Methods used to develop and vary material — creating interest, variety and meaning.
Page 2.5 · MR CHUM — 8 devices
What you'll learn
Define all eight choreographic devices using the correct terminology for GCSE Dance
Understand what each device looks like in practice — with a specific example
Know what each device adds to a choreography and why a choreographer uses it
Write exam answers that name the device, give an example and link to intent
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The MR CHUM MnemonicMotif & Development · Repetition · Contrast · Highlights · Unison · Manipulation of number — plus Climax and Canon. These are the eight choreographic devices. ⚠ Do not confuse with structuring devices (Binary, Ternary, Transitions etc.) — those are a different category entirely.
2.5.1–2.5.8 Explore Each Device
1 of 8
Flashcards Tap to reveal the definition
Match-Up Device name → what it does
Select a device name on the left, then tap its matching description on the right.
Device
What it does
Section A Practice Try each question before revealing the model answer
Write or think through your answer, then click to reveal the model answer. Look for the green highlighted phrases — these are the marks.
Your Scenario
Stimulus: a broken mirror. You have already written your Q1: "My choreographic intent is to explore the theme of identity and self-perception — how the way we see ourselves can be distorted, fragmented or shattered by the expectations of others. The piece is performed by a trio."
2 marks
Describe a motif for your piece. Identify the actions used and describe one way you could develop it using motif development.
Formula: Name the motif actions → name the RADS element being changed → describe the before-and-after transformation
Model Answer
My motif begins with a slow reach toward an imagined reflection, a half-turn away, and a sudden collapse of the arms. Mark 1 I would develop this using a spatial change — reversing the direction so that in the second section the dancer turns toward the audience instead of away, communicating a shift from avoidance to confrontation. Mark 2
2 marks
Describe how you could use a choreographic device to support your choreographic intent.
Formula: Name the device specifically → describe how it is used → link to your Q1 intent
Model Answer
I would use manipulation of number — the piece opens with all three dancers performing the motif together, but by the second section only one remains on stage. Mark 1 This reduction from trio to solo communicates my intent of isolation — the identity stripped back to a single fractured self, surrounded by empty space where the others once were. Mark 2 — intent link
2 marks
Describe how you could use contrast to support your choreographic intent.
Formula: Describe what is contrasting with what (not just "I used contrast") → link to intent
Model Answer
I would contrast a section of sustained, flowing movement — where all three dancers mirror each other's smooth arm gestures — with a sudden shift to sharp, abrupt, fragmented phrases where no two dancers move at the same time. Mark 1 — contrast described with specifics This communicates my intent of a fractured identity — the flowing section represents a whole, unified self, while the fragmented section represents the shattering. Mark 2 — intent link
2 marks
Describe how you could use repetition to support your choreographic intent.
Formula: State what is repeated, when, and how → explain the purpose / intent link
Model Answer
I would use repetition of the central reaching motif at the beginning and end of the piece, performed identically both times. Mark 1 — what is repeated and when This creates a circular structure — the audience encounters the same gesture after everything that has happened in between. This supports my intent because it suggests that no matter how distorted identity becomes, the original desire for connection remains unchanged. Mark 2 — intent link
2.5 Revision Check
✍️ Revision Check
10 questions. Answer all, then submit.
1. A choreographer takes a motif and performs it backwards. Which named development technique is this?
2. "Fragmentation" means:
3. A student writes: "I used development in my choreography." Why is this answer unlikely to score more than 1 mark?
4. Unison creates visual power and collective identity. It is a choreographic device. ⚠ What is it NOT the same as?
5. What is the correct definition of canon?
6. A dance builds gradually to a single explosive moment of full-group contact — the most significant event in the whole piece. What device is this?
7. What is the key difference between a climax and a highlight?
8. A choreographer has one dancer leave the stage, leaving a solo after a full group section. Which device is being used?
9. Which of the following is a good exam answer about repetition?
10. The specification names exactly two motif development techniques. What are they?
📸Take a screenshot of your score and paste it into your ePortfolio.
📌 Key Exam Reminders
⚠ Motif DevelopmentName the RADS element changed + describe before-and-after. "I used development" alone = 1 mark max.
⚠ Named TechniquesOnly two named techniques: retrograde (backwards) and fragmentation (part of phrase).
⚠ Unison ≠ MirroringUnison is a choreographic device. Mirroring is a relationship skill (Movement Content). Different categories.
⚠ Climax vs HighlightsOne climax only — the peak the whole dance builds to. Multiple highlights are possible. Not interchangeable.
⚠ Canon ≠ CounterpointCanon = same phrase, different start times. Counterpoint = different phrases simultaneously.
⚠ Devices ≠ StructuringTransitions, Binary, Ternary = structuring devices. NOT in MR CHUM. A common category error.