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Internet Killed the B-Boy Star: a Study of B-Boying Through the Lens Of
Internet Killed the B-boy Star: A Study of B-boying Through the Lens of Contemporary Media Dehui Kong Senior Seminar in Dance Fall 2010 Thesis director: Professor L. Garafola © Dehui Kong 1 B-Boy Infinitives To suck until our lips turned blue the last drops of cool juice from a crumpled cup sopped with spit the first Italian Ice of summer To chase popsicle stick skiffs along the curb skimming stormwater from Woodbridge Ave to Old Post Road To be To B-boy To be boys who snuck into a garden to pluck a baseball from mud and shit To hop that old man's fence before he bust through his front door with a lame-bull limp charge and a fist the size of half a spade To be To B-boy To lace shell-toe Adidas To say Word to Kurtis Blow To laugh the afternoons someone's mama was so black when she stepped out the car B-boy… that’s what it is, that’s why when the public the oil light went on changed it to ‘break-dancing’ they were just giving a To count hairs sprouting professional name to it, but b-boy was the original name for it and whoever wants to keep it real would around our cocks To touch 1 ourselves To pick the half-smoked keep calling it b-boy. True Blues from my father's ash tray and cough the gray grit - JoJo, from Rock Steady Crew into my hands To run my tongue along the lips of a girl with crooked teeth To be To B-boy To be boys for the ten days an 8-foot gash of cardboard lasts after we dragged that cardboard seven blocks then slapped it on the cracked blacktop To spin on our hands and backs To bruise elbows wrists and hips To Bronx-Twist Jersey version beside the mid-day traffic To swipe To pop To lock freeze and drop dimes on the hot pavement – even if the girls stopped watching and the street lamps lit buzzed all night we danced like that and no one called us home - Patrick Rosal 1 The Freshest Kids , prod. -
Hip Hop Dance: Performance, Style, and Competition
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Oregon Scholars' Bank HIP HOP DANCE: PERFORMANCE, STYLE, AND COMPETITION by CHRISTOPHER COLE GORNEY A THESIS Presented to the Department ofDance and the Graduate School ofthe University ofOregon in partial fulfillment ofthe requirements for the degree of Master ofFine Arts June 2009 -------------_._.. _--------_...._- 11 "Hip Hop Dance: Performance, Style, and Competition," a thesis prepared by Christopher Cole Gorney in partial fulfillment ofthe requirements for the Master ofFine Arts degree in the Department ofDance. This thesis has been approved and accepted by: Jenife .ning Committee Date Committee in Charge: Jenifer Craig Ph.D., Chair Steven Chatfield Ph.D. Christian Cherry MM Accepted by: Dean ofthe Graduate School 111 An Abstract ofthe Thesis of Christopher Cole Gorney for the degree of Master ofFine Arts in the Department ofDance to be taken June 2009 Title: HIP HOP DANCE: PERFORMANCE, STYLE, AND COMPETITION Approved: ----- r_---- The purpose ofthis study was to identify and define the essential characteristics ofhip hop dance. Hip hop dance has taken many forms throughout its four decades ofexistence. This research shows that regardless ofthe form there are three prominent characteristics: performance, personal style, and competition. Although it is possible to isolate the study ofeach ofthese characteristics, they are inseparable when defining hip hop dance. There are several genre-specific performance formats in which hip hop dance is experienced. Personal style includes the individuality and creativity that is celebrated in the hip hop dancer. Competition is the inherent driving force that pushes hip hop dancers to extend the form's physical limitations. -
Williams, Justin A. (2010) Musical Borrowing in Hip-Hop Music: Theoretical Frameworks and Case Studies
Williams, Justin A. (2010) Musical borrowing in hip-hop music: theoretical frameworks and case studies. PhD thesis, University of Nottingham. Access from the University of Nottingham repository: http://eprints.nottingham.ac.uk/11081/1/JustinWilliams_PhDfinal.pdf Copyright and reuse: The Nottingham ePrints service makes this work by researchers of the University of Nottingham available open access under the following conditions. · Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. · To the extent reasonable and practicable the material made available in Nottingham ePrints has been checked for eligibility before being made available. · Copies of full items can be used for personal research or study, educational, or not- for-profit purposes without prior permission or charge provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. · Quotations or similar reproductions must be sufficiently acknowledged. Please see our full end user licence at: http://eprints.nottingham.ac.uk/end_user_agreement.pdf A note on versions: The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher’s version. Please see the repository url above for details on accessing the published version and note that access may require a subscription. For more information, please contact [email protected] MUSICAL BORROWING IN HIP-HOP MUSIC: THEORETICAL FRAMEWORKS AND CASE STUDIES Justin A. -
SCHOOLED: Hiphop Composition at the Predominantly White University
Syracuse University SURFACE Dissertations - ALL SURFACE August 2017 SCHOOLED: Hiphop Composition at the Predominantly White University Tessa Rose Brown Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Arts and Humanities Commons Recommended Citation Brown, Tessa Rose, "SCHOOLED: Hiphop Composition at the Predominantly White University" (2017). Dissertations - ALL. 764. https://surface.syr.edu/etd/764 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT This dissertation asks what hiphop is doing in predominantly white higher-educational contexts, specifically in composition classrooms. Using ethnographic, autoethnographic, and historical methods, it finds that hiphop’s work in composition classrooms at PWIs is contradictory. This mixed-methods investigation suggests that the contradictory relation of white fans, students, and institutions to hiphop is shaped on the one hand by white listeners’ increasing identification with the historical struggles of African Americans under capitalism, and on the other hand, by disidentification or abjectification of African Americans in an effort to “win” the zero-sum game of capitalism. This contradiction results in a paradoxical situation where white fans—and white institutions—love hiphop and yet harbor antiblack views about the Black communities and Black students who make hiphop possible. However, the findings also suggest that identifying this tension offers writing instructors an opportunity to be more explicit about working towards anti-racist goals in the hiphop composition classroom. The dissertation’s historical study, ethnographic and autoethnographic studies, and review of contemporary hiphop and composition scholarship suggest that teaching and practicing reflexivity are core solutions to the paradoxical rhetorical action of hiphop in predominantly white spaces. -
1 Giant Leap Dreadlock Holiday -- 10Cc I'm Not in Love
Dumb -- 411 Chocolate -- 1975 My Culture -- 1 Giant Leap Dreadlock Holiday -- 10cc I'm Not In Love -- 10cc Simon Says -- 1910 Fruitgum Company The Sound -- 1975 Wiggle It -- 2 In A Room California Love -- 2 Pac feat. Dr Dre Ghetto Gospel -- 2 Pac feat. Elton John So Confused -- 2 Play feat. Raghav & Jucxi It Can't Be Right -- 2 Play feat. Raghav & Naila Boss Get Ready For This -- 2 Unlimited Here I Go -- 2 Unlimited Let The Beat Control Your Body -- 2 Unlimited Maximum Overdrive -- 2 Unlimited No Limit -- 2 Unlimited The Real Thing -- 2 Unlimited Tribal Dance -- 2 Unlimited Twilight Zone -- 2 Unlimited Short Short Man -- 20 Fingers feat. Gillette I Want The World -- 2Wo Third3 Baby Cakes -- 3 Of A Kind Don't Trust Me -- 3Oh!3 Starstrukk -- 3Oh!3 ft Katy Perry Take It Easy -- 3SL Touch Me, Tease Me -- 3SL feat. Est'elle 24/7 -- 3T What's Up? -- 4 Non Blondes Take Me Away Into The Night -- 4 Strings Dumb -- 411 On My Knees -- 411 feat. Ghostface Killah The 900 Number -- 45 King Don't You Love Me -- 49ers Amnesia -- 5 Seconds Of Summer Don't Stop -- 5 Seconds Of Summer She Looks So Perfect -- 5 Seconds Of Summer She's Kinda Hot -- 5 Seconds Of Summer Stay Out Of My Life -- 5 Star System Addict -- 5 Star In Da Club -- 50 Cent 21 Questions -- 50 Cent feat. Nate Dogg I'm On Fire -- 5000 Volts In Yer Face -- 808 State A Little Bit More -- 911 Don't Make Me Wait -- 911 More Than A Woman -- 911 Party People.. -
Arts C Orps Ye a R 11
ARTS CORPS YEAR 11 FINDYOURVOICE Impact: 2010/2011 1 DEAR EVERYBODY by Elizabeth Whitford I SIT HERE ON A CRISP FALL arts corps executive director AFTERNOON, WITH MY HEART FULL AND MY MIND INSPIRED, having just read through the stories that fill the following pages of this magazine. I am overwhelmingly grateful for the many voices that continue to shape Arts Corps; voices that also grow clearer and louder because of Arts Corps. In these pages, many voices come together to tell a singular story of inspiration. It’s a story of the creative power of youth and a reflection of a transformative year at Arts Corps. Amidst a struggling economy and major challenges facing our schools and partners, Arts Corps went leaner, but became stronger by being flexible, courageous and determined. We scaled back on workshops and one-time engagements with students to prioritize longer classes with greater impact on individual student learning. As a result, we served slightly fewer students this year at fewer sites, but we increased our total hours of instruction—meaning more time for each student to develop their creative capacities and unique voice. This past year was both reflective and forward thinking as we embarked on a process to develop a new vision and strategic plan for Arts Corps that drew from the wisdom of students, teaching artists, partners and supporters. Our new vision – our guiding star – shines clearly, as do the steps we need to take in the coming years to get there. Arts Corps’ vision: all youth have the courage to imagine and the freedom to create a just and vibrant future. -
Hip Hop Dance
Written & Edited by: Jade Jager Clark Owner & Artistic Director- Jade's Hip Hop Academy INTRODUCTION TABLE OF CONTENTS I.aM.Me............................3 In order to fully appreciate the artistry and skill of I.aM.mE. this Study Guide takes a look back at the History, Origins and Pioneers of the very Dance Styles they perform (and the styles preceding them) in combination with Locking.............................4 their self titled signature "Brain Bangin". Popping............................4 The Dance Styles included in this study guide have long been regarded as styles with no structure, technique or Waacking.........................5 vocabulary. So while Ballet, Jazz, Modern, Tap and Contemporary dance are regarded as high forms of performance art, styles under the umbrella term "street dance" have and are still often looked down upon. This study guide Breaking..........................5 closely examines the dance styles of Locking, Popping, Waacking, Breaking, Hip Hop, House and Krump. Hip Hop...........................6 What makes this study guide unique and one-of-kind are the summaries provided below, which have been provided by the very pioneers who created and developed these styles and in some cases the second generation of House..............................6 trailblazing students on behalf of the creators. Included you will find a brief break down of the history, origins, Krump..............................7 techniques and vocabulary related to each style as told by them. Materials.........................7 Furthermore this Guide Includes suggested Activities that tie in curriculum based learning for students with resources and references for further study. Suggested Activities.......8/9 It is our hope through this study guide to educate and grow audience appreciation and respect for not only I.aM. -
TEACHER STUDY GUIDE 2019/2020 SEASON School Shows: Oct
TEACHER STUDY GUIDE 2019/2020 SEASON School Shows: Oct. 30 - Nov. 1, 2019 10:00 & 11:45 AM Discovery Theater Public Show: November 2, 2019 7:30 PM Atwood Theater n Curriculum Connections n Activities for the Classroom n Learning Resources n Theatre Etiquette n Performance Background Alaska Junior Theater n 430 W 7th Ave, Suite 30 n Anchorage, AK 99501 P 907-272-7546 n F 907-272-3035 n www.akjt.org Curriculum Standards laska Junior Theater is a private, nonprofit organization that has been bringing the best in professional theatre from around the world to Alaska’s Ayoung audiences since 1981. Each year, more than 40,000 students attend a variety of live performances at the Alaska Center for the Performing Arts. For many students, our school show presentations are their only exposure to live performing arts. Each show we present has a strong educational component, and are linked to Alaska Content Standards. Alaska Junior Theater also offers teacher and student workshops, study guides and classroom transportation to our performances. We are committed to keeping ticket prices low, allowing children of all financial levels to experience live professional theatre. Our low educational ticket price of Discovery Theatre, ACPA $8 covers only half our costs of presenting shows. To subsidize the remaining $8 of each ticket, we actively fundraise and rely on the support of corporations, foundations and individuals. In addition, we fundraise to offer full scholarships to students with financial need. Alaska Junior Theater asked area teachers to review our 2019/2020 performances for direct connections to Alaska Content Standards. -
Clas/Sick Hip Hop
CLAS/SICK HIP HOP AMY O’NEAL OPPOSING FORCES FEB 16-18 2017 YBCA FORUM YBCA.ORG #CLASSICKHIPHOP Our organization was founded in 1993 as THE LESLIE AND MERLE RABINE 2016–17 PERFORMANCE SEASON WELCOME TO a citizen institution that would be home to the diverse local arts community while YERBA BUENA serving to connect the Bay Area to the CENTER FOR world. YBCA’s mission is to generate culture that moves people. We believe THE ARTS that culture—a collection of art, traditions, values, human experiences, and stories— is what enables us to act with imagination and creativity, to act socially, politically, and with conviction. Culture instigates change in the world. We believe that more and different kinds of people need to be defining culture today and that more people need to have access to cultural experiences that are relevant to their lives and their communities. We need new definitions and new experiences that bring people together regardless of their differences in order to make the inclusive and equitable culture we need today. We believe that the arts should be on the front line of change and that cultural OPPOSING FORCES AMY O’NEAL institutions exist to spur and support big CONCEPT, DIRECTION, societal movements. Through powerful art experiences, thoughtful and PERFORMERS AND AND CO-CHOREOGRAPHER: provocative content, and deep CO-CHOREOGRAPHERS: opportunities for participation, we are Alfredo “Free” Vergara Jr. committed to kindling inclusive culture Brysen “Just Be” Angeles Costume design: that cultivates empathy, awakens personal Fever One Wazhma Samizay + Danial Hellman with and societal transformation, and reaches Michael O’Neal Jr. -
Visit Us Online At
This study guide was designed to help teachers prepare their classes to see a performance of BREAK! The Urban Funk Spectacular The guide describes the history of the company and includes a series of discussion questions, some activities you may want to do with your class as well as a few terms to remember. We hope it will be useful, and that you and your class find this performance both entertaining and educational. Visit us online at www.breakshow.com WHAT IS URBAN DANCE? URBAN DANCE or STREET DANCING, as we know it today involves Locking, Popping, Breaking, street style jazz and other forms of dance that developed out of urban culture rooted in American cities. It is deeply connected to Hip-Hop music and has become accepted as a legitimate art form seen across the world on television, videos and on theatrical stages as well as utilized in choreography by major dance companies. Locking Locking style involves a “clown look” fun movements like “the funky chicken” and other comedy moves. This was a dance style that was originally a “goof” dance or a “mistake” that became a media sensation with early 1970 TV shows based on unique characters and style. Some teachers out there might remember charactors like Re-Run! The significance of “Locking” was that it was the first style of Urban Dance gathering media attention. Robotics and Electric Boogaloo This style of dance became popular with the electronic funk sound and drum beat in songs in 70’s and 80’s. Many of you might have seen videos of “Michael Jackson’s Dancing Machine” and other Robotic dances of that era! WHAT IS BREAK DANCE? Although the exact beginning of Break dance is unclear, it seems to have emerged as a style of street dance during the 1970's. -
Hotfoot Online Magazine
HHoottffoooott OOnnlliinnee Welcome Issue 2: Autumn 2005 Contents 1. Editorial - from Jeannette Brooks 2. The Career Curve - by Maria Ryan 3. The Creative Streak - Robert Hylton, interviewed by Jeannette Brooks 4. Review - Breakin’ Convention, by Natasha Bunbury 5. Wasssup! –Strictly African Dancing on the BBC, by Bill Harpe 6. Review - Compagnie Kafig, by Maria Ryan 7. ADAD Asks… Beverley Glean 8. Managing, Mentoring, Mothering - by June Gamble 9. Making Big Things Happen - Alistair Spalding, interviewed by Jeannette Brooks 10.ADAD Glossary - by Thea Barnes 11.ADAD News 1 Welcome …to the second Hotfoot Online magazine. The summer break may be finished and your dancing just warming up so let Hotfoot get you thinking about your ‘next steps’! This edition focuses on The Artist. We have articles from the manager’s point of view, a choreographer’sinterpretation and a venue managers’ perspective on the dancer creator. Reviewers, Maria Ryan and Natasha Bunbury, feedback their thoughts on Compagnie Kafig from France and the Breakin’ Convention event at Sadler’s Wells Theatre respectively. Pamela Zigomo of ADAD gives us an overview on all the new developments within the organisation. Our regular item ADAD Asks features some thought provoking opinions from Beverly Glean and then in our ongoing push to move on the debate around the interpretation and definition of Dance of the African Diaspora (DAD), ADAD launches the Diaspora Dictionary with Thea Barnes. But that’s not all. You’ll have to read on. African dance on the BBC is featured in Wasssup! Wasssup! is aimed at making sure Hotfoot is and remains pertinent, direct and representative by asking you to contribute your own work. -
WHAT IS HIP HOP? the Four Elements of Hip Hop Hip Hop Is Music — and a Culture, Encompassing Speech, Styles of Dress, Art
WHAT IS HIP HOP? The Four Elements of Hip Hop Hip hop is music — and a culture, encompassing speech, styles of dress, art, poetry and dancing, as well as "rapping." Purists have narrowed the major components of the culture into four loosely defined categories: deejaying, emceeing, breaking and graffiti art. Deejaying Jamaican immigrant Kool Herc, inspired by the “dubbing” and “toasting” from his native home, is credited with introducing deejaying to New York. Early New York DJs improvised, using a pair of turntables as a makeshift instrument when funding for school music programs were cut. Later Afrika Bambataa evolved the art of deejaying. MCing, or Emceeing MCs have become a centralized figure in hip hop. Commercially, MCs are known as rappers. During hip hop’s early days, MCs played a supporting role, accompanying the deejay and carrying crates of records. They used a microphone to talk over breakbeats and publicize their own neighborhoods while the deejay spun records. As competition for this position increased, MCs engaged in one-upmanship, boasting of their greatness in the face of inner city economic despair. Breaking Also known as b-boying, the dances that accompany the music have many influences. Kids in diverse New York neighborhoods were exposed to Eastern martial arts, tap dancing, gymnastics, salsa, Afro-Cuban and Native American dances. In the late ‘90’s b-boys and b- girls integrated moves from capoeira, a 16th century fighting dance developed by Brazilian slaves preparing for resistance. Graffiti Urban graffiti, using spray cans to create stylized murals and “tags” to create art in public spaces, gave kids a means of self-expression and a chance to spread political messages.