2019s not!\r\n\r\nWhen choreographing, it is natural to default to what is familiar, whether that\u2019s a favourite movement, familiar pattern, or well-known movement technique. This repetition may represent a choreographic choice or style that is authentic to the choreographer. At other times, defaulting to what is familiar means that we miss the opportunity to express our individuality.\r\n\r\nAs students edit and rehearse their work, try experimenting with choreographic tools to encourage nuance and artistic authenticity. In the following workflow, students will apply a range of choreographic tools to their choreography and identify the version of each movement that best supports their artistic intention.\r\n\r\nApplying Choreographic Tools: Workflow for Teachers<\/a>, designed to be used alongside\r\nArtist Mission Statement: Worksheet for Students<\/a>\r\nChoreographic Tools: the how, what, when and where<\/a>.\r\n\r\nThis work flow is intended for use part-way through the choreographic process; students will be improving their pre-existing choreography.","link":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/how\/","name":"Explore the How","slug":"how","taxonomy":"create-category","parent":244,"meta":[],"acf":[],"yoast_head":"\nExplore the How Archives - Rambert Classroom<\/title>\n<meta name=\"description\" content=\"Sometimes your first thought is the best thought… and sometimes it\u2019s not! When choreographing, it is natural to default to what is familiar, whether that\u2019s a favourite movement, familiar pattern, or well-known movement technique. This repetition may represent a choreographic choice or style that is authentic to the choreographer. At other times, defaulting to what is familiar means that we miss the opportunity to express our individuality. As students edit and rehearse their work, try experimenting with choreographic tools to encourage nuance and artistic authenticity. In the following workflow, students will apply a range of choreographic tools to their choreography and identify the version of each movement that best supports their artistic intention. Applying Choreographic Tools: Workflow for Teachers, designed to be used alongside Artist Mission Statement: Worksheet for Students Choreographic Tools: the how, what, when and where. This work flow is intended for use part-way through the choreographic process; students will be improving their pre-existing choreography.\" \/>\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\/how\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Explore the How Archives - Rambert Classroom\" \/>\n<meta property=\"og:description\" content=\"Sometimes your first thought is the best thought… and sometimes it\u2019s not! When choreographing, it is natural to default to what is familiar, whether that\u2019s a favourite movement, familiar pattern, or well-known movement technique. This repetition may represent a choreographic choice or style that is authentic to the choreographer. At other times, defaulting to what is familiar means that we miss the opportunity to express our individuality. As students edit and rehearse their work, try experimenting with choreographic tools to encourage nuance and artistic authenticity. In the following workflow, students will apply a range of choreographic tools to their choreography and identify the version of each movement that best supports their artistic intention. Applying Choreographic Tools: Workflow for Teachers, designed to be used alongside Artist Mission Statement: Worksheet for Students Choreographic Tools: the how, what, when and where. This work flow is intended for use part-way through the choreographic process; students will be improving their pre-existing choreography.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/how\/\" \/>\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\\\/how\\\/\",\"url\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/create\\\/make-it-yours\\\/how\\\/\",\"name\":\"Explore the How Archives - Rambert Classroom\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/#website\"},\"description\":\"Sometimes your first thought is the best thought… and sometimes it\u2019s not! When choreographing, it is natural to default to what is familiar, whether that\u2019s a favourite movement, familiar pattern, or well-known movement technique. This repetition may represent a choreographic choice or style that is authentic to the choreographer. At other times, defaulting to what is familiar means that we miss the opportunity to express our individuality. As students edit and rehearse their work, try experimenting with choreographic tools to encourage nuance and artistic authenticity. In the following workflow, students will apply a range of choreographic tools to their choreography and identify the version of each movement that best supports their artistic intention. Applying Choreographic Tools: Workflow for Teachers, designed to be used alongside Artist Mission Statement: Worksheet for Students Choreographic Tools: the how, what, when and where. This work flow is intended for use part-way through the choreographic process; students will be improving their pre-existing choreography.\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/create\\\/make-it-yours\\\/how\\\/#breadcrumb\"},\"inLanguage\":\"en-US\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/rambert.org.uk\\\/classroom\\\/create\\\/make-it-yours\\\/how\\\/#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\":\"Explore the How\"}]},{\"@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":"Explore the How Archives - Rambert Classroom","description":"Sometimes your first thought is the best thought… and sometimes it\u2019s not! When choreographing, it is natural to default to what is familiar, whether that\u2019s a favourite movement, familiar pattern, or well-known movement technique. This repetition may represent a choreographic choice or style that is authentic to the choreographer. At other times, defaulting to what is familiar means that we miss the opportunity to express our individuality. As students edit and rehearse their work, try experimenting with choreographic tools to encourage nuance and artistic authenticity. In the following workflow, students will apply a range of choreographic tools to their choreography and identify the version of each movement that best supports their artistic intention. Applying Choreographic Tools: Workflow for Teachers, designed to be used alongside Artist Mission Statement: Worksheet for Students Choreographic Tools: the how, what, when and where. This work flow is intended for use part-way through the choreographic process; students will be improving their pre-existing choreography.","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\/how\/","og_locale":"en_US","og_type":"article","og_title":"Explore the How Archives - Rambert Classroom","og_description":"Sometimes your first thought is the best thought… and sometimes it\u2019s not! When choreographing, it is natural to default to what is familiar, whether that\u2019s a favourite movement, familiar pattern, or well-known movement technique. This repetition may represent a choreographic choice or style that is authentic to the choreographer. At other times, defaulting to what is familiar means that we miss the opportunity to express our individuality. As students edit and rehearse their work, try experimenting with choreographic tools to encourage nuance and artistic authenticity. In the following workflow, students will apply a range of choreographic tools to their choreography and identify the version of each movement that best supports their artistic intention. Applying Choreographic Tools: Workflow for Teachers, designed to be used alongside Artist Mission Statement: Worksheet for Students Choreographic Tools: the how, what, when and where. This work flow is intended for use part-way through the choreographic process; students will be improving their pre-existing choreography.","og_url":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/how\/","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\/how\/","url":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/how\/","name":"Explore the How Archives - Rambert Classroom","isPartOf":{"@id":"https:\/\/rambert.org.uk\/classroom\/#website"},"description":"Sometimes your first thought is the best thought… and sometimes it\u2019s not! When choreographing, it is natural to default to what is familiar, whether that\u2019s a favourite movement, familiar pattern, or well-known movement technique. This repetition may represent a choreographic choice or style that is authentic to the choreographer. At other times, defaulting to what is familiar means that we miss the opportunity to express our individuality. As students edit and rehearse their work, try experimenting with choreographic tools to encourage nuance and artistic authenticity. In the following workflow, students will apply a range of choreographic tools to their choreography and identify the version of each movement that best supports their artistic intention. Applying Choreographic Tools: Workflow for Teachers, designed to be used alongside Artist Mission Statement: Worksheet for Students Choreographic Tools: the how, what, when and where. This work flow is intended for use part-way through the choreographic process; students will be improving their pre-existing choreography.","breadcrumb":{"@id":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/how\/#breadcrumb"},"inLanguage":"en-US"},{"@type":"BreadcrumbList","@id":"https:\/\/rambert.org.uk\/classroom\/create\/make-it-yours\/how\/#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":"Explore the How"}]},{"@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\/337","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"}]}}