The Development of Folk Dance in Israel
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University of California, Los Angeles. Department of Dance Master's Theses UARC.0666
http://oac.cdlib.org/findaid/ark:/13030/c8833tht No online items Finding Aid for the University of California, Los Angeles. Department of Dance Master's theses UARC.0666 Finding aid prepared by University Archives staff, 1998 June; revised by Katharine A. Lawrie; 2013 October. UCLA Library Special Collections Online finding aid last updated 2021 August 11. Room A1713, Charles E. Young Research Library Box 951575 Los Angeles, CA 90095-1575 [email protected] URL: https://www.library.ucla.edu/special-collections UARC.0666 1 Contributing Institution: UCLA Library Special Collections Title: University of California, Los Angeles. Department of Dance Master's theses Creator: University of California, Los Angeles. Department of Dance Identifier/Call Number: UARC.0666 Physical Description: 30 Linear Feet(30 cartons) Date (inclusive): 1958-1994 Abstract: Record Series 666 contains Master's theses generated within the UCLA Dance Department between 1958 and 1988. Language of Material: Materials are in English. Conditions Governing Access Open for research. All requests to access special collections materials must be made in advance using the request button located on this page. Conditions Governing Reproduction and Use Copyright of portions of this collection has been assigned to The Regents of the University of California. The UCLA University Archives can grant permission to publish for materials to which it holds the copyright. All requests for permission to publish or quote must be submitted in writing to the UCLA University Archivist. Preferred Citation [Identification of item], University of California, Los Angeles. Department of Dance Master's theses (University Archives Record Series 666). UCLA Library Special Collections, University Archives, University of California, Los Angeles. -
Arts Education in Israel
March 2018 ARTS AS A DRIVER FOR SOCIAL CHANGE IN ISRAEL Author : Dr. Diti Ronen Editor: Ariel Adiram Translation: Kim Weiss ART AS A DRIVER FOR SOCIAL CHANGE IN ISRAEL ART AS A DRIVER FOR SOCIAL CHANGE IN ISRAEL The guide that you are about to read examines the basic and profound question: can and how should the arts serve as a driver for social change.* Author: Dr. Diti Ronen For many, the arts are perceived as superfluous. A play thing for the rich. The Editor: Ariel Adiram crème de la crème that only be enjoyed by society’s elite. For many donors, it Translator: Kim Weiss makes more sense to donate to a women’s shelter, to building a new hospital or to a program that integrates children with disabilities into the regular school Graphic Design: Studio Keren & Golan system. This saves or improves lives in a direct way and produces tangible results. This guide was written with generous support from five partners: This guide shows that the arts are a sophisticated, substantive, innovative and Angelica Berrie, Russell Berrie Foundation ancient vehicle for social change. It illustrates, for the reader, the capacity of the Wendy Fisher, Kirsh Family Foundation arts to simultaneously influence an individual’s or society’s mind and soul. It also Irith Rappaport, Bruce and Ruth Rappaport Foundation presents the arts almost limitless creative capacity to effect positive change. Rivka Saker, Zucker Foundation Lynn Schusterman, Charles and Lynn Schusterman Family Foundation This guide deals with core issues that are important for donors who donate to the arts: The writing of the guide was completed in consultation with an advisory committee: - How can philanthropic investment in the arts advance substantive and Tzion Abraham Hazan meaningful social change? Naomi Bloch Fortis - How can the impact of this type of investment be measured through genre- Prof. -
Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
DOCUMENT RESUME ED 451 728 FL 026 669 AUTHOR Steiner, Judy, Ed. TITLE English Teachers' Journal, 1997. INSTITUTION Ministry of Education, Culture and Sport, Jerusalem (Israel). English Inspectorate. PUB DATE 1997-12-00 NOTE 174p. PUB TYPE Collected Works Serials (022) JOURNAL CIT English Teachers' Journal; n50-.511997 EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Adult Education; *Computer Assisted Instruction; Elementary Secondary Education; *English (Second Language); Foreign Countries; Hebrew; Professional Development; Second Language Instruction; Second Language Learning; Teaching Methods; Uncommonly Taught Languages; *Whole Language Approach IDENTIFIERS *Israel ABSTRACT English Teachers' Journal is an official publication of the Israeli Ministry of Education, Culture and Sport. Each issue contains a series of articles on a single theme, a theme that changes with every issue. Regular features include "Spotlight on Schools"; "Of General Interest"; "From the Field"; "Book Reviews"; "Bulletin Board"; "Round Table Discussion"; "Letters to the Editor"; and "Bagrut Answer Keys." Number 50 focuses on computer assisted language learning (CALL). The articles in this edition represent a wide spectrum of thought on the implementation of CALL in the English classroom. The English Inspectorate not only encourages teachers to become computer literate but also wants':ILD provide maximal opportunities for 1, integrating computers into the classroom. Number 51 focuses on whole language and how it has been adapted to the teaching of English as a foreign language/'' in Israel. It is important to note that the Israeli Ministry of Education has not adopted whole language as it is widely known in the United States and elsewhere, but has orchestrated a combination of communicative methodology and whole language principles suitable to the needs of Israeli pupils. -
Dr. Dalia Liran-Alper – Curriculum Vitae
The College of Management-Academic Studies April 2008 Date: September 16, 2014 Dr. Dalia Liran-Alper – Curriculum Vitae Personal Details: Academic Degree: PhD Phone Number at: Mobile: 0546-665480 School/Department: School of Media Studies, The College of Management-Academic Studies Academic Education: Name of higher education Year degree Year/s institution Subject Degree or diploma received 1976-1979 Hebrew University of International Relations, BA 1980 Jerusalem History 1980-1983 Hebrew University of Communication MA (practical 1983 Jerusalem program) 1989-1994 Hebrew University of Communication Thesis (theory 1994 Jerusalem program) 1998-2005 University of Haifa Education, Communication PhD 2005 M.A. and Ph.D. Details: (Institution, Adviser/s, Title) Masters thesis: Media representation of women in politics: Are they still “Domineering dowagers and scheming concubines”? (1994) Adviser: Prof. Gadi Wolfsfeld Doctoral thesis: Sociocultural construction of gendered identity among girls attending dance classes in Israel (2004) Adviser: Tamar Katriel Further Studies: Teaching license program, Levinsky College of Education, Tel Aviv (1995-1996) Academic Experience – Teaching: Year/s Name of institution Department/program Rank/position 1980-1992 The Open University International relations, Social patterns Instructor in Israel, Mass media, and others 1993-1997 Levinsky College of Faculty of Education, Teacher Lecturer Education Training 2011-1989 Beit Berl Academic School of Education, Department of Lecturer College Social Sciences 1994-2004 -
1 Oppenheim,Moshe (Moshe Op) Born 25 December 1926 In
1 Oppenheim , Moshe (Moshe Op) Born 25 December 1926 in Niederohle, Germany Made Aliya in 1939 Joined the Palmach in 1943 Joined the Palyam in 1945 This is the Way it Was The episode of the weapons of “J” Company, HaPortzim Battalion, Harel Brigade The story starts with a prelude… I made Aliya from Germany when I was 13 years old. This was just three months after the start of World War II. I arrived in Haifa on December 20, 1939. My brother, who was three years older than I, made Aliya three months earlier within the framework of Youth Aliya. My parents and two sisters were killed by the Germans, but this only became known to me some time later. In 1940 I was accepted as a student in the Max Fein Technical High School in Tel Aviv and started to learn metalworking. In 1941-42 there seemed to be a danger that the Germans might invade Palestine from the direction of Egypt and the sea, under the command of Field Marshal Rommel. I was a bit young but enlisted with almost the whole class, in the Hagana. I swore my loyalty to a fellow called Al Dema in the Borochov quarter of Givataim. Al Dema was the director of the Herzliya Gymnasium in Tel Aviv. We began training, with light weapons during the day and had field practice on Saturdays. We often stood watch at strategic locations to make certain that the Germans didn't try to land paratroopers there. The peak of our service was during the vacation period of the summer of 1942 when we were taken to an English camp at Tel Litvinsky and swore our loyalty to the English monarch. -
Saint Mary's College School of Liberal Arts Department of Performing Arts
Saint Mary’s College School of Liberal Arts Department of Performing Arts Asian Dance Performing Arts PROFESSORS: Jia Wu OFFICE: LeFevre Theatre 5 OFFICE HOURS: by appointment only (T.TH 11:20 -12:50 pm) PHONE: (925) 631-4299 CLASS HOURS: 1:15-2:50 T TH COURSE DESCRIPTION: Classical dance is a significant symbol for the contemporary Asian nations-state and its diasporas. In this class, we will explore how the category of “classical dance” was defined in 20th and 21st century in Asia and investigate the performative value of the concept—that is, we will look into what the idea of “classical dance” does, how it is deployed, and examine the circumstances of its production and reception. Out of the many established classical and contemporary forms, our focus will be on,wayang wong and shadow puppet in Bali and Java, Kathak and Bharatanatyam in India, Peking Opera, Yangge, Ethnic Dances and “Revolution” Ballet in China and Classical Dance in Cambodia. We will explore the key sources upon which the dances are based; survey the histories of the forms that comprise the classical canon; and situate the revival, reconstruction, and institutionalization of classical dance as a symbol of national identity and heritage in these four nations. We will also look at “folk,” “social,” “popular,” “Bollywood,” “modern,” and “contemporary” dance as categories distinguished from—and which interrogate—classical structures. Throughout, we will critically consider the relationship between dance, colonialism, nationalism, religion, and social history. COURSE LEARNING OUTCOMES: 1. Dance in Bali and Java: students will be able to • Identify the basic characteristics and vocabulary in classical dance • Understand the key concepts and discourses involved in the study of these forms • Develop an awareness of the context and politics of performing as well as viewing these dances. -
Israeli Settler-Colonialism and Apartheid Over Palestine
Metula Majdal Shams Abil al-Qamh ! Neve Ativ Misgav Am Yuval Nimrod ! Al-Sanbariyya Kfar Gil'adi ZZ Ma'ayan Baruch ! MM Ein Qiniyye ! Dan Sanir Israeli Settler-Colonialism and Apartheid over Palestine Al-Sanbariyya DD Al-Manshiyya ! Dafna ! Mas'ada ! Al-Khisas Khan Al-Duwayr ¥ Huneen Al-Zuq Al-tahtani ! ! ! HaGoshrim Al Mansoura Margaliot Kiryat !Shmona al-Madahel G GLazGzaGza!G G G ! Al Khalsa Buq'ata Ethnic Cleansing and Population Transfer (1948 – present) G GBeGit GHil!GlelG Gal-'A!bisiyya Menara G G G G G G G Odem Qaytiyya Kfar Szold In order to establish exclusive Jewish-Israeli control, Israel has carried out a policy of population transfer. By fostering Jewish G G G!G SG dGe NG ehemia G AGl-NGa'iGmaG G G immigration and settlements, and forcibly displacing indigenous Palestinians, Israel has changed the demographic composition of the ¥ G G G G G G G !Al-Dawwara El-Rom G G G G G GAmG ir country. Today, 70% of Palestinians are refugees and internally displaced persons and approximately one half of the people are in exile G G GKfGar GB!lGumG G G G G G G SGalihiya abroad. None of them are allowed to return. L e b a n o n Shamir U N D ii s e n g a g e m e n tt O b s e rr v a tt ii o n F o rr c e s Al Buwayziyya! NeoG t MG oGrdGecGhaGi G ! G G G!G G G G Al-Hamra G GAl-GZawG iyGa G G ! Khiyam Al Walid Forcible transfer of Palestinians continues until today, mainly in the Southern District (Beersheba Region), the historical, coastal G G G G GAl-GMuGftskhara ! G G G G G G G Lehavot HaBashan Palestinian towns ("mixed towns") and in the occupied West Bank, in particular in the Israeli-prolaimed “greater Jerusalem”, the Jordan G G G G G G G Merom Golan Yiftah G G G G G G G Valley and the southern Hebron District. -
Society of Dance History Scholars Proceedings
Society of Dance History Scholars Proceedings Twenty-Seventh Annual Conference Duke University ~ Durham, North Carolina 17-20 June 2004 Twenty-Eighth Annual Conference Northwestern University ~ Evanston, Illinois 9-12 June 2005 The Society of Dance History Scholars is a constituent member of the American Council of Learned Societies. This collection of papers has been compiled from files provided by individual authors who wished to contribute their papers as a record of the 2004 Society of Dance History Scholars conference. The compiler endeavored to standardize format for columns, titles, subtitles, figures or illustrations, references, and endnotes. The content is unchanged from that provided by the authors. Individual authors hold the copyrights to their papers. Published by Society of Dance History Scholars 2005 SOCIETY OF DANCE HISTORY SCHOLARS CONFERENCE PAPERS Susan C. Cook, Compiler TABLE OF CONTENTS 17-20 June 2004 Duke University ~ Durham, North Carolina 1. Dancing with the GI Bill Claudia Gitelman 2. Discord within Organic Unity: Phrasal Relations between Music and Choreography in Early Eighteenth-Century French Dance Kimiko Okamoto 3. Dance in Dublin Theatres 1729-35 Grainne McArdle 4. Queer Insertions: Javier de Frutos and the Erotic Vida Midgelow 5. Becomings and Belongings: Lucy Guerin’s The Ends of Things Melissa Blanco Borelli 6. Beyond the Marley: Theorizing Ballet Studio Spaces as Spheres Not Mirrors Jill Nunes Jensen 7. Exploring Ashton’s Stravinsky Dances: How Research Can Inform Today’s Dancers Geraldine Morris 8. Dance References in the Records of Early English Drama: Alternative Sources for Non- Courtly Dancing, 1500-1650 E.F. Winerock 9. Regional Traditions in the French Basse Dance David Wilson 10. -
CID Virtual Library of the Dance at
CID permanent program No. 4 CID Virtual Library of the Dance at www.CID-portal.org/virtual-library/ Books and magazines authored or edited by members of the International Dance Council CID at UNESCO. The list is posted at the CID Portal and circulated world-wide. This results in : 1. Prestige, as the public realizes the enormous intellectual production of CID Members: more than 650 books and over 40 magazines. 2. More sales, since no publisher can have the wide contacts CID has within the dance world. 3. Lower cost, as readers can order books directly to publishers or to authors. 4. Feedback, since authors can receive comments from their readers. 5. Better acquaintance between CID members, once they know the research interests and publication achievements of each other. Books authored or edited by Members of CID www.CID-portal.org/virtual-library/ Updated: 06 May 2019 - A - Aelita Kondratova (ed.): Proceedings of the 36th World Congress on Dance Research, Saint Petersburg, 2013. Saint Petersburg, 2015. Aelita Kondratova(ed.): Proceedings of the 39th World Congress on Dance Research. Saint Petersburg, Saint Petersburg Section CID, 2015, 184 p. Aelita Kondratova (ed.): Proceedings of the 47th World Congress on Dance Research. Saint Petersburg, Saint Petersburg Section CID, 2016, 222 p. Aja Jung (ed.): Decadance. Ten years of Belgrade Dance Festival. Beograd, 2013, 143 p. Alba G.A. Naccari: Pedagogia della corporeità. Educazione, attività motoria e sport nel tempo. Perugia, Italy, Morlacchi, 2003, 297 p. Alba G.A. Naccari: Le vie della danza. Pedagogia narrativa, danze etniche e danzamovimentoterapia. Perugia, Italy, Morlacchi, 2004, 295 p. -
"Who's Right? Whose Rite? American, German Or Israeli Views of Dance" by Judith Brin Ingber
Title in Hebrew: "Nikuudot mabat amerikiyot, germaniyot ve-yisraliot al ma<h>ol: masa aishi be'ekvot ha-hetpat<h>ot ha-ma<h>olha-moderni ve-haammami be-yisrael" m --- eds. Henia Rottenbergand Dina Roginsky, Dance Discourse in Israel, published by Resling, Tel Aviv, Israel in200J "Who's Right? Whose Rite? American, German or Israeli Views of Dance" By Judith Brin Ingber The crux of dance writing, history, criticism, research, teaching and performance of course is the dance itself. Unwittingly I became involved in all of these many facetsof dance when I came from the US forfive months and stayed in Israel forfive years (1972-77). None of these facetswere clear cut and the diamond I thought I treasured and knew how to look at and teach had far more complexity, influences with boundaries blending differently than I had thought. Besides, what I had been taught as to how modem dance developed or what were differencesbetween types of dance had different bearings in this new country. My essay will synthesize dance informationand personal experiences including comments on Jewish identity while reporting on the ascension of modem dance and folkdance in Israel. It was only later as I began researching and writing about theatre dance and its development in Israel, that I came to realize as important were the living dance traditions in Jewish eydot (communities) and the relatively recent history of the creation of new Israeli folkdances. I came to see dance styles and personalities interacting in a much more profoundand influential way than I had ever expected. I was a studio trained ballet dancer, my teachers Ballets Russes alums Anna Adrianova and Lorand Andahazy; added to that, I studied modem dance at SarahLawrence College in New York. -
BR IFIC N° 2779 Index/Indice
BR IFIC N° 2779 Index/Indice International Frequency Information Circular (Terrestrial Services) ITU - Radiocommunication Bureau Circular Internacional de Información sobre Frecuencias (Servicios Terrenales) UIT - Oficina de Radiocomunicaciones Circulaire Internationale d'Information sur les Fréquences (Services de Terre) UIT - Bureau des Radiocommunications Part 1 / Partie 1 / Parte 1 Date/Fecha 30.09.2014 Description of Columns Description des colonnes Descripción de columnas No. Sequential number Numéro séquenciel Número sequencial BR Id. BR identification number Numéro d'identification du BR Número de identificación de la BR Adm Notifying Administration Administration notificatrice Administración notificante 1A [MHz] Assigned frequency [MHz] Fréquence assignée [MHz] Frecuencia asignada [MHz] Name of the location of Nom de l'emplacement de Nombre del emplazamiento de 4A/5A transmitting / receiving station la station d'émission / réception estación transmisora / receptora 4B/5B Geographical area Zone géographique Zona geográfica 4C/5C Geographical coordinates Coordonnées géographiques Coordenadas geográficas 6A Class of station Classe de station Clase de estación Purpose of the notification: Objet de la notification: Propósito de la notificación: Intent ADD-addition MOD-modify ADD-ajouter MOD-modifier ADD-añadir MOD-modificar SUP-suppress W/D-withdraw SUP-supprimer W/D-retirer SUP-suprimir W/D-retirar No. BR Id Adm 1A [MHz] 4A/5A 4B/5B 4C/5C 6A Part Intent 1 114095204 AUS 3.1665 MANGALORE AUS 146°E04'37'' 26°S47'13'' AM 1 ADD 2 114095209 -
Finding Layers in the Gaga Movement Language
Ine Terese Hogstad Finding Layers in the Gaga Movement Language A Study of Lived Experience of the Gaga Movement Language in the Dancing Community Gaga/people at the Suzanne Dellal Centre, Tel Aviv Nordic Master’s in Dance (NO-MA-DS) Norwegian University of Science and Technology Faculty of Humanities Department of Music, Dance studies Autumn 2015 Table of Contents Table of Contents………...……………...……………………………………………………1 Acknowledgements……………………...……………………………………………………3 Chapter 1 Introduction…………...…………………………..……………….…………4 Chapter 2 Methods and Theory……………………..…………………...…………….7 2.1. Combining Methodologies……………………………………………………….8 2.2. The Hermeneutic Methodological Approach.……...…………………………..9 2.3. Embodied Knowledge………………………………...…………………..…….10 2.4. The Stance of the Individual Researcher/ a Dancer’s Habitus………...…….11 2.5. The Conflict of Multiple Realities and Contextualization……………...…….12 2.6. The Use of Tools in my Fieldwork……………………………………………..14 2.6.1. Informants…………………………...………………………………...14 2.6.2. The Qualitative Interview…………………………………………….15 2.6.3. Participant Observation and Field Notes…...……………………….16 Chapter 3 Historical and Demographic Context…..……………..………………18 3.1. The Development of Gaga…………………………………...…………………18 3.2. Tel Aviv-Yafo and Suzanne Dellal Centre…………………………………… 20 Chapter 4 The Phenomenon Gaga……………………………………………...........23 4.1. A Gaga Class…………………………………………………………….............23 4.2. Teacher and Participants...…………………………………………………….25 4.3. Gaga Lexicon and the Use of Images…………………………….………….…26 4.4. The Fluid and Universal Aspects of Gaga……………………………………..31 4.5. The Effect of Gaga……………………………………………………...………33 Chapter 5 The Cultural Context…….…………………………………….…………36 5.1. The Dancing Community Gaga/people….…………………………………….36 5.2. Father Gaga………………………….………………………………………….37 5.3. The Batsheva/Gaga/Naharin Connection………………….…………….........40 5.4. Technique and Style: the Labels that Doesn’t Quite Fit...…….……………..41 Chapter 6 Concepts and other Levels of Gaga………...……..……………...........43 6.1.