During these few weeks, I have been working on my Movement and Improvisation (M&I) project for the upcoming Just Becoming performance. We were tasked to choreograph a 60 to 90 second choreography based on the specific subject that we have chosen. The subjects that were given to us were History, Literature, and Mathematics. The subject that I had chosen to use for my choreography is History. For History, we had to perform our dance based on the topic on chapter 2, Why did immigrants come to Singapore during World War 2?.
The reason why I chose to work on History is because I found the topic very interesting and fascinating to make movements about how the immigrants travelled to Singapore despite of the harsh conditions that they had to go through. How I started planning for my choreography was that I drew a mind map and it helped me a lot to brainstorm on more ideas to include into my dance. Reading my History textbook again and reflecting back into my History lessons helped me make my ideas come to mind such as including how the immigrants came to Singapore and also about poverty.
I focused more on movements that relate to the immigrants that came to Singapore, talking about how they were weak and poor.
This made me think of movements that I can include which had been taught from earlier M&I lessons like sliding, gliding and also floating in Term 2 Weeks 4 and 7. I chose these verbs as they are slow and flowy movements which relates to my point of the immigrants that were weak and poor. I also included a part where I used different parts of my body to trace the word Poverty in my dance. This was also taught during M&I in Term 1 Week 5. When I finished my first draft piece of work, I was asked to present it to my teacher, Ms Tan. Ms Tan told me that I was using too many movements that I have seen before and therefore it is not as unconventional as it could be. She then told me to imagine that I had no limbs, and only the upper body, to make these flowy movements that I had in mind. I hesitated at first, but Ms Tan told me to not be afraid and to try and experience new things, doing this made me create my own unique movement to include in my choreography. Through this experience, I learnt to not be shy to try new and unconventional movements that I have never done before and I hope to continue to have this mind set.
When I showed my choreography to Ms Tan the second time, I used her advice and I have improved a little bit but also took note of more improvements that I had to make such as making my movements sharp and in place rather than letting it be sloppy. I thought about these feedbacks from my peers and tried to change up some of my movements and included more energy to it. During these few weeks of working on my projects, I did face many challenges such as not meeting the time limit, running short of ideas, time management and many more. However, through this I got more determined to search and brainstorm for my choreography. I had managed to choreograph a piece that I never thought I would be able to and I would say this process of brainstorming was not easy. In conclusion, this whole experience made me learn many values and also learning how to choreograph a whole dance made me feel a little proud of myself as I have never done it before.
Overall, I enjoyed this experience and I hope we get to experience it again with more knowledge and open mindedness.As a high school student, I spent hours practicing mathematical equations at home so that if I was called by the teacher to complete an equation on the board, I would be able to do the same. I did fine at home but when called upon at school to complete the same equations I did not do so well. Having an audience was a determinant of me performing in this case. Wanting to show I was able to perform the task I did excellent because it was something I had learned. Zajonc, (1965) noted that Social Facilitation is simply the effect the mere presence of other people has on a performer. This can be positive or negative. According to Zajonc these performances can be facilitated or inhibited, meaning having an audience when a task is easy the performance is facilitated but gets inhibited during those challenging or unknown tasks.
Similarly, Forsyth (2009) noted social facilitation refers to the tendency of an individual to perform better at a task when working with other persons; perhaps because they are being observed. As in the example given in the above paragraph, performance was based on observation. When we know others are looking at us or cheering us on, we tend to perform better or may just choke under pressure. The main idea behind social facilitation is that one can be influenced by the mere presence of other people in performing a task. Therefore, the presence of others can affect ones level of arousal, depending on the task, the environment, and ones physical and mental competency. Hence, the key to social facilitation is providing an overview of how one performs a task with an audience and its benefits to the group. Therefore, it will influence ones behaviour and decision making in a group atmosphere.
Social facilitation is fundamental in assisting us in understanding how we as humans learn, interact and perform the task assigned. According to Aiello and Douthitt (2001), social facilitation speaks to peoples tendencies to perform learned tasks when others are present and to perform a complicated task less effectively when an audience is present. Some situations will result in different outcomes for certain individuals, whether they are being watched working in a group or along individuals will act a certain way.
In contract to social facilitation where an individual will try while working in a group rather than on their own; social lofting is where an individual will not perform to their best but contributes fewer ideas and efforts to the group. Having worked in groups to perform a different task they are some persons who will do less work and still expect good grades in the case of completing group assignments. Williams & Karau, (1991) defined social lofting as the tendency to reduce the individual effort when working in groups compared to the individual effort expended when working alone. The general motive for this can be that individuals work better alone than in group work and are unsure of the outcome of their efforts or they have not grasped the concept of the task to be performed in the group. In the online community, in workplaces, and indifferent task groups they are persons who are loafers.
Therefore, to limit the occurrence of loafing there should be a team leader who will assign a task to individual group members. The group members can indicate what task they can do from a list of parts of the task that needs to be completed. There should also be a deadline set so that if a member doesnt deliver the group will still have enough time to resolve the problem. Another approach the team can use is not accepting excuses from members who are unprepared to deliver. In the case of UWI courses, each member can give feedback to the Course Coordinator for the contribution of each group member. This way because a grade is involved persons would be more involved in the group process. They will be accountable to each other.