Mechanical Ball Set to Chamber Music
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UC Riverside Diagonal: an Ibero-American Music Review
UC Riverside Diagonal: An Ibero-American Music Review Title Goldberg, K. Meira, Walter Aaron Clark, and Antoni Pizà, eds. "Transatlantic Malagueñas and Zapateados in Music, Song and Dance: Spaniards, Natives, Africans, Roma." Newscastle upon Tyne, United Kingdom: Cambridge Scholars Publishing, 2019. Permalink https://escholarship.org/uc/item/5dq9z93m Journal Diagonal: An Ibero-American Music Review, 5(2) ISSN 2470-4199 Author Nocilli, Cecelia Publication Date 2020 DOI 10.5070/D85247375 License https://creativecommons.org/licenses/by/4.0/ 4.0 eScholarship.org Powered by the California Digital Library University of California Review Goldberg, K. Meira, Walter Aaron Clark, and Antoni Pizà, eds. Transatlantic Malagueñas and Zapateados in Music, Song and Dance: Spaniards, Natives, Africans, Roma. Newscastle upon Tyne, United Kingdom: Cambridge Scholars Publishing, 2019. CECILIA NOCILLI Universidad de Granada Beyond Dance: Analysis, Historiography, and Redefinitions The anthology Transatlantic Malagueñas and Zapateados in Music, Song and Dance: Spaniards, Natives, Africans, Roma opens with a suggestive image of Ruth St. Denis and Ted Shawn in La Malagueña of 1921, which synthesizes the identity of the publication: an exploration of the transatlantic journeys of Spanish dance and its exotic fascination. The image thus manifests the opposition between the maja and the manolo (tough girl and tough guy), as between the Andalusian woman and the bullfighter. In their introduction, Meira Goldberg, Walter Aaron Clark and Antoni Pizà highlight the relationship between this anthology and an earlier volume on the fandango as a clearly mestizo, or hybridized, dance form blending African, European, and American influences: The Global Reach of the Fandango in Music, Song and Dance: Spaniards, Indians, Africans and Gypsies (Música Oral del Sur vol. -
February 12 – 16, 2016
February 12 – 16, 2016 danceFilms.org | Filmlinc.org ta b l e o F CONTENTS DA N C E O N CAMERA F E S T I VA L Inaugurated in 1971, and co-presented with Dance Films Association and the Film Society of Lincoln Center since 1996 (now celebrating the 20th anniversary of this esteemed partnership), the annual festival is the most anticipated and widely attended dance film event in New York City. Each year artists, filmmakers and hundreds of film lovers come together to experience the latest in groundbreaking, thought-provoking, and mesmerizing cinema. This year’s festival celebrates everything from ballet and contemporary dance to the high-flying world of trapeze. ta b l e o F CONTENTS about dance Films association 4 Welcome 6 about dance on camera Festival 8 dance in Focus aWards 11 g a l l e ry e x h i b i t 13 Free events 14 special events 16 opening and closing programs 18 main slate 20 Full schedule 26 s h o r t s p r o g r a m s 32 cover: Ted Shawn and His Men Dancers in Kinetic Molpai, ca. 1935 courtesy of Jacob’s Pillow Dance festival archives this Page: The Dance Goodbye ron steinman back cover: Feelings are Facts: The Life of Yvonne Rainer courtesy estate of warner JePson ABOUT DANCE dance Films association dance Films association and dance on camera board oF directors Festival staFF Greg Vander Veer Nancy Allison Donna Rubin Interim Executive Director President Virginia Brooks Liz Wolff Co-Curator Dance on Camera Festival Paul Galando Brian Cummings Joanna Ney Co-Curator Dance on Camera Festival Vice President and Chair of Ron -
Types of Dance Styles
Types of Dance Styles International Standard Ballroom Dances Ballroom Dance: Ballroom dancing is one of the most entertaining and elite styles of dancing. In the earlier days, ballroom dancewas only for the privileged class of people, the socialites if you must. This style of dancing with a partner, originated in Germany, but is now a popular act followed in varied dance styles. Today, the popularity of ballroom dance is evident, given the innumerable shows and competitions worldwide that revere dance, in all its form. This dance includes many other styles sub-categorized under this. There are many dance techniques that have been developed especially in America. The International Standard recognizes around 10 styles that belong to the category of ballroom dancing, whereas the American style has few forms that are different from those included under the International Standard. Tango: It definitely does take two to tango and this dance also belongs to the American Style category. Like all ballroom dancers, the male has to lead the female partner. The choreography of this dance is what sets it apart from other styles, varying between the International Standard, and that which is American. Waltz: The waltz is danced to melodic, slow music and is an equally beautiful dance form. The waltz is a graceful form of dance, that requires fluidity and delicate movement. When danced by the International Standard norms, this dance is performed more closely towards each other as compared to the American Style. Foxtrot: Foxtrot, as a dance style, gives a dancer flexibility to combine slow and fast dance steps together. -
Redalyc.Mambo on 2: the Birth of a New Form of Dance in New York City
Centro Journal ISSN: 1538-6279 [email protected] The City University of New York Estados Unidos Hutchinson, Sydney Mambo On 2: The Birth of a New Form of Dance in New York City Centro Journal, vol. XVI, núm. 2, fall, 2004, pp. 108-137 The City University of New York New York, Estados Unidos Available in: http://www.redalyc.org/articulo.oa?id=37716209 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Hutchinson(v10).qxd 3/1/05 7:27 AM Page 108 CENTRO Journal Volume7 xv1 Number 2 fall 2004 Mambo On 2: The Birth of a New Form of Dance in New York City SYDNEY HUTCHINSON ABSTRACT As Nuyorican musicians were laboring to develop the unique sounds of New York mambo and salsa, Nuyorican dancers were working just as hard to create a new form of dance. This dance, now known as “on 2” mambo, or salsa, for its relationship to the clave, is the first uniquely North American form of vernacular Latino dance on the East Coast. This paper traces the New York mambo’s develop- ment from its beginnings at the Palladium Ballroom through the salsa and hustle years and up to the present time. The current period is characterized by increasing growth, commercialization, codification, and a blending with other modern, urban dance genres such as hip-hop. [Key words: salsa, mambo, hustle, New York, Palladium, music, dance] [ 109 ] Hutchinson(v10).qxd 3/1/05 7:27 AM Page 110 While stepping on count one, two, or three may seem at first glance to be an unimportant detail, to New York dancers it makes a world of difference. -
WORK IT 18.8.10 Alison Peck
WORK IT Written by Alison Peck 8.10.18 STX Entertainment Alloy Entertainment AK Worldwide Prods FADE IN: OVER CREDITS: CLOSE UP of DANCERS’ FEET as they STOMP the pavement while an upbeat, hip hop BANGER picks up. Rhythmically, fast. Bursting with style. Now we see other FEET on a STAGE. They SPIN, they SLIDE, they STOMP in unison. Mesmerizing. And then, BOOM. Girl’s feet-- A pair of plain white Keds move down a hallway. Passing by much cooler kicks belonging to much cooler people. We’re in-- INT. HIGH SCHOOL HALLWAY - DAY The feet move across the dirty floor, passing backpacks, lockers. And we PULL BACK TO REVEAL-- The lovely face of QUINN ACKERMAN, 18, the one wearing those Keds. Big glasses, vintage baggy Stanford sweater. Her vibe is intense-phD-student-working-on-her-dissertation. Out-of- place in high school. A modern Brat Pack Molly Ringwald, a post-Millennial Annie Hall. The most interesting person here, but no one knows it yet. SOME DUDE is horse-playing, doesn’t see Quinn, and BODY-SLAMS into her. She SMASHES into the lockers, FALLS to the floor, GROANS-- “what the fuck?” QUINN Come on, man! SOME DUDE Eat my dick, Einstein! QUINN I’d have to find it first! As she collects her fallen books, ANOTHER STUDENT shoots a look in her direction. QUINN (CONT’D) I know, I know. I shouldn’t emasculate... Though then again, why’s it my responsibility as a woman to protect a man’s fragile masculinity-- 2. ANOTHER STUDENT --You’re blocking my shit. -
Choreography for the Camera AB
Course Title CHOREOGRAPHY FOR THE CAMERA A/B Course CHORFORCAMER A/B Abbreviation Course Code 190121/22 Number Special Notes Year course. Prerequisite: 1 semester of any dance composition class, and 1 semester of any dance technique class. Prerequisite can be waived based-on comparable experience. Course This course provides a practical and theoretical introduction to dance for the camera, Description including choreography, video production and post-production as pertains to this genre of experimental filmmaking. To become familiar with the form, students will watch, read about, and discuss seminal dance films. Through studio-based exercises, viewings and discussions, we will consider specific approaches to translating, contextualizing, framing, and structuring movement in the cinematic format. Choreographic practices will be considered and practiced in terms of the spatial, temporal and geographic alternatives that cinema offers dance – i.e. a three-dimensional, and sculptural presentation of the body as opposed to the proscenium theatre. We will practice effectively shooting dance with video cameras, including basic camera functions, and framing, as well as employing techniques for play on gravity, continuity of movement and other body-focused approaches. The basics of non-linear editing will be taught alongside the craft of editing. Students will fulfill hands-on assignments imparting specific techniques. For mid-year and final projects, students will cut together short dance film pieces that they have developed through the various phases of the course. Students will have the option to work independently, or in teams on each of the assignments. At the completion of the course, students should have an informed understanding of the issues involved with translating the live form of dance into a screen art. -
Dance Base 14 –16 Grassmarket, Edinburgh EH1 2JU 0131 225 5525 Dance @Dancebase.Co.Uk Dancebase.Co.Uk
AUTUM N15 GET ON BEAT Courses, drop-in classes & workshops for eve ryone 5 September – 4 December Dance Base 14 –16 Grassmarket, Edinburgh EH1 2JU 0131 225 5525 dance @dancebase.co.uk dancebase.co.uk Dance Base is a registered charity that encourages and celebrates the potential for dance in everyone. Scottish Charity SC022 512 BOARD Patron: HRH Prince Charles, Duke of Rothesay KT KG Chair Edward A Crozier Artistic Patron: Mark Morris Members Paul Blair, Cllr Catherine Fullerton, Annie Griffin, Simon Guest, Christopher Hampson, Fiona Hendry, Donna Malone, Elizabeth Mitchell Dance Base gratefully acknowledges support from: If you or your company would like to support Dance Base please contact Matt Roe, Head of Operations & Business Development on 0131 225 5525 Front cover dancer: Sau Tham (Hip Hop Intermediate) Front cover photographer: Maria Falconer Photography: Maria Falconer, Francesca Dymond Design: Emma Quinn Print: Streamline WE LCOME Contents Summer may be over, but fear not! We have an action-packed line-up of classes and workshops for you Welcome 3 this autumn. There is something for everyone as we look ahead to the festive season. Community 4 / 5 In response to overwhelming demand we have added even Professional 6 more classes to our bumper ballet offering. There will be How we do it 7 an additional Ballet Vintage class while one of the current classes progresses to Ballet Vintage Improvers and on top How to book 8 / 9 of this, we are also introducing a second Ballet Absolute Beginners class. We hope these classes will allow more Pay It Forward 10 people to discover the beauty and grace of this timeless Hires 11 dance style. -
Samba, Rumba, Cha-Cha, Salsa, Merengue, Cumbia, Flamenco, Tango, Bolero
SAMBA, RUMBA, CHA-CHA, SALSA, MERENGUE, CUMBIA, FLAMENCO, TANGO, BOLERO PROMOTIONAL MATERIAL DAVID GIARDINA Guitarist / Manager 860.568.1172 [email protected] www.gozaband.com ABOUT GOZA We are pleased to present to you GOZA - an engaging Latin/Latin Jazz musical ensemble comprised of Connecticut’s most seasoned and versatile musicians. GOZA (Spanish for Joy) performs exciting music and dance rhythms from Latin America, Brazil and Spain with guitar, violin, horns, Latin percussion and beautiful, romantic vocals. Goza rhythms include: samba, rumba cha-cha, salsa, cumbia, flamenco, tango, and bolero and num- bers by Jobim, Tito Puente, Gipsy Kings, Buena Vista, Rollins and Dizzy. We also have many originals and arrangements of Beatles, Santana, Stevie Wonder, Van Morrison, Guns & Roses and Rodrigo y Gabriela. Click here for repertoire. Goza has performed multiple times at the Mohegan Sun Wolfden, Hartford Wadsworth Atheneum, Elizabeth Park in West Hartford, River Camelot Cruises, festivals, colleges, libraries and clubs throughout New England. They are listed with many top agencies including James Daniels, Soloman, East West, Landerman, Pyramid, Cutting Edge and have played hundreds of weddings and similar functions. Regular performances in the Hartford area include venues such as: Casona, Chango Rosa, La Tavola Ristorante, Arthur Murray Dance Studio and Elizabeth Park. For more information about GOZA and for our performance schedule, please visit our website at www.gozaband.com or call David Giardina at 860.568-1172. We look forward -
Introduction to Latin Dance
OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Course Code 3722 Course Title Introduction to Latin Dance Department Physical Education Short Title Intro Latin Dance Course Length 2 Semesters Grade 11-12 Credits/Semester 5 Required for Graduation No Meets H.S. Grad Requirement Elective Credit Yes Meets UC “a-g” No Meets NCAA Requirement No Requirement Prerequisites 2 years physical education COURSE DESCRIPTION: This course is designed to teach students the basic elements of Latin Dance. Students will analyze dance’s role in improving and maintaining one’s health related fitness and then incorporate dance activities into their personal fitness program/plan. Students will learn basic steps as well as complex combinations in Merengue, Salsa, Bachata, and the Cha Cha. For each dance, the students will learn the historical and geographical roots, the music and the instruments associated with each one. This course will help students learn the skills of dance while improving their technique, poise, self-confidence and creative ability as well as deepening their understanding of and appreciation for the rich and colorful heritage that each dance represents. As a course involving couples’ dances, it will allow students to develop an understanding of the social etiquette involved in couples dancing. GOALS: Students need to: • Demonstrate knowledge and skills related to performance of the following dances: Merengue, Salsa, Bachata and Cha Cha. • Assess and maintain a level of physical fitness to improve health and performance. • Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance in dance. • Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of Latin dance. -
Waacking Is a Style of Dance That Came up in the 70'S, Coming Directly from the Funk & Disco Era
Waacking is a style of dance that came up in the 70's, coming directly from the Funk & Disco era. It was born in gay clubs, but through television show, it became popular. Waacking is now starting to resurface and it's popularity is starting to grow. This dance allows you to create a personal style; doesn't matter whether it be sexy, feminine or aggressive, as long as you express yourself and let yourself go to the music. Movements of the performers were so creative. This style is often wrongly considered a style oh house dance. Disco music was the perfect vehicle for this style, with its driving rhythms and hard beats. In the early 1970s in Los Angeles, dancer Lamont Peterson was one of the first to start using his arms and body to the music. Dancer such Mickey Lord, Tyrone Proctor and Blinky fine tuned the arms movements, by making the arms and hands go fast to the driving disco beat. At the time waacking was primarily a gay black and latino dance. Many people mistakenly believe that waacking came from Locking becouse some movements are very similar. the gay community is soley responsible for the creation of this style. Waacking and Lockinghave some similarities but they are different dances. Waacking is the original name; Punking is a name set forth by non gay community that mixed in movements from Locking. The Name originated from Tyrone Proctor and Jeffrey Daniel's. Garbo in another name given to the dance. The difference between Waacking and Voguins is the first became popular in the 1970's on the West Coast. -
Grade Dance Unit
10TH GRADE DANCE UNIT TANGO The tango is a slow, sexy dance that originated in the slums of Buenos Aires in the mid-1800s. It’s become a universal symbol of sexual tension in the movies, but most commonly, is a popular dance in ballrooms and nightclubs around the world. Although many variations of the tango exist, the most famous is still the original Argentine Tango. History of the Tango Like so many of history’s most popular and enduring dance styles, the tango’s legacy stretches back from its current cachet as a sensuous, exotic ballroom dance to its origins in the immigrant African slums of Argentina. No one knows for certain where the tango really came from, but it’s generally accepted that the word itself likely has African origins, and that it evolved from the free mixing of cultures and ethnicities in working class Buenos Aires in the mid-19th century. There, poor immigrants from Spain, Portugal, Italy, Poland, and Russia mixed and mingled with African slaves and shared their dance traditions with each other. Cuban and African musical styles and instruments were introduced, and an early style of the tango was born. Later, wealthy members of the Argentinian elite who weren’t above slumming among society’s poor introduced the dance to their own circles and eventually brought the steps and music with them to Paris, where many had moved for education and leisure travel. Unlike conservative Buenos Aires society, Parisians loved and embraced the coarse, sexual nature of the new dance. The tango craze spread throughout Europe and soon landed in London and New York. -
The Miseducation of Hip-Hop Dance: Authenticity, and the Commodification of Cultural Identities
The Miseducation of Hip-Hop dance: Authenticity, and the commodification of cultural identities. E. Moncell Durden., Assistant Professor of Practice University of Southern California Glorya Kaufman School of Dance Introduction Hip-hop dance has become one of the most popular forms of dance expression in the world. The explosion of hip-hop movement and culture in the 1980s provided unprecedented opportunities to inner-city youth to gain a different access to the “American” dream; some companies saw the value in using this new art form to market their products for commercial and consumer growth. This explosion also aided in an early downfall of hip-hop’s first dance form, breaking. The form would rise again a decade later with a vengeance, bringing older breakers out of retirement and pushing new generations to develop the technical acuity to extraordinary levels of artistic corporeal genius. We will begin with hip-hop’s arduous beginnings. Born and raised on the sidewalks and playgrounds of New York’s asphalt jungle, this youthful energy that became known as hip-hop emerged from aspects of cultural expressions that survived political abandonment, economic struggles, environmental turmoil and gang activity. These living conditions can be attributed to high unemployment, exceptionally organized drug distribution, corrupt police departments, a failed fire department response system, and Robert Moses’ building of the Cross-Bronx Expressway, which caused middle and upper-class residents to migrate North. The South Bronx lost 600,000 jobs and displaced more than 5,000 families. Between 1973 and 1977, and more than 30,000 fires were set in the South Bronx, which gave rise to the phrase “The Bronx is Burning.” This marginalized the black and Latino communities and left the youth feeling unrepresented, and hip-hop gave restless inner-city kids a voice.