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9/5/2011-4/21/2012. Letters from a Danceaturg. Neil Baldwin to Lori Katterhenry
9/5/2011-4/21/2012. Letters from a Danceaturg. Neil Baldwin to Lori Katterhenry. No.1 - September 5, 2011 Dear Lori: I am grateful to Ryoko Kudo, Maxine Steinman and our MSU dancers for opening the doors to the studio in Life Hall last week and welcoming me to sit in on three sessions of the setting of excerpts from There is a Time (1956) by Jose Limon. They worked on “Opening Circle,” “Plant and Reap,” “Mourn,” “Laugh and Dance,” and “Hate & War.” Reviewing and editing my on-site notes, I recalled a helpful observation by Doris Humphrey in The Art of Making Dances with regard to this work. She writes, “There is a Time states its thematic material in the opening section and builds all the rest of its many parts on variations of the same movements. Unfortunately, this escapes most people; what they see is a suite form, contrasted ideas of dramatic or lyric significance. This is because the eye is not sufficiently trained to remember movement themes, and will usually miss them completely.” Indeed, the fact that the original title of There is a Time was Variations on a Theme came through powerfully during these sessions. Ryoko’s precisely-planned and at the same time intuitively- executed method was the embodiment of Limon’s preliminary concept notes for the dance, when he said that “the community…form[s] a very close circle which pulsates symbolizing an ovum or womb in travail…[T]he large circle…symbolize[s] time – the great continuity – eternal, unbroken…without hurry and without end.” I was also mindful of a point that Carla Maxwell made in an interview with The New York Times ten years ago about classic modern dance: “What's indispensable is a consistent point of view that relates to the times,'' she said. -
Rudolf Laban in the 21St Century: a Brazilian Perspective
DOCTORAL THESIS Rudolf Laban in the 21st Century: A Brazilian Perspective Scialom, Melina Award date: 2015 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 30. Sep. 2021 Rudolf Laban in the 21st Century: A Brazilian Perspective By Melina Scialom BA, MRes Thesis submitted in partial fulfilment of the requirements for the degree of PhD Department of Dance University of Roehampton 2015 Abstract This thesis is a practitioner’s perspective on the field of movement studies initiated by the European artist-researcher Rudolf Laban (1879-1958) and its particular context in Brazil. Not only does it examine the field of knowledge that Laban proposed alongside his collaborators, but it considers the voices of Laban practitioners in Brazil as evidence of the contemporary practices developed in the field. As a modernist artist and researcher Rudolf Laban initiated a heritage of movement studies focussed on investigating the artistic expression of human beings, which still reverberates in the work of artists and scholars around the world. -
Model Student Essays
Model Student Essays A Collection of Essays Written Primarily in Introductory Level College Courses 9th Edition, Summer 2002 The Writing Center @ Franklin and Marshall College Lancaster, PA 17604-3003 717.291.3866 P r e f a c e We learn about writing by studying models. Sometimes nothing helps the novice writer so much as the chance to observe the technique of a more skilled one. But even the student who has been successful at writing in one mode may have trouble with another. One student may write exceptional literary analyses, but has not mastered anthropology papers; the student who excels at a laboratory report may struggle with a paper assignment in a TDF class. In all these situations, model essays can perform great instructional service. The “eureka!” moment—“So that’s a specific thesis!” or “That’s how you use and explain supporting evidence!”—is often all it takes to help students begin to raise the quality of their own work. Model Student Essays is intended for the entire Franklin and Marshall College community. Faculty may use it during an in-class workshop or an individual conference to illustrate a principle of effective writing. Writing Center tutors will find these essays helpful in coaching their tutees about the writing process. And, because faculty members have submitted these essays as examples of the best work they received during the past academic year, students can turn to this booklet to gain an understanding of the qualities of writing we value here at F&M. A new feature this year, we have included, wherever possible, a description of the assignment to which the student responded as well as a brief comment from the professor highlighting the exemplary qualities of the student’s writing. -
Mattingly Final(Numbered)
Set in Motion: Dance Criticism and the Choreographic Apparatus By Kate Mattingly A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Performance Studies and the Designated Emphasis in New Media in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Shannon Jackson, Chair Professor Abigail De Kosnik Professor Anton Kaes Professor SanSan Kwan Spring 2017 Copyright © Kate Mattingly All Rights Reserved Abstract Set in Motion: Dance Criticism and the Choreographic Apparatus By Kate Mattingly Doctor of Philosophy in Performance Studies Designated Emphasis in New Media University of California, Berkeley Professor Shannon Jackson, Chair This dissertation examines the multiple functions of dance criticism in the 20th and 21st centuries in the United States. I foreground institutional interdependencies that shape critics’ practices, as well as criticism’s role in approaches to dance-making, and the necessary and fraught relations between dance criticism and higher education. To challenge the pervasive image of the critic as evaluator and of criticism as definitive, Set in Motion focuses on conditions that produce and endorse certain forms of criticism, and in turn how this writing has gained traction. I employ the concept of a choreographic apparatus to show shifting relations amongst writers, artists, publications, readers, institutions, and audiences. Their interactions generate frameworks that influence dance’s history, canon, and disciplinary formations. I propose a way of situating criticism as a form of writing that intersects with, informs, and influences both history and theory. Set in Motion expands discourse on writing by examining the continuities and discontinuities in practices over the course of a century. -
Dear Audience, Cast the Right Net ... 39
Dear audience, cast the right net ... Georg Lechner "These Western dancers", one spectator at the East-West Dance Encounter sighed. "you never know what they are up to next!" True, even the highly predictable ballet performance by Stephen sprang a surprise. offering a special number Meditation. Leave alone the rest ... Here indeed. is a decisive difference that distinguishes contemporary Western dance from contemporary-and as ever classical-Indian dance. The latter is characterised by a solid pact between dancer. guru and rasika (know ledgeable member of the audience). ba sed on a common world-view and guided by age-honoured set rules. Codification, sublimation-any deviation from the tradition and the norm will be frowned upon. The former is ever open to innovation. intensely personal. sans ideological taboos. In the West. there is. of course. also a pact between dancer. teacher and audience, but one whose first clause gua rantees artistic freedom. The implications on both sides are momentous. Dear audience. lean back for a moment and ponder. The western flair for change and inquisitiveness is easily identified as a natural offspring of the Age of Enlightenment and Reason . Religious Faith and Reason had been engaged in age-old struggles. with Faith acting as the undispu~ed master relegating Reason to second position. The transition into modern thmk t ~g was far from smooth and is generally underrated or flatly misunderstood. Centunes of witch-hunting. inquisition. excommunication, crusades. people like Jeanne d'A:c. Giordano Bruno. Copernicus. Martin Luther. Immanuel Kant. Galilei (his treattse Dialogo. renouncing the Ptolemaean world-view in favour of the Copernican. -
A Study on the Gender Imbalance Among Professional Choreographers Working in the Fields of Classical Ballet and Contemporary Dance
Where are the female choreographers? A study on the gender imbalance among professional choreographers working in the fields of classical ballet and contemporary dance. Jessica Teague August 2016 This Dissertation is submitted to City University as part of the requirements for the award of MA Culture, Policy and Management 1 Abstract The dissertation investigates the lack of women working as professional choreographers in both the UK and the wider international dance sector. Although dance as an art form within western cultures is often perceived as ‘the art of women,’ it is predominately men who are conceptualising the works and choreographing the movement. This study focuses on understanding the phenomenon that leads female choreographers to be less likely to produce works for leading dance companies and venues than their male counterparts. The research investigates the current scope of the gender imbalance in the professional choreographic field, the reasons for the imbalance and provides theories as to why the imbalance is more pronounced in the classical ballet sector compared to the contemporary dance field. The research draws together experiences and statistical evidence from two significant branches of the artistic process; the choreographers involved in creating dance and the Gatekeepers and organisations that commission them. Key issues surrounding the problem are identified and assessed through qualitative data drawn from interviews with nine professional female choreographers. A statistical analysis of the repertoire choices of 32 leading international dance companies quantifies and compares the severity of the gender imbalance at the highest professional level. The data indicates that the scope of the phenomenon affects not only the UK but also the majority of the Western world. -
New Jersey Visual and Performing Arts Curriculum Framework. New
DOCUMENT RESUME ED 451 080 SO 031 632 TITLE New Jersey Visual and Performing Arts Curriculum Framework. INSTITUTION New Jersey State Dept. of Education, Trenton. PUB DATE 1998-11-00 NOTE 378p. AVAILABLE FROM New Jersey Department of Education, Office of Standards and Professional Development, P.O. Box 500, Trenton, NJ 08625. For full text: http://www.state.nj.us/njded/frameworks/arts/index.html. PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Academic Standards; *Art Education; Curriculum Development; *Dance Education; Elementary Secondary Education; Experiential Learning; *Music Education; Public Schools; *State Standards; Student Development; *Theater Arts; *Visual Arts IDENTIFIERS *New Jersey ABSTRACT The purpose of New Jersey's Visual and Performing Arts Standards is to improve student achievement in arts education, not arts-as-entertainment, not art-assembly projects, not art-as-activity. An education in the arts requires curricular scope and sequence and the intellectual rigor of experiential learning. The Visual and Performing Arts Standards require that all students at the elementary level experience arts education in all four arts disciplines-: dance, music, theater, and visual arts. As students become selective in their preferred form of artistic expression at the middle and high school levels, they are expected to gain expertise. The intent of this Framework is to support the educational content reform in arts education that was initiated by the "New Jersey Visual and Performing Arts Core -
ADF-Timeline.Pdf
Timeline 1934 • ADF, then known as the Bennington School of Dance, is founded at Bennington College in Bennington, Vermont. The first six-week session attracts 103 students (68 of whom were dance teachers) from 26 states, the District of Columbia, Canada and Spain. Their ages range from 15 to 49. • Martha Hill and Mary Josephine Shelly are Co-Directors. Martha Graham, Doris Humphrey, Charles Weidman, and Hanya Holm, also known as "The Big Four,” are recruited to be faculty. They each teach for a week in succession. 1935 • Martha Graham premieres Panorama with Alexander Calder mobiles (his first dance collaboration). • Doris Humphrey premieres New Dance. • The "Big Four" overlap teaching during the six weeks. 1936 • Betty Ford (Elizabeth Bloomer) is a student. • Humphrey completes her New Dance Trilogy with premiere of With My Red Fires; Weidman creates Quest. • World debut of Lincoln Kirstein's Ballet Caravan. Kirstein delivers lectures on classical ballet. 1937 • Anna Sokolow, José Limón, and Esther Junger are the first Bennington Fellows. • Premieres of Holm's Trend, Limón's Danza de la Muerte, Sokolow's Facade-Esposizione Italiana. • Alwin Nikolais is a student. • Graham premieres two solos. 1938 • Premieres are Graham's American Document, Holm's Dance of Work and Play and Dance Sonata, Humphrey's Passacaglia in C Minor, and Weidman's Opus 51. • Anna Halprin and Alwin Nikolais are students. 1939 • Bennington School of Dance spends summer at Mills College in Oakland, CA. • Merce Cunningham is a student. • Limón premieres 5-part solo, Danza Mexicanas. • John Cage gives concert of percussion music. 1940 • School of Dance returns to Bennington and is incorporated under The School of the Arts to foster relationships with the other arts. -
Modern Dance Before the Three Generation of Dancers on the Thought Yutong Shan1, a 1 School of Music and Dance, Qujing Normal University, Yunnan, 655011 a Email
4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016) Modern Dance Before The Three Generation Of Dancers On The Thought 1, a Yutong Shan 1 School of music and dance, Qujing Normal University, Yunnan, 655011 a email Keywords: Modern dance; Classical ballet; Dance; Dance concept Abstract. Modern dance is the 19th century at the end of the 20th century was born in the United States and Germany a dance revolution is opposed to classical ballet rigid closed under the premise of historical phenomenon. Modern dance in the development process, due to the artistic ideas and creation style, value orientation differences between the different styles and schools. For example, Martha - gram “contraction and relax” principle, Doris Humphrey "fell on the ground, climb up the dance training system in the future modern dance development provides a rare reference value. Modern dance dancers dance action however, free to express their true feelings. It is dance system to inject fresh blood.To the dance to give a new meaning, in the history of dance has a pivotal position. The first generation of modern dance dancer thought The development of modern dance in American history, the most important representative is the "mother of the modern dance" reputation of the Isadora Duncan.1877 was born in San Francisco, 1927. She died in nice childhood love to dance, and also teach students Zibianziyan, because she had never received any formal dance training at that time. Duncan did not deliberately to create any new dance genre, she thinks the ballet violated the laws of nature, a ballet dancer should take off the toe shoes, pulling off their bras, the flesh and the spirit that the dancers are free, then you can according to their own way of free love to dance. -
Advanced Modern History
Advanced Modern History Definition: There is no concise definition for modern dance, nor should there be, unless it is broad enough to include all the diverse approaches existing now/and likely to exist in the future. Modern was a rebellion against classical ballet and its codified technique. Modern dance, sometimes referred to as contemporary dance, has no boundaries or limitations for its style of creation. In fact, the freedom that is inherent in modern has strongly influenced contemporary choreography of ballet and jazz. Brief History: In the twentieth century a new dance had emerged, and was classified as “modern”. It was called "modern" because it broke away from the traditions and the disciplines of ballet from the 19th century. At the beginning, modern dance was a way of life, an expression of the freedom of the spirit, unfettered by outdated traditions and worn out beliefs. It aimed to communicate to each individual some emotional state, idea or situation which one could identify with or relate to their own experiences. Modern dancers in the beginning attempted to rediscover natural movement and wanted to break away from the rigidity of ballet. They also felt that ballet technique did not communicate their primary purpose, therefore they wanted to create a dance art that could speak to the humanity of modern man. Modern dance did not rely upon pantomime or storyline. Modern dance bases its technique on natural movement. This includes not only the use of the body in its rhythmic, dynamic and linear function, but also in an enormous amount of gesture or pedestrian movement. -
Miki Orihara Solo Concert
LaGuardia Performing Arts Center Steven Hitt...Artistic Producing Director Handan Ozbilgin...Associate Director/Artistic Director Rough Draft Festival Carmen Griffin...Theatre Operations Manager/Technical Director Toni Foy...Education Outreach Coordinator Isabelle Marsico...Events Coordinator Caryn Campo...Finance Officer LaGuardia Performing Arts Center Mariah Sanchez...House Manager Scott Davis...Line Producer Juan Zapata...Graphic Designer Luisa Fer Alarcon...Video Editor/Designer Dayana Sanchez...Marketing Coordinator MIKI ORIHARA SOLO CONCERT Production Staff Patrick Anthony Surillo...Resident Stage Manager Cassandra Lynch...Props Master Hollis Duggans…Production Staff Works of American and Japanese Modern Dance Pioneers Winter Muniz…Production Staff Piano by Nora Izumi Bartosik Technical Staff Glenn Wilson...Stage Manager/Assistant Technical Director Melody Beal...Lighting Designer Alex Desir...Master Electrician Ronn Thomas...Sound Engineer Miki Orihara Marland Harrison...Technician Denton Bailey...Technician Giovanni Perez...Technician House Staff Marissa Bacchus Jason Berrera Julio Chabla Rachel Faria Anne Husmann Emily Johnson Martha Graham Doris Humphrey Rebecca Shrestha LaGuardia Community College Dr. Gail O. Mellow...President Dr. Paul Arcario...Provost and Senior Vice President 31-10 Thomson Avenue Long Island City, 11101 Seiko Takata Konami Ishii Yuriko Upper left: Martha Graham in Lamentation(1930) Photo by Soichi Sunami, courtesy of The Sunami Family. Upper middle: Miki Orihara, Photo by Tokio Kuniyoshi. Upper right: Doris Humphrey photo by Soichi Sunami , courtesy of the Sunami Family. Lower left: Seiko Takata(1938) in Mother Photo courtesy of Nanako Yamada. Lower middle: Konami Ishii in Koushou (1938) Photo courtesy of Noriko Sato. Lower right: Yuriko in The Cry (1963) Photo courtesy of the Kikuchi Family. WWW.LPAC.NYC RESONANCE III “Onko chishin” – is a Japanese expression describing an attempt to discover new things by studying the past. -
The Art of Making Children's Dances
The Art of Making Children’s Dances: A Look Into Doris Humphrey’s Early Choreography and Its Impact on Her Technique Gina Marie Borden Doris Humphrey (1895-1958) was an innovative American choreographer who contributed influential theories of movement to the development of modern dance. In 1917, she started her professional training and career alongside other American modern dance legends such as Martha Graham and Charles Weidman under the direction of Ruth St. Denis and Ted Shawn, founders of the famous Denishawn School and Company. After leaving the Denishawn company in 1928, she and Weidman founded their own company in New York City. During this time, arguably the height of her artistic output, Humphrey established a technique based on the concepts of “fall and recovery” and a theory of choreography. The Humphrey-Weidman Company disbanded in 1947, and Humphrey was named Artistic Director of the Limón Dance Company. She passed away in 1958 after a battle with cancer. In 1995, a group of graduate students from Teachers College, Columbia University asked Elsa Posey to reconstruct four Humphrey dances as part of a celebration for the centennial of her birth.1 During the summer of 1953, Posey—currently a dance educator in Northport, New York— took one of Humphrey’s courses at the 92nd Street Y in order to learn about Humphrey’s theories of choreography and teaching. The four dances Posey reconstructed are less well known compared to other works of Humphrey’s repertory, but vastly important to Humphrey’s career as an educator and technician. These were Humphrey’s Four Dances for Children2—dances created for elementary-aged to adolescent children.