Musikstile Der Welt Und Ihre Merkmale
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
MUSICIANS· ETUDE Tic [Eb on Choral Literature Yilu'~E Offices, Bryn Mawr', Pa
#n /ht/) #Joue ... .. Ability and Training Ezio Pinza "Your Musical Dawn Is at Hand" Boris Goldovsky Security for Music Teachers James Francis Cooke Midland Makes Its Own Music T. Gordon Harrington Gershwin Is Here to Stay Mario Braggiotti The Healthy Habit of Doubting Jan Smeterlin \ Ten Years at Tanglewood Ralph Berkowitz Who Are the World's Greatest Piano Teachers? Doron K. Antrim . LeTTeRS 1.' 0 1.' D E EDITOR Articles that it is. Dear Sir: I love your August Sybil Mac DOl/aid antatas and Oratorios issue. It alone is worth the price Memphis, Tenn; SATB Unleu Otherwise Indicated of a two-year subscription! Each article is stimulating, and after Class Instruction Dear Sir : For man y years, I reading them I have the same en- have been an interested reader and LENT thusiasm and stimulus that I have user of the ETUDE. I ha ve found ~ PENITENCE, PAROON AND PEACE (Advent and general,Sop. orI.., after attending a summer short I SOp Alto, Ten., Bar., Bar., 35 min.l Maunder 411401491.71 the articles recently have been ex- BEHOLD THE CHRIST (Holy Week or. genera Nevin ., 432-40168 $.75 course with an artist teacher. tremely stimulating. I also use the 40 rnin.) ....•...•......•.... Bass 20 min.) n PENITENCE PAROON AND PEACE (SSA, Sop., Alto, 35 mln.l Thanks so much! '" Maunder·Warhurst 411-40053.71 ETUDE La lend out to various ~ CALVARY ILent nr Easter, Ten., Bar., 'Sheppard 412-40061 .75 Mrs. C. P. Fishburne students, which they seem to enjoy 1 h ) Stainer 432·40128 .75 .n SEVEN LAST WOROS OF CHRIST (Sop., Ten., B!r., Eng.& la!.tert, 45'inl Walterboro, South Carolina CRUCIFIXION ITen., Bass, our 0 b rn 432.40L29 .60 § " OubOls·Douty411-401711~ immensely. -
Talking Black Dance: Inside Out
CONVERSATIONS ACROSS THE FIELD OF DANCE STUDIES Talking Black Dance: Inside Out OutsideSociety of Dance InHistory Scholars 2016 | Volume XXXVI Table of Contents A Word from the Guest Editors ................................................4 The Mis-Education of the Global Hip-Hop Community: Reflections of Two Dance Teachers: Teaching and In Conversation with Duane Lee Holland | Learning Baakasimba Dance- In and Out of Africa | Tanya Calamoneri.............................................................................42 Jill Pribyl & Ibanda Grace Flavia.......................................................86 TALKING BLACK DANCE: INSIDE OUT .................6 Mackenson Israel Blanchard on Hip-Hop Dance Choreographing the Individual: Andréya Ouamba’s Talking Black Dance | in Haiti | Mario LaMothe ...............................................................46 Contemporary (African) Dance Approach | Thomas F. DeFrantz & Takiyah Nur Amin ...........................................8 “Recipe for Elevation” | Dionne C. Griffiths ..............................52 Amy Swanson...................................................................................93 Legacy, Evolution and Transcendence When Dance Voices Protest | Dancing Dakar, 2011-2013 | Keith Hennessy ..........................98 In “The Magic of Katherine Dunham” | Gregory King and Ellen Chenoweth .................................................53 Whiteness Revisited: Reflections of a White Mother | Joshua Legg & April Berry ................................................................12 -
New Worlds of Dance
NEW WORLDS OF DANCE WHEN PEOPLE LEAVE THE SOCIETY THEY WERE BORN INTO, EITHER VOLUNTARILY OR INVOLUNTARILY, DANCE IS ONE OF THE THINGS THEY TAKE WITH THEM. WHEN AFRICANS WERE TAKEN AS SLAVES TO THE AMERICAS, DANCE CHANGED FROM BEING AN EXPRESSIVE, COMMUNICATIVE EXPRESSION TO PRIMARILY ENTERTAINMENT. AS LONG AS THE SOCIAL DANCING OF ENSLAVED AFRICANS DID NOT OFFEND THE WHITES’ NOTIONS OF PROPRIETY, IT WAS TOLERATED. FUSION OF AFRICAN & EUROPEAN DANCE IN U.S. DANCING CONTESTS ON SOME PLANTATIONS ENCOURAGED AFRICAN SLAVES TO DEVELOP THEIR DANCING SKILLS. DANCES PERFORMED BY SLAVES: A. THE JIG-A FUSION OF IRISH AND WEST AFRICAN DANCE FORMS B. THE BUCK-FROM ANIMAL PANTOMIMES OF WEST & CENTRAL AFRICA C. THE PIGEON WING-FROM ANIMAL PANTOMIMES OF WEST & CENTRAL AFRICA D. THE CAKEWALK-SYNCOPATED STRUTTING EVOLVED FROM BLACK PARODIES OF WHITE FORMATION DANCES E. THE RING SHOUT-ADAPTATION OF THE TRADITIONAL AFRICAN CIRCLE DANCE AFRICAN AMERICAN PLANTATION DANCE ONE OF THE SOURCES OF THE CAKEWALK MINSTREL SHOWS MADE POPULAR IN THE 1830’S BY AN ENTERTAINER KNOWN AS DADDY “JIM CROW” RICE. HE BLACKENED HIS FACE WITH BURNT CORK MIMICKING AN OLD CRIPPLED SLAVE. HE ENTERTAINED WHITE AUDIENCES WITH A COMIC SONG AND DANCE ROUTINE KNOWN AS JUMP JIM CROW. IT WAS THE FIRST INDIGENOUS AMERICAN MUSICAL THEATRE. IT BLENDED CLOG DANCING OF BRITAIN AND JIGS OF IRELAND WITH SHUFFLE STEPS AND LOOSE LIMBS OF AFRICAN DANCE. T. D. RICE IN JUMP JIM CROW 1833, BOWERY THEATRE, NEW YORK MASTER JUBA ALL FEATURED PERFORMERS OF MINSTREL SHOWS WERE WHITE EXCEPT WILLIAM HENRY LANE, A FREE-BORN NORTHERN BLACK, 1825-1852. -
African American Creative Arts: Dance, Literature, Music, Theater and Visual Art from Slavery Through the Harlem Renaissance
International Journal of Humanities and Social Science Vol. 5, No. 1; January 2015 African American Creative Arts: Dance, Literature, Music, Theater and Visual Art from Slavery through the Harlem Renaissance Iola Thompson, Ed. D Medgar Evers College, CUNY 1650 Bedford Ave., Brooklyn, NY 11225 USA Abstract The African American creative arts of dance, music, literature, theater and visual art have changed over time since arriving with the slave ships. These changes are a manifestation of political, educational and economic evolution as well as assimilation. As the life experiences of African Americans changed, from slavery through the Harlem Renaissance, their creative activities have reflected it. Keywords: African American, creative arts, slavery, Harlem Renaissance 1. Introduction African American creative arts arrived on the slave ships with the African people who brought their ways of expression with them as they landed on the shores of North America, South America and the Caribbean. The creative expression of African American arts has changed over time as life and experiences have progressed, but some elements have remained the same; most notably, the innate African way of expression that was passed from generation to generation and can still be seen today. However, today’s generation may not be aware of their heritage and why they do things the way they do. For example, some of the latest dance styles developed by young people: Breaking, Hip Hop, Krumping, Clowning, and Popping are considered street dances, but they not only have their roots from traditional African dance, their basic movement structures are also from traditional African dance. Certain ways of movement and expressing art are cultural manifestations that seem to remain even though they have become intermingled with other artistic attributes through assimilation. -
Dce 202 Hu.Pdf
Arizona State University Criteria Checklist for HUMANITIES, FINE ARTS AND DESIGN [HU] Rationale and Objectives The humanities disciplines are concerned with questions of human existence and meaning, the nature of thinking and knowing, with moral and aesthetic experience. The humanities develop values of all kinds by making the human mind more supple, critical, and expansive. They are concerned with the study of the textual and artistic traditions of diverse cultures, including traditions in literature, philosophy, religion, ethics, history, and aesthetics. In sum, these disciplines explore the range of human thought and its application to the past and present human environment. They deepen awareness of the diversity of the human heritage and its traditions and histories and they may also promote the application of this knowledge to contemporary societies. The study of the arts and design, like the humanities, deepens the student’s awareness of the diversity of human societies and cultures. The fine arts have as their primary purpose the creation and study of objects, installations, performances and other means of expressing or conveying aesthetic concepts and ideas. Design study concerns itself with material objects, images and spaces, their historical development, and their significance in society and culture. Disciplines in the fine arts and design employ modes of thought and communication that are often nonverbal, which means that courses in these areas tend to focus on objects, images, and structures and/or on the practical techniques and historical development of artistic and design traditions. The past and present accomplishments of artists and designers help form the student’s ability to perceive aesthetic qualities of art work and design. -
Janelle Monáe and the Memphis "Tightrope" Dance
The Journal of American Drama and Theatre (JADT) https://jadt.commons.gc.cuny.edu Collective Choreography for Weathering Black Experience: Janelle Monáe and The Memphis "Tightrope" Dance by Dana Venerable The Journal of American Drama and Theatre Volume 31, Number 3 (Spring 2019) ISNN 2376-4236 ©2019 by Martin E. Segal Theatre Center During a 2010 tour of the United Kingdom, artist and musician Janelle Monáe visited the BBC Radio 1Xtra show with MistaJam to promote her 2010 album The ArchAndroid and its first single “Tightrope.” Dressed in black riding boots and a military jacket reminiscent of Michael Jackson’s 1980s fashion, she gave MistaJam a dance lesson. What Monáe calls the “Tightrope” dance—choreographed by Ladia Yates in collaboration with Lil Buck and Dr. Rico[1], but formally credited to “Janelle Monáe and the Memphis Jookin’ Community”[2]—involves mostly footwork reminiscent of West-African Juba dance, the Cakewalk social dance from the nineteenth century,[3] and Jackson’s 1983 Moonwalk dance. The Tightrope dance’s main influence is jookin,’ a social dance style rooted in Memphis, Tennessee, that emphasizes smooth footwork and steps. It concludes with Monáe lifting one foot in the air and moving it in a zigzag or S-like motion, keeping her other foot on the ground while switching her ankle from left to right. Another person behind the scenes recorded her teaching the dance and the show uploaded the footage to YouTube. Despite the video’s low quality, it captures Monáe’s bodily and verbal explanations of the dance. The recording may be just one of many Tightrope dance lessons given by Monáe, perhaps during similar promotional interviews. -
Bandquest®, an Exciting Series of New Music and Accompanying Curricula for Band, Is a Program Published by the American Composers Forum
BandQuest®, an exciting series of new music and accompanying curricula for band, is a program published by the American Composers Forum. The series was started as a response to feedback from music educators that there is a pressing need for new, fresh band music. The heart of this program is new works written by a diverse group of leading American composers who have cre- ated challenging pieces that are a true departure from standard middle school repertoire. Every BandQuest project includes a residency component in which the composer works collaboratively with a middle school as they create their new piece. Many BandQuest pieces are accompanied by an interdisciplinary curriculum designed to assist students as they learn the music and to integrate each piece with non-music studies. Through the curriculum, students gain a richer and deeper understanding of the music they rehearse and perform. Additionally, the curriculum gives students tools with which to create music, and encourages them to explore and to appreciate historical and cultural contexts of each piece. Visit www.bandquest.org to learn more about this innovative series, and email [email protected] to request a free downloadable audio catalog. Grade: 2.5 Grade: 2.5 Michael Gandolfi Alvin Singleton Steps Ahead Ridgeview Centrum Instrumentation: Concert Band Instrumentation: Concert Band Length: 4:00 Length: 2:48 Score/Parts: HL04005383 $60.00 Score/Parts: HL04002020 $50.00 Score: HL04005384 $10.00 Score: HL04002021 $10.00 This new piece takes young players on a journey! Along This fanfare was written in the composer’s style of the way, student performers will learn about fundamental subtle spontaneity which is experienced through a compositional techniques. -
Interactive Animation Dance Game
Interactive Dance Game Name:_______________ Interactive: interacting with a human user, often in a conversational way, to obtain data or commands and to give immediate results or updated information. Dance: to move one's feet or body, or both, rhythmically in a pattern of steps, especially to the accompaniment of music. STEP ONE: RESEARCH at least 3 Dance Styles/Moves by looking at the attached “Dance Styles Categories” sheet and then ANSWER the attached sheet “ Researching Dance Styles & Moves.” STEP TWO: DRAW 3 conceptual designs of possible character designs for your one dance figure. STEP THREE: SCAN your character design into the computer and/or create digitally in Adobe Photoshop or directly in Macromedia Flash. Character Design Graphic Names STEP FOUR: BREAK UP the pieces of your digital character design like the above Character Design Graphic Names . If creating in Adobe Photoshop ensure you save each piece of your digital character with a TRANSPARENT BACKGROUND and save each separately as PSD files . STEP FIVE: IMPORT your character design (approved by teacher) into the program Macromedia Flash – piece by piece by OPENING Macromedia Flash then SELECT from the top of menu -> WINDOW -> SHOW LIBRARY -> STEP SIX: DOUBLE CLICK on the specific Character Design Graphic piece you want to IMPORT (SEE the above photo for specific names of body parts i.e. right arm upper graphic) STEP SEVEN: DELETE the template graphic part and PASTE or choose FILE IMPORT in the one you designed on paper or Adobe Photoshop . (head etc..) STEP EIGHT: RESIZE specific Character Design graphic pieces by RIGHT MOUSE CLICKing on the graphic and choose FREE TRANFORM to scale up or down. -
Dancing the Diaspora: Discovering the Influence of Traditional And
University of Northern Colorado Scholarship & Creative Works @ Digital UNC Master's Theses Student Research 12-2018 Dancing the Diaspora: Discovering the Influence of Traditional and Tribal African Dance in the History of African-American Social and Concert Dance in the Caribbean and the United States Kerri-Noelle Humphrey Follow this and additional works at: https://digscholarship.unco.edu/theses Recommended Citation Humphrey, Kerri-Noelle, "Dancing the Diaspora: Discovering the Influence of Traditional and Tribal African Dance in the History of African-American Social and Concert Dance in the Caribbean and the United States" (2018). Master's Theses. 73. https://digscholarship.unco.edu/theses/73 This Text is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Master's Theses by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. © 2018 KERRI-NOELLE HUMPHREY ALL RIGHTS RESERVED UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School DANCING THE DIASPORA: DISCOVERING THE INFLUENCE OF TRADITIONAL AND TRIBAL AFRICAN DANCE IN THE HISTORY OF AFRICAN-AMERICAN SOCIAL AND CONCERT DANCE IN THE CARIBBEAN AND THE UNITED STATES A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts Kerri-Noelle Humphrey, MBA College of Performing and Visual Arts School of Theatre Arts and Dance Dance Education December 2018 This Thesis by: Kerri-Noelle Humphrey Entitled: Dancing the Diaspora: Discovering the Influence of Traditional and Tribal African Dance in the History of African-American Social and Concert Dance in the Caribbean and the United States has been approved as meeting the requirements for the Degree of Master of Arts in the College of Performing and Visual Arts, School of Theatre Arts and Dance, Program of Dance Education Accepted by the Thesis Committee: ______________________________________________________________ Sandra L. -
Dance Course Descriptions
DANCE COURSE DESCRIPTIONS DANC 125: MOVEMENT STUDIO I (4) This class, for beginning students, introduces ideas of personal movement vocabulary through exploration from both traditional and nontraditional sources. Through visualization, imaging, and imagination studies, students will explore using the body as an expressive instrument. May be repeated for credit. Open to first‐year students. DANC 130: PERFORMANCE ENSEMBLE (2) Students must audition. The audition takes place during the first week of classes each term. Working with faculty, guest artists, and other students, members of the ensemble learn and perform selected works. Enrollment in movement studio classes is required. May be repeated for credit. Pass/fail grading only. Prerequisite: DANC 325 or permission DANC 131: MOVEMENT LAB: MOVEMENT STUDIO 1 (4) This class offers self‐help techniques to realign and reeducate bodies, to stretch and strengthen optimally, and to encourage naturalness and spontaneity of movement. Students learn basic human anatomy. No experience necessary. DANC 165: MUSICAL THEATRE DANCE STYLES (4) This studio course will expose students to various dance styles often found in musical theatre choreography, including jazz, ballet, and tap. Students will learn basic techniques, while acquiring a vocabulary and awareness of the styles frequently used in musical theatre. Also listed as MUS 165 and THEA 165. Open to first‐year students. DANC 175: INTRODUCTION TO THE STUDY OF ARTS MANAGEMENT (4) DANC 175: INTRODUCTION TO THE STUDY OF ARTS ADMINISTRATION (4) Also listed and described as ART 175. No prerequisite. DANC 197F: FIRST‐YEAR SEMINAR ‐ ART AND PERFORMANCE AS A WAY TO INHABIT THE WORLD: THE UNMADE PROJECT (4) How do artists create, explore, and develop a work? How does performance speak to us? Performance allows for our physical interactions. -
Lindy Hoppers Sweep the Jive Joint
Lindy Hoppers Sweep the Jive Joint couples on the floor at one time, Capital Gold "Open" then eight couples went through Jive .Championship to the final. The music for the Winners competition was '50s rock 'n roll, and the cramped conditions First just enhanced the atmosphere, Warren Heyes & Maxine Green with many different styles Second visibJ, from flying Lindy Hop to i Ron Lesley & Sing Lim Rock 'n Roll to Ballroom Jive. , Third If prizes were a warded on i Michael Grimshaw & enthusiasm, the judges could , Margaret Kirkaldy never have made a decision. ' Greatest Sense of Fun What judges were asked to look Brigid Kirst & Tim Flach for was timing and rhythm, body The Judges coordination, styling, variety and originality, musical Freddie Haugan, Dance Institute The winners, Maxine Green and Warren Heyes, and their Jiving Lindy Hop. Photo sent in by Simon Selmon. interpretation, lead and follow, Director, Norway teamwork, showmanship, and Amelia Hill, '88 Rock 'n Roll costume. Champ,UK "It was heaving", said Hoppers week, on Monday night hosting fi A special prize was given to Randall Lee Rose, Capital Gold DJ, who were at the rst Capital Srompin' run by the London USA the couple who showed the most Gold "Open" Jive Competition, Swing Dance Society. This Stuart Colerhan, Capital Gold DJ, enthusiasm and greatest sense I on 15 November ar rhe 100 Club pat1icular Monday, streamers UK of fun. This couple could be in London. More to the point, and balloons hung in their chosen by the judges from any Lindy ffoppers dominated the hundreds from the ceiling and of the heats, so couples who dance floor and took the top two rose from the streamer-covered Louise Thwaite didn't make the final also had a Inside prizes! of the tables. -
Magisterij22069980ka
Univerza v Ljubljani Fakulteta za šport Gortanova 22 1000 Ljubljana ANALIZA OBREMENJENOSTI PLESALCEV IN PLESALK STANDARDNIH IN LATINSKO-AMERIŠKIH PLESOV Magistrska naloga Avtor: Nastja Kanduč Zupančič Mentor: doc. dr. Meta Zagorc Somentor: prof. dr. Anton Ušaj Ljubljana, november 2013 2 Nastja Kanduč Zupančič ANALIZA OBREMENJENOSTI PLESALCEV IN PLESALK STANDARDNIH IN LATINSKO-AMERIŠKIH PLESOV Univerza v Ljubljani, Fakulteta za šport, Ljubljana, 2013 Število strani: 93, tabel: 11, slik: 24, literature: 46 ANALYSIS OF EXERCISE LOAD INTENSITY OF FEMALE AND MALE DANCERS IN STANDARD AND LATIN-AMERICAN DANCES University of Ljubljana, Faculty of Sport, Ljubljana, 2013 Number of pages: 93, tables: 11, photos: 24, literature: 46 Magistrska naloga z naslovom ANALIZA OBREMENJENOSTI PLESALCEV IN PLESALK STANDARDNIH IN LATINSKO-AMERIŠKIH PLESOV je rezultat lastnega znanstveno-raziskovalnega dela avtorice Nastje Kanduč Zupančič. 3 4 ZAHVALA Zahvaljujem se svoji mentorici doc. dr. Meti Zagorc za vso podporo, pomoč in strokovno vodenje pri izdelavi magistrske naloge. Hvala tudi za vso vloženo energijo in za vsestransko podporo. Zahvaljujem se svojemu somentorju prof. dr. Antonu Ušaju za vso pomoč in strokovno vodenje pri izdelavi magistrske naloge. Zahvaljujem se tudi svojemu možu za vso njegovo podporo, razumevanje in ljubezen, ki mi jo je nudil v času nastajanja te naloge. Hvala tudi, ker si me nenehno spodbujal in mi pomagal. Zahvaljujem se svojim staršem za vso pomoč in vsestransko podporo. Hvala, ker sta ves čas verjela vame in me bodrila. Hvala