Performing Arts: a Plea for Diversity Bernard Bel, Andréine Bel
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BCCA Programs 2021-22
T H E 2 0 2 1 / 2 2 S E A S O N DANCE IN THE CREEK @ B R A G G C R E E K C O M M U N I T Y A S S O C I A T I O N We offer a variety of recreational programs at BCCA, each running on a short 4-month basis! Our classes in Bragg Creek are focused on building community, confidence, and keeping kids active and engaged! "SO MUCH MORE O U R B C C A P R O G R A M S ( E N C L O S E D ) : THAN DANCE" O U R P H I L O S O P H Y . CREATIVE MOVEMENT CLASSES FOR AGE 3-4 We strongly believe in creating opportunities and experiences that go beyond dance steps. While we are proud of the level of instruction and training we provide, "FUSION" CLASSES FOR we believe strongly in "human before dancer." From the AGE 5-6 interactions we have, to the values we embrace, and the culture we promote, our programs are about much more TUITION RATES & PACKAGES than dance, especially in Bragg Creek... CREATIVE MOVEMENT & PRE-JUNIOR DATES, RATES, & INCLUSIONS F O R A G E 3 - 6 Classes and schedule: "Tiny Ballerinas" for AGE 3-4 - Mondays, 9:15-9:45am "Hop n' Pop" for AGE 3-4 - Mondays, 9:50-10:20am "Tumble Tykes" for AGE 3-4 - 10:30-11:00am "Fusion" Dance for AGE 4-5 - 12:00-12:45pm "Fusion" Dance for AGE 4-5 - 2:45-3:30pm Pre-Junior "Fusion" for AGE 5-6 - Mondays, 3:30-4:15pm Dates: September 13th to December 13th (NO classes Oct. -
Dance, Senses, Urban Contexts
DANCE, SENSES, URBAN CONTEXTS Dance and the Senses · Dancing and Dance Cultures in Urban Contexts 29th Symposium of the ICTM Study Group on Ethnochoreology July 9–16, 2016 Retzhof Castle, Styria, Austria Editor Kendra Stepputat Copy-editors Liz Mellish Andriy Nahachewsky Kurt Schatz Doris Schweinzer ICTM Study Group on Ethnochoreology Institute of Ethnomusicology, University of Music and Performing Arts Graz Graz, Austria 2017 Symposium 2016 July 9–16 International Council for Traditional Music Study Group on Ethnochoreology The 29th Symposium was organized by the ICTM Study Group on Ethnochoreology, and hosted by the Institute of Ethnomusicology, University of Music and Perfoming Arts Graz in cooperation with the Styrian Government, Sections 'Wissenschaft und Forschung' and 'Volkskultur' Program Committee: Mohd Anis Md Nor (Chair), Yolanda van Ede, Gediminas Karoblis, Rebeka Kunej and Mats Melin Local Arrangements Committee: Kendra Stepputat (Chair), Christopher Dick, Mattia Scassellati, Kurt Schatz, Florian Wimmer Editor: Kendra Stepputat Copy-editors: Liz Mellish, Andriy Nahachewsky, Kurt Schatz, Doris Schweinzer Cover design: Christopher Dick Cover Photographs: Helena Saarikoski (front), Selena Rakočević (back) © Shaker Verlag 2017 Alle Rechte, auch das des auszugsweisen Nachdruckes der auszugsweisen oder vollständigen Wiedergabe der Speicherung in Datenverarbeitungsanlage und der Übersetzung vorbehalten. Printed in Germany ISBN 978-3-8440-5337-7 ISSN 0945-0912 Shaker Verlag GmbH · Kaiserstraße 100 · D-52134 Herzogenrath Telefon: 0049 24 07 / 95 96 0 · Telefax: 0049 24 07 / 95 96 9 Internet: www.shaker.de · eMail: [email protected] Christopher S. DICK DIGITAL MOVEMENT: AN OVERVIEW OF COMPUTER-AIDED ANALYSIS OF HUMAN MOTION From the overall form of the music to the smallest rhythmical facet, each aspect defines how dancers realize the sound and movements. -
Community Programs
| Dance Staff Community Programs Alicia Cross Engelhardt Director & Tap Dance Isabella Dallas Ballet Cindi Adkins Belly Dance Lola Pittenger Zumba-Yoga en Español Maria Bautista Baile Folklórico Teeny Ballereenies Dance with Me Ja Nelle Pleasure Contemporary & Fusion Saturdays, 10:15-10:45am Phillips Recreation Center Enroll in more two or more dance classes in a Age 2 with Guardian season and GET A $5 DISCOUNT on the second Teeny Ballereenies Dance with Me is a fun place to enter the class. Only available when enrolling in person wonderful world of dance and movement. Your child will be or by phone at 217-367-1544. introduced to the music and the movement of ballet with fun exercises perfect for adventurous and imaginative little ones. Adults participate along with the Ballereenies to give them the confidence Bigger Ballereenies and one-on-one support that they need. Date EB Cost | Deadline Cost | Deadline Code Saturdays, 1:15-2pm Jan 21-Feb 25 $40R/$60NR | Jan 7 $48R/$72NR | Jan 14 4706 Phillips Recreation Center Mar 4-Apr 8 $40R/$60NR | Feb 18 $48R/$72NR | Feb 25 4707 Ages 5-6 This program is for those who have completed Teeny Ballereenies or the equivalent and are ready to learn some new ballet skills. You Teeny Ballereenies are welcome to quietly observe your child in class. Saturdays, 11-11:30am (Ages 3-4) or 9:15-10am (Ages 4-5) Phillips Recreation Center Date EB Cost | Deadline Cost | Deadline Code Jan 21-Feb 25 $40R/$60NR | Jan 7 $48R/$72NR | Jan 14 4700 Introduce your young dancer to the music and the movement Mar 4-Apr 8 $40R/$60NR | Feb 18 $48R/$72NR | Feb 25 4701 of ballet with fun exercises perfect for little ones. -
Physical Education Dance (PEDNC) 1
Physical Education Dance (PEDNC) 1 Zumba PHYSICAL EDUCATION DANCE PEDNC 140 1 Credit/Unit 2 hours of lab (PEDNC) A fusion of Latin and international music-dance themes, featuring aerobic/fitness interval training with a combination of fast and slow Ballet-Beginning rhythms that tone and sculpt the body. PEDNC 130 1 Credit/Unit Hula 2 hours of lab PEDNC 141 1 Credit/Unit Beginning ballet technique including barre and centre work. [PE, SE] 2 hours of lab Ballroom Dance: Mixed Focus on Hawaiian traditional dance forms. [PE,SE,GE] PEDNC 131 1-3 Credits/Units African Dance 6 hours of lab PEDNC 142 1 Credit/Unit Fundamentals, forms and pattern of ballroom dance. Develop confidence 2 hours of lab through practice with a variety of partners in both smooth and latin style Introduction to African dance, which focuses on drumming, rhythm, and dances to include: waltz, tango, fox trot, quick step and Viennese waltz, music predominantly of West Africa. [PE,SE,GE] mambo, cha cha, rhumba, samba, salsa. Bollywood Ballroom Dance: Smooth PEDNC 143 1 Credit/Unit PEDNC 132 1 Credit/Unit 2 hours of lab 2 hours of lab Introduction to dances of India, sometimes referred to as Indian Fusion. Fundamentals, forms and pattern of ballroom dance. Develop confidence Dance styles focus on semi-classical, regional, folk, bhangra, and through practice with a variety of partners. Smooth style dances include everything in between--up to westernized contemporary bollywood dance. waltz, tango, fox trot, quick step and Viennese waltz. [PE,SE,GE] [PE,SE,GE] Ballroom Dance: Latin Irish Dance PEDNC 133 1 Credit/Unit PEDNC 144 1 Credit/Unit 2 hours of lab 2 hours of lab Fundamentals, forms and pattern of ballroom dance. -
Creating a Roadmap for the Future of Music at the Smithsonian
Creating a Roadmap for the Future of Music at the Smithsonian A summary of the main discussion points generated at a two-day conference organized by the Smithsonian Music group, a pan- Institutional committee, with the support of Grand Challenges Consortia Level One funding June 2012 Produced by the Office of Policy and Analysis (OP&A) Contents Acknowledgements .................................................................................................................................. 3 Introduction ................................................................................................................................................ 4 Background ............................................................................................................................................ 4 Conference Participants ..................................................................................................................... 5 Report Structure and Other Conference Records ............................................................................ 7 Key Takeaway ........................................................................................................................................... 8 Smithsonian Music: Locus of Leadership and an Integrated Approach .............................. 8 Conference Proceedings ...................................................................................................................... 10 Remarks from SI Leadership ........................................................................................................ -
Anthropology's Disenchantment with the Cognitive Revolution
Topics in Cognitive Science 4 (2012) 354–361 Copyright Ó 2012 Cognitive Science Society, Inc. All rights reserved. ISSN: 1756-8757 print / 1756-8765 online DOI: 10.1111/j.1756-8765.2012.01199.x Anthropology’s Disenchantment With the Cognitive Revolution1 Richard A. Shweder Department of Comparative Human Development, University of Chicago Received 25 June 2011; received in revised form 3 November 2011; accepted 28 November 2011 Abstract Beller, Bender, and Medin should be congratulated for their generous attempt at expressive aca- demic therapy for troubled interdisciplinary relationships. In this essay, I suggest that a negative answer to the central question (‘‘Should anthropology be part of cognitive science?’’) is not necessar- ily distressing, that in retrospect the breakup seems fairly predictable, and that disenchantment with the cognitive revolution is nothing new. Keywords: Cognitive revolution; Behaviorism; Anthropology; Jerome Bruner; Roy D’Andrade; Clifford Geertz; Roger Shepard Some of the leaders of the cognitive revolution of the late 1950s and 1960s began parting from the cause almost as soon as it triumphed. Jerome Bruner, for example, who always enjoyed writing essays for both the left hand and the right hand, turned to hermeneutics, the study of law, and the interpretation of narratives (see Bruner, 1979, 1990). Even in the early days of the rebellion Bruner was attentive to language pragmatics, which may be one reason he named his 1960s big tent interdisciplinary center at Harvard University the ‘‘Center for Cognitive Studies’’ and not the ‘‘Center for Cognitive Science.’’ Bruner had just as much interest in the humanistic writings of E. H. Gombrich, Nelson Goodman, and Clifford Ge- ertz as in the latest claims about basic ⁄fundamental⁄universal cognitive processes coming out of experimental labs situated in Cambridge, London, or Geneva. -
2019–2020 Dance Handbook
2019–2020 Dance Handbook PARK DISTRICT OF OAK PARK Welcome to the Park District of Oak Park Dance Program! Our programming provides high-quality, affordable dance education in a fun and interactive format that builds community, positive self-awareness, rhythmic interpretation of music, as well as physical, social, emotional and cognitive development for adults, teens, and children of all ages. The Park District of Oak Park is a place where everyone can dance! The teaching team is excited to share our love of dance and dance education with the Oak Park/ River Forest/Forest Park/Austin/Berwyn communities. We strive to make performing arts opportunities accessible to the public and encourage whole families to participate and develop their movement potential. The Park District of Oak Park provides dance classes for infants to adults, such as Classical Ballet, Tap, Hip Hop & Jazz, World Dance Fusion, Dance & Tumbling, Cheerleading, Musical Theatre, Swing, Salsa and Cha cha. Classes are held at: Gymnastics Recreation Center, 21 Lake St, Studio 1, 2nd floor Stevenson Center, 49 Lake St, Second Floor Ridgeland Common, 415 Lake St, Large Studio Cheney Mansion, 220 North Euclid Ave Early Childhood Dance Programs Ages infants to 5 years, these programs are taught by experi- enced teaching artists who are patient, kind, educated, and provide easy-to-follow instruction. Our Early Childhood Dance classes culminate in the Annual Spring Dance Performance. The atmosphere in our studios is comfortable, warm and friendly. The benefits of the curriculum are physical, social/ emotional and cognitive as dancers learn to understand own- ership of their bodies and create movement goals. -
Remediation of Moving Bodies: Aesthetic Perceptions of a Live, Digitised and Animated Dance Performance
CLR-Nº 6 17/6/08 15:15 Página 85 CULTURA, LENGUAJE Y REPRESENTACIÓN / CULTURE, LANGUAGE AND REPRESENTATION ˙ ISSN 1697-7750 ˙ VOL VI \ 2008, pp. 85-99 REVISTA DE ESTUDIOS CULTURALES DE LA UNIVERSITAT JAUME I / CULTURAL STUDIES JOURNAL OF UNIVERSITAT JAUME I Remediation of Moving Bodies: Aesthetic Perceptions of a Live, Digitised and Animated Dance Performance PAULINE BROOKS LIVERPOOL JOHN MOORES UNIVERSITY ABSTRACT: This article discusses the dance performance project Interface 2, which involved live dancers, animated computer projections (remediated creations of the live section), and the interface of live dancers with dancers on film. It analyses the responses and perceptions of an audience to the changing transformations of the media and the staging of the dance performance. Alongside these responses, I compare and contrast some of the philosophical and aesthetic debates from the past three decades regarding dance and technology in performance, including that of the tension between the acceptance or rejection of «unnatural» remediated bodies and «natural» live bodies moving in the stage space. Keywords: Dance, Remediation, Live, Film, Computer animated. RESUMEN: Este artículo aborda el proyecto de danza Interface 2, que agrupaba bailarines en directo, proyecciones animadas por ordenador (creaciones transducidas de la sección en vivo) y la interfaz de bailarines en vivo con bailarines filmados. Se analizan la respuesta y percepciones del público hacia las transformaciones continuas de los medios tecnológicos de la puesta en escena de la danza. Igualmente, se comparan y contrastan algunos de los debates filosóficos y estéticos de las últimas tres décadas en relación con la danza y el uso de la tecnología en la representación, en particular el referente a la tensión entre la aceptación o rechazo de la falta de «naturalidad» de los cuerpos transducidos y la «naturalidad» de los cuerpos en vivo moviéndose por el espacio escénico. -
MASSEY Dave Slreport S17
Parts II-V Sabbatical Leave Report II. Re-statement of Sabbatical Leave Application The intention behind this sabbatical proposal is to study contemporary dance forms from internationally and nationally recognized artists in Israel, Europe, and the U.S. The plan is to take daily dance class, week long workshops, to observe dance class and company rehearsals, and interview directors, choreographers, and artists to gain further insight into their movement creation process. This study will benefit my teaching, choreographic awareness, and movement research, which will benefit my students and my department as courses are enhanced by new methodologies, techniques and strategies. The second part of this plan is to visit California colleges and universities to investigate how contemporary dance is being built into their curriculum. Creating a dialogue with my colleagues about this developing dance genre will be important as my department implements contemporary dance into its curriculum. The third part of the sabbatical is to co-produce a dance concert in the San Diego area showcasing choreography that has been created using some of the new methodologies, techniques and strategies founded and discussed while on sabbatical. I will document all hours in a spreadsheet submitted with my sabbatical report. I estimate 580 hours. III. Completion of Objectives, Description of Activities Objective #1: a. To explore, learn, and document best practices in Contemporary Dance b. I started my sabbatical researching contemporary dance and movement. I scoured the web for journals, magazines, videos that gave me insight into how people in dance were talking about this contemporary genre. I also read several books that were thought-provoking about contemporary movement, training and the contemporary dancer. -
Ethnochoreology As a Mediating Perspective in Irish Dance Studies
Catherine E. Foley Ethnochoreology as a Mediating Perspective in Irish Dance Studies Up until the 1980s, dance in Ireland existed as an important human activity, engaged in for various reasons: socialization, entertainment, competition, per- formance, tourism, ceremonial occasions, and so on. It was not, however, re- searched and examined on a par with other fields of study within the social sciences. From the 1980s on, however, the academic study of dance within the context of culture increasingly gained ground in the West, due to the influence of a number of anthropologists in the United States interested in human move- ment studies.1 Academicians also began to note the work of ethnochoreologists in Europe who, since the 1960s, had been involved in field research and studies of dance in their respective cultures.2 Dance and the role that it played—together with the meaning that it embodied within diverse societies around the world— gradually became a significant field of research and study. Scholars within mul- tidisciplinary fields of study—including anthropology, ethnochoreology, eth- nomusicology, dance ethnology, sociology, philosophy, cultural studies, cultural geography and feminist scholarship—argued for the significance of dance and the body as a way of illuminating and understanding issues relating to human 1. See, for example: Adrienne Kaeppler, “Method and Theory in Analyzing Dance Structure with and Analysis of Tongan Dance,” Ethnomusicology, 16, 2 (May, 1972), 173–217, and “American Ap- proaches to the Study of Dance,” Yearbook for Traditional Music, 13 (1991), 11–12; Drid Williams, “The Human Action Sign and Semasiology,” in Dance Research Annual, 10 (New York: CORD, 1979), pp. -
Emergence of Ethnochoreology Internationally: the Janković Sisters, Maud Karpeles, and Gertrude Kurath
Elsie Ivancich Dunin Emergence of Ethnochoreology... DOI: 10.2298/MUZ1417197D UDK: 394.3:793.3 39:929 Јанковић Љ. 39:929 Јанковић Д. Emergence of Ethnochoreology Internationally: The Janković sisters, Maud Karpeles, and Gertrude Kurath Elsie Ivancich Dunin1 University of California (Los Angeles) Abstract A fifty-year (1962–2012) period has been shown as a history of ethnochoreology supported by living memories of members of the International Council for Traditional Music (ICTM) Study Group on Ethnochoreology. Recently uncovered and juxtapositioned correspondence of three predecessors within earlier years of the International Folk Music Council (IFMC) broadens the history. This article reveals the emergence of ethnochoreology during the 1950s with publications of the two Janković sisters in Serbia with that of Gertrude Kurath in the United States, alongside correspondence with Maud Karpeles, the unheralded founder of the IFMC. Keywords ethnochoreology, Janković sisters, Gertrude Kurath, Maud Karpeles, IFMC (International Folk Music Council) Introduction The publications of Ljubica and Danica S. Janković2 overlap contemporaneously with dance research writings of Gertrude Prokosch Kurath,3 who in the United States (U.S.) is honored as a pioneer of ethnochoreology (also known as dance ethnology). Although never meeting, the Janković sisters and Kurath are linked through the International Folk Music Council (IFMC) launched by Maud Karpeles in 1947. Her vision of an international commission of dance scholars, such as Janković and Kurath, is evidenced through correspondence in the IFMC/ICTM archives located in the National Library of Australia. Other communications linking Janković and Kurath with folklorists, ethnomusicologists, and anthropologists are found in the Cecil Sharp House with the Vaughan Williams Memorial Library in London and various university-based archives in the United States, such as the Cross-Cultural Dance Resources at Arizona State University, Lilly Library at the University of Indiana in Bloomington, and more. -
ICTM Abstracts Final2
ABSTRACTS FOR THE 45th ICTM WORLD CONFERENCE BANGKOK, 11–17 JULY 2019 THURSDAY, 11 JULY 2019 IA KEYNOTE ADDRESS Jarernchai Chonpairot (Mahasarakham UnIversIty). Transborder TheorIes and ParadIgms In EthnomusIcological StudIes of Folk MusIc: VIsIons for Mo Lam in Mainland Southeast Asia ThIs talk explores the nature and IdentIty of tradItIonal musIc, prIncIpally khaen musIc and lam performIng arts In northeastern ThaIland (Isan) and Laos. Mo lam refers to an expert of lam singIng who Is routInely accompanIed by a mo khaen, a skIlled player of the bamboo panpIpe. DurIng 1972 and 1973, Dr. ChonpaIrot conducted fIeld studIes on Mo lam in northeast Thailand and Laos with Dr. Terry E. Miller. For many generatIons, LaotIan and Thai villagers have crossed the natIonal border constItuted by the Mekong RIver to visit relatIves and to partIcipate In regular festivals. However, ChonpaIrot and Miller’s fieldwork took place durIng the fInal stages of the VIetnam War which had begun more than a decade earlIer. DurIng theIr fIeldwork they collected cassette recordings of lam singIng from LaotIan radIo statIons In VIentIane and Savannakhet. ChonpaIrot also conducted fieldwork among Laotian artists living in Thai refugee camps. After the VIetnam War ended, many more Laotians who had worked for the AmerIcans fled to ThaI refugee camps. ChonpaIrot delIneated Mo lam regIonal melodIes coupled to specIfic IdentItIes In each locality of the music’s origin. He chose Lam Khon Savan from southern Laos for hIs dIssertation topIc, and also collected data from senIor Laotian mo lam tradItion-bearers then resIdent In the United States and France. These became his main informants.