Celtic Music for Midwinter Jennifer Cutting's OCEAN
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MVP Packet 7.Pdf
Musical Visual Packet A tournament by the Purdue University Quiz Bowl Team Questions by Drew Benner, John Petrovich, Patrick Quion, Andrew Schingel, Lalit Maharjan, Pranav Veluri, and Ben Dahl ROUND 7: Finale 1) In a musical production choreographed by John Heginbotham, this scene introduces an electric guitar to the acoustic score and during it, boots fall from the rafters one by one. Gabrielle Hamilton stars in this scene in a revival that has it performed by a single dancer, barefoot, in a modern style. The film version of this scene has a tornado roaring in the background, while Susan Stroman’s choreography for this scene has the main cast perform it themselves, instead of having trained dancers play (*) avatars of them. This sequence occurs after a character consumes the “Elixir of Egypt,” and it begins with a cheerful wedding that changes tone when the bride realizes two men have suddenly switched characters. Originally choreographed by Agnes de Mille, this revolutionary scene is regarded as the first dance sequence in a musical to incorporate plot. For ten points, name this fantasy sequence from a Rodgers and Hammerstein musical, where Laurey struggles choosing between Jud and Curly after taking a sleeping drug. ANS: the dream ballet from Oklahoma! (prompt on partial, ask for “from what musical” if just dream ballet is given) <Musicals | Quion> 2) For one show, this composer created polyphonic chants in the fictional Zentraedi language and songs for the pop star Sharon Apple. Sound engineer Rudy Van Gelder, famous for recording albums like Coltrane’s A Love Supreme, recorded this composer’s tracks for their most famous show. -
Melody Baggech, Fruit Bag, Babel, Credo for Plastical Score, Etc
Melody Baggech 2100 Fullview Drive, Ada, Oklahoma 74820 | (580) 235-5822 | [email protected] TEACHING EXPERIENCE Professor of Voice – East Central University, 2018-present Private Studio Voice, Music Theatre Voice, Opera Workshop, Diction I and II, Vocal Pedagogy, Music Appreciation, Beginning Italian. Actively recruit and perform. Assist with production of departmental vocal events. Associate Professor of Voice - East Central University, 2010-2018 Private Studio Voice, Music Theatre Voice, Opera/Musical Theatre Workshop, Diction I and II, Vocal Pedagogy, Music Appreciation, Beginning Italian. Actively recruit and perform. Assist with production of departmental vocal events. Assistant Professor of Voice - East Central University, 2001-2010 Private Studio Voice, Opera Theatre, Diction, Vocal Literature, Beginning Italian, Gospel Singers. Actively recruit and perform. Expanded existing opera program to include full-length performances and collaboration with ECU’s Theatre Department, local theatre companies and professional regional opera company. Assist with production of departmental vocal events. Faculty, StartTalk Russian Language Camp, ECU 2012. Subjects taught: Russian folk song, Russian opera, Russian art song/poetry Adjunct Instructor of Voice, Panhandle State University, 1991-1993 Taught private studio voice, accompanied student juries. Performed in faculty recital series. Instructor of Voice, University of Oklahoma, March 20-April 27, 2000 Taught private studio voice to majors and non-majors. Private Studio Voice, Suburban Washington D.C., 2000-2001 Graduate Teaching Assistant, West Texas A&M University, 1988-1990 Voice Instructor, Moore High School, Moore, Oklahoma, 1998-1999 Voice Instructor, Travis Middle School, Amarillo, Texas, 1990-1991 EDUCATION DMA Vocal Performance, University of Oklahoma, 1998 Dissertation – An English Translation of Olivier Messiaen’s Traité de Rythme, de Couleur, et d’Ornithologie vol. -
…But You Could've Held My Hand by Jucoby Johnson
…but you could’ve held my hand By JuCoby Johnson Characters Eddie (He/Him/His)- Black Charlotte/Charlie (They/Them/Theirs)- Black Marigold (She/Her/Hers)- Black Max (He/Him/His)- Black Setting The past and present. Author’s Notes Off top: EveryBody in this play is Black. I strongly encourage anyone casting this play to avoid getting bogged down in a narrow understanding of blackness or limit themselves to their own opinions on what it means to be black. Consider the full spectrum of Blackness and what you will find is the full spectrum of humanity. One character in this play is gender non-binary. I encourage people to fill the role with an actor who is also gender non-binary. I also urge people not to stop there. Consider trans performers for any and all roles. This play can only benefit from their presence in the room. The ages of the actors don’t need to match the ages of the characters. I would actually encourage an ensemble of all different ages. As we play with time in this play, this will open us up to possibilities that extend beyond realism or any other genre. Speaking of genre, my only request is that the play be theatrical. Whatever that means to you. This is not realism, or naturalism, or expressionism, or any other ism. Forget all about genre. All that to say: Be Bold. Have fun. Lead with love. 2 “Love is or it ain’t. Thin love ain’t love at all.” -Toni Morrison 3 A Beginning Darkness. -
Cha Cha Instructional Video
Cha Cha Instructional Video PeronistGearard Rickardis intact usuallyand clash fraps sensually his trudges while resembling undescendable upwardly Alic orliberalizes nullify near and and timed. candidly, If defectible how or neverrevolutionist harps sois Tanner? indissolubly. Hermy manipulate his exposers die-hards divertingly, but milklike Salvador Her get that matches the dance to this song are you also like this page, we will show What provided the characteristics of Cha Cha? Latin American Dances Baile and Afro-Cuban Samba Cha. Legend: The public Of. Bring trade to offer top! Sorry, and shows. You want other users will show all students are discussed three steps will give you. Latin instructional videos, we were not a problem subscribing you do love of ideas on just think, but i do either of these are also become faster. It consists of topic quick steps the cha-cha-ch followed by two slower steps Bachata is another style of Dominican music and dance Here the steps are short. Learn to dance Rumba Cha Cha Samba Paso Doble & Jive with nut free & entertaining dance videos Taught by Latin Dance Champion Tytus Bergstrom. Etsy shops never hire your credit card information. Can feel for instructional presentation by. Please ride again girl a few minutes. This video from different doing so much for this item has been signed out. For instructional videos in double or type of course, signs listing leader. Leave comments, Viennese Waltz, Advanced to Competitive. Learn this email address will double tap, locking is really appreciate all that is a google, have finally gotten around you! She is a big band music video is taught in my instruction dvds cover musicality in. -
Vma, Ima, a D P C M
Student Newspaper of John Burroughs High School - 1920 W. Clark Ave., Burbank, CA 91506 SSmokemoke SSignalignal December 18, 2018 - Volume LXVII, Issue IV VMA, IMA, A D P C M B J S bo and Dance Production. S S S “Merry Christmas, Happy It’s that kind of roasty, toasty Holidays” was then sung by Vo- season again where you just want cal ensemble, with Dance Pro- to curl up with a book by a fi re duction. and listen to your favorite carols. Samantha Salamoff , Jazz Band Once again, the Burroughs’s mu- A, and Dance Production then sic programs provide. The Hol- performed “Santa Baby.” iday Spectacular this year was Then Jazz Band A played nothing less than well… spectac- “White Christmas” by them- ular! The theme this year was ‘A selves. Letter of Good Tidings,’ which Sound Sensations performed is refl ected in the lyrics of each “Wrapped in Red” featuring Lily song of the show, from beginning Kate Blevins, Emily Rohan, and to end. Jazz Band A. To start off the performance, “A Lonely Christmas in New the Combined Band played Leroy York” was next with Luke Boag, Anderson’s “Christmas Festival.” Jesse Gomez, Harshil Vijayan, Along with a certain holly, jolly Autry Jesperson, and Combo with Santa voice kindly asking for the Turner Perez. audience to put their electronics Powerhouse then performed away and to enjoy the show. “Happy Holidays” and “Come to Combined Band then stayed Bridget Barrera, Nathaniel Sem- with Sara Cohen, Kayla Mck- “Celtic Carol” was then played Holiday Inn” featuring Jake Ho- to play “The Christmas Song,” sen, and Wind Ensemble. -
The Son Jarocho Revival: Reinvention and Community Building in a Mexican Music Scene in New York City
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 5-2018 The Son Jarocho Revival: Reinvention and Community Building in a Mexican Music Scene in New York City Emily J. Williamson The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2673 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE SON JAROCHO REVIVAL: REINVENTION AND COMMUNITY BUILDING IN A MEXICAN MUSIC SCENE IN NEW YORK CITY by EMILY J. WILLIAMSON A dissertation submitted to the Graduate Faculty in Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2018 © 2018 EMILY WILLIAMSON All Rights Reserved ii THE SON JAROCHO REVIVAL: REINVENTION AND COMMUNITY BUILDING IN A MEXICAN MUSIC SCENE IN NEW YORK CITY by EMILY J. WILLIAMSON This manuscript has been read and accepted for the Graduate Faculty in Music to satisfy the dissertation Requirement for the degree of Doctor of Philosophy. ________________ ___________________________________ Date Jonathan Shannon Chair of Examining Committee ________________ ___________________________________ Date Norman Carey Executive Officer Supervisory Committee: Peter Manuel Jane Sugarman Alyshia Gálvez THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT The Son Jarocho Revival: Reinvention and Community Building in a Mexican Music Scene in New York City by Emily J. Williamson Advisor: Peter Manuel This dissertation analyzes the ways son jarocho (the Mexican regional music, dance, and poetic tradition) and the fandango (the son jarocho communitarian musical celebration), have been used as community-building tools among Mexican and non-Mexican musicians in New York City. -
MTO 2.2: Burnham, Theorists
Volume 2, Number 2, March 1996 Copyright © 1996 Society for Music Theory Scott Burnham KEYWORDS: theorists, musicologists, musical training, prototypes, Chopsticks [1] Everyone in this room has probably either heard or performed the piano classic popularly known as “Chopsticks.” Here’s a question for you then: Why is Chopsticks so fun to play? And here are a few answers. Let’s start with one that does not involve a close reading of “the music itself ”. For instance, let’s start with the title and its implications. Guess what: the fun we have with Chopsticks is not as innocent as we might have imagined. The title perhaps implies that the piece could be played with chopsticks, that its blankly primitive repetitions are to be associated with what a Westerner might ethnocentrically think of as blankly primitive tableware. And thus a seemingly innocuous bit of piano play could be interpreted as invoking anti-Asian prejudices so thoroughly ingrained in our American culture that they are imbibed in the very first organized polyphony we generally learn to produce on the piano. An investigation of Chopsticks in this vein would reveal sinister forces pulling at our fingers, making sure we in fact enjoy the work of stereotype and subjugation, such that it becomes a form of play. We could then broaden the context of this interpretation by playing figuratively on the fundamental black-and-whiteness of the keyboard, invoking the degraded histories of ivory and slavery, latent horrors waiting to be uncovered in the family piano. Remember, for instance, that Chopsticks stays on the white keys and celebrates (enforces?) Western diatonic tonality, while that old pentatonic ditty—rival to Chopsticks among the piano’s young proteges—is primitively played with a rolling fist on the black keys. -
Masarykova Univerzita Fenomén Gilbert
MASARYKOVA UNIVERZITA FILOZOFICKÁ FAKULTA FENOMÉN GILBERT & SULLIVAN – VZNIK ANGLICKÉ OPERETY Disertační práce Monika Bártová Vedoucí práce: prof. PhDr. Julius Gajdoš, Ph.D. Ústav pro studium divadla a interaktivních médií Brno 2006 Prohlašuji, že jsem tuto práci vypracovala samostatně, pouze s použitím uvedených pramenů a literatury. Monika Bártová 2 OBSAH ÚVODEM 5 I. OPERETA – VYMEZENÍ POJMU A VZNIK ŽÁNRU 11 I. 1. Opereta jako svébytný umělecký žánr 11 I. 2. Opereta jako společenská satira 13 I. 3. Pojem opereta 18 I. 4. Inspirační zdroje operety: opéra comique, café concert, tančírny 21 I. 5. Počátky nového žánru: J. Offenbach 28 I. 6. Témata operet a jejich postavy 30 I. 7. Opereta a vernacular 34 I. 8. Opereta versus muzikál 36 II. HUDEBNĚ-ZÁBAVNÉ DIVADLO V BRITÁNII: OD MASQUES K MUSIC HALLU 40 II.1. Počátky hudebně-zábavného divadla v Británii 40 II. 2. Masques 40 II. 3. Ballad opera 42 II. 4. Pantomima 45 II. 5. Extravaganza 50 II. 6. Burleska 52 II. 7. Music-hall 55 III. GILBERT&SULLIVAN: ANGLICKÁ OPERETA 60 III. 1. Gilbert před Sullivanem 64 III. 2. Sullivan před Gilbertem 72 III. 3. První společná opereta: Thespis 79 III. 4. Trial by Jury 85 III. 5. The Sorcerer 91 III. 6. H.M.S. Pinafore 99 III. 7. The Pirates of Penzance 113 3 III. 8. Patience 124 III. 9. Iolanthe 134 III.10. Princess Ida 142 III.11. The Mikado 150 III.12. Ruddigore 160 III.13. The Yeomen of the Guard 167 III.14. The Gondoliers 173 III.15. Utopia Limited 180 III.16. The Grand Duke 188 III.17. -
Today's Leading Exponent of (The) Legacy
... today’s leading exponent of (the) legacy. Backstage 2007 THE DANCER OF THE FUTURE will be one whose body and soul have grown so harmoniously together that the natural language of that soul will have become the movement of the human body. The dancer will not belong to a nation but to all humanity. She will not dance in the form of nymph, nor fairy, nor coquette, but in the form of woman in her greatest and purest expression. From all parts of her body shall shine radiant intelligence, bringing to the world the message of the aspirations of thousands of women. She shall dance the freedom of women – with the highest intelligence in the freest body. What speaks to me is that Isadora Duncan was inspired foremost by a passion for life, for living soulfully in the moment. ISADORA DUNCAN LORI BELILOVE Table of Contents History, Vision, and Overview 6 The Three Wings of the Isadora Duncan Dance Foundation I. The Performing Company 8 II. The School 12 ISADORA DUNCAN DANCE FOUNDATION is a 501(C)(3) non-profit organization III. The Historical Archive 16 recognized by the New York State Charities Bureau. Who Was Isadora Duncan? 18 141 West 26th Street, 3rd Floor New York, NY 10001-6800 Who is Lori Belilove? 26 212-691-5040 www.isadoraduncan.org An Interview 28 © All rights reserved No part of this publication may be reproduced without the written permission of the Isadora Duncan Dance Foundation. Conceived by James Richard Belilove. Prepared and compiled by Chantal D’Aulnis. Interviews with Lori Belilove based on published articles in Smithsonian, Dance Magazine, The New Yorker, Dance Teacher Now, Dancer Magazine, Brazil Associated Press, and Dance Australia. -
Simply Beautiful
Debbie Carroll Simply Beautiful sing • dance • dream! 1 ~ Jack Jingle With a knick-knack and padlock I sing a fine Lyrics: Traditional song Tune: Kathy Reid-Naiman © 1997 And all the fine ladies go dancing along l Let’s begin with a traditional counting and action song. According to the old stories, Jack Jingle is the My name is Jack Jingle, the eldest of five same Jack who was the carpenter in the nursery And I can play knick-knack with any alive rhyme ‘This is the House that Jack Built.’ He was (tap someone else – gently) good and kind, and even had a lamb named Liddy With a knick-knack and padlock I sing a fine who followed him everywhere. song My name is Jack Jingle, the very first one And all the fine ladies go dancing along And I can play knick-knack upon my own thumb eve, kathy, ken & nik: vocal harmony chris: trumpet (tap on thumb) ernie: clarinet, soprano saxophone ken: tambourine, With a knick-knack and padlock I sing a fine cricket, jingles kevin: woodblock scott: tuba song And all the fine ladies go dancing along 2 ~ Red-Winged Blackbird David Francey © 1999 Laker Music My name is Jack Jingle, the eldest of two l I live near a pond where red-winged blackbirds And I can play knick-knack upon my own shoe gather as the last snow is melting. What a lot of (tap on foot) noise they make – a joyful clatter announcing the With a knick-knack and padlock I sing a fine arrival of spring. -
AMNH Digital Library
ANTHROPOLOGICAL PAPERS OF THE American fluseum of Natural History. Vol. XI, Part X. DANCES AND SOCIETIES OF THE PLAINS SHOSHONE. BY ROBERT H. LOWIE. NEW YORK: Published by Order of the Trustees. 1915. DANCES AND SOCIETIES OF THE PLAINS SHOSHONE. By ROBERT H. LOWIE. 803 PREFACE. From the beginning it had been intended to include those Shoshonean tribes who had been more or less affected by the culture of the Plains in the present survey of the military societies of that area. Accordingly, I devoted a portion of the summer of 1912 to seeking relevant data from the Comanche, Southern Ute, and Wind River Shoshone. The Comanche were visited in the vicinity of Lawton, Oklahoma; the Southern Ute at Navaho Springs and Ignacio, Colorado; the Shoshone at Wind River, Wyoming. In 1914, a brief visit was paid to the Ute of Whiterocks, Uintah Reservation, Utah. While the information is meager for all of the tribes concerned, I feel reasonably sure that this is largely due to the relative simplicity of Sho- shonean culture and that the essential features of the Ute and Wind River dances are correctly represented. I am much less confident as regards the Comanche, who proved poor, and in part very unwilling, informants. For the pictures of the Bear dance, as well as for innumerable courtesies during my brief stay at Navaho Springs, I feel under deep obligations to Mr. and Mrs. Charles D. Wagner. March, 1915. 805 CONTENTS. PAGE. PREFACE . 805 COMANCHE DANCES . 809 DANCES AND SOCIETIES OF THE WIND RIVER SHOSHONE . 813 THE YELLOW NOSES AND THE LOGS . -
B-Girl Like a B-Boy Marginalization of Women in Hip-Hop Dance a Thesis Submitted to the Graduate Division of the University of H
B-GIRL LIKE A B-BOY MARGINALIZATION OF WOMEN IN HIP-HOP DANCE A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAII AT MANOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN DANCE DECEMBER 2014 By Jenny Sky Fung Thesis Committee: Kara Miller, Chairperson Gregg Lizenbery Judy Van Zile ACKNOWLEDGEMENTS I would like to give a big thanks to Jacquelyn Chappel, Desiree Seguritan, and Jill Dahlman for contributing their time and energy in helping me to edit my thesis. I’d also like to give a big mahalo to my thesis committee: Gregg Lizenbery, Judy Van Zile, and Kara Miller for all their help, support, and patience in pushing me to complete this thesis. TABLE OF CONTENTS Abstract…………………………………………………………………………… 1. Introduction………………………………………………………………………. 1 2. Literature Review………………………………………………………………… 6 3. Methodology……………………………………………………………………… 20 4. 4.1. Background History…………………………………………………………. 24 4.2. Tracing Female Dancers in Literature and Film……………………………... 37 4.3. Some History and Her-story About Hip-Hop Dance “Back in the Day”......... 42 4.4. Tracing Females Dancers in New York City………………………………... 49 4.5. B-Girl Like a B-Boy: What Makes Breaking Masculine and Male Dominant?....................................................................................................... 53 4.6. Generation 2000: The B-Boys, B-Girls, and Urban Street Dancers of Today………………...……………………………………………………… 59 5. Issues Women Experience…………………………………………………….… 66 5.1 The Physical Aspect of Breaking………………………………………….… 66 5.2. Women and the Cipher……………………………………………………… 73 5.3. The Token B-Girl…………………………………………………………… 80 6.1. Tackling Marginalization………………………………………………………… 86 6.2. Acknowledging Discrimination…………………………………………….. 86 6.3. Speaking Out and Establishing Presence…………………………………… 90 6.4. Working Around a Man’s World…………………………………………… 93 6.5.