Using Repetition in dance is not a lack of creativity or originality. It can be a highly sophisticate way of making meaning in dance choreography.
In these early stages of talking about using Repetition, children may be obvious about how they are using this choreographic devise. However, having an understanding of repetition beyond just ‘repeating things’ lays the groundwork for a more subtle use of repetition in later years.
Knowing about how choreographers use Repetition is part of students responding skill set. It supports interpretation and dance literacy. Choreographers like Trish Brown, Jerome Robbins, and Eliot Feld used Repetition as a way of structuring dance and creating intention in dance.
Students’ knowledge of how Repetition is used in dance may act as an introduction to its effective use in writing essay and speeches. It’s function in both dance and writing is similar in many ways.
…can serve to enforce the discreteness of a movement, objectify it, make it more object-like…literally making the material easier to see”. Yvonne Rainer in Roger Copeland, 1986
What is repetition in dance?
Repetition is a choreographic device in which movements or motifs are repeated. It may be that a movement or gesture is repeated on the other side or in a different part of the performance space.
Movement phrases can be repeated in a different direction or performed at another level, using a different Dynamic or rhythmic variation.
How using Repetition in writing is similar to dance
Repetition is also a literary devise where the same word or phrase is used multiple times throughout a piece of writing. It can add emphasis and engage the reader with the text.
Similarly, in dance, by repeating a movement, gesture or movement phrase the choreographer brings the importance of that movement to the attention of the audience. It makes the movement memorable and establishes them as meaningful.
Just as in writing, the choreographer needs to refrain from overusing repetition, or it will lose its effect. Used sparingly it can be effective in leading the viewer towards the conclusions the choreographer desires.
This can be to build a particular mood in the dance. Like the rhythm of the spoken or written word, repeating a movement can affect the mood or atmosphere of the dance.
Most of the time, whether in text, speech or dance the subject highlighted has a deeper meaning. Linking the identification of the subject and its symbolic meaning helps to interpret the purpose of the repetition.
Using Repetition as a choreographic device
In writing, repetition could be the repeating of a sound (Alliteration), or a word at the beginning of the sentence (Anaphora). In dance we can repeat a movement, a motif, a shape, a rhythm, a phrase of movement or a section of movement. Repeating a movement can be a little like Alliteration in that it can evoke an idea, emotion, or subject, not just as a way of emphasis.
For example, you may repeat curving shapes (Space) to evoke thoughts about the ocean. The choreographer could have the dancers repeatedly moving forward and backwards (Space), to imitate the motion of the wave on the beach or the tide going in and out.
In this ocean example, the image of the water could also be strengthened by the choreographer manipulating other Elements of Dance. The rhythm of the movement (Time) may also be repeated to represent the ebb and flow of the water.
Through the use of Repetition in this example, the dance motif is developed and manipulated. Motif in dance is the theme or underlying idea of the composition. This is developed throughout the choreography.
Sally Banes (1980) describes Repetitive structure as “a choreographic devise in which various kinds of repetition comprise the basis of the work’s form…”.
Some things to remember when using Repetition in choreography
What meaning does your repetition represent in your dance?
By emphasizing a movement through Repetition does it develop an idea?
Does it build drama or tension within the dance?
Do the repeated rhythms or movements have a hypnotic effect rather than just a sense of sameness?
What have you repeated in the dance and are there other ways you could use repetition?
Which element, body part or movement have you chosen to use? Why did you make this choice?
Is Repetition used to emphasis your idea or an emotion, or to structure the dance?
Interpreting the use of Repetition in choreography
Dance is not just concerned with creating your own dances but being able to translate the choreography of others. Repetition is easy to identify but often hard for students to analyze the meaning or purpose of its use in choreography.
A Stair Dance by Eliot Feld is an example of how Repetition may be used in professional dance works.
Some guiding questions could include:
What do you notice about the music?
What do you think was his main idea?
What Elements of Dance are repeated?
Here are some ideas for supporting students to interpret dances that use Repetition.
- Watch the dance.
- Identify which movements or parts of the choreography have been repeated.
- Work out the affect of the repetition by asking yourself:
Does it put emphasis on a subject, idea, or emotion? Why?
Does it change the rhythm of the dance? What affect does this have on the audience?
What is the significance of this effect? Think about the message the choreographer may be trying to send to the audience.
Written Activity
After watching the dance several times and addressing these questions student can write a paragraph about how they interpret the use of Repetition.
And finally…
Using Repetition in your dances does not have to be boring! It may be used to emphasis meaning and to structure dances. Understanding about Repetition as a choreographic device can assist students in understanding and interpreting both movement and text.
A great example of dance working hand in hand with a broader view of literacy.
