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Romantic Ballet
ROMANTIC BALLET FANNY ELLSLER, 1810 - 1884 SHE ARRIVED ON SCENE IN 1834, VIENNESE BY BIRTH, AND WAS A PASSIONATE DANCER. A RIVALRY BETWEEN TAGLIONI AND HER ENSUED. THE DIRECTOR OF THE PARIS OPERA DELIBERATELY INTRODUCED AND PROMOTED ELLSLER TO COMPETE WITH TAGLIONI. IT WAS GOOD BUSINESS TO PROMOTE RIVALRY. CLAQUES, OR PAID GROUPS WHO APPLAUDED FOR A PARTICULAR PERFORMER, CAME INTO VOGUE. ELLSLER’S MOST FAMOUS DANCE - LA CACHUCHA - A SPANISH CHARACTER NUMBER. IT BECAME AN OVERNIGHT CRAZE. FANNY ELLSLER TAGLIONI VS ELLSLER THE DIFFERENCE BETWEEN TALGIONI AND ELLSLER: A. TAGLIONI REPRESENTED SPIRITUALITY 1. NOT MUCH ACTING ABILITY B. ELLSLER EXPRESSED PHYSICAL PASSION 1. CONSIDERABLE ACTING ABILITY THE RIVALRY BETWEEN THE TWO DID NOT CONFINE ITSELF TO WORDS. THERE WAS ACTUAL PHYSICAL VIOLENCE IN THE AUDIENCE! GISELLE THE BALLET, GISELLE, PREMIERED AT THE PARIS OPERA IN JUNE 1841 WITH CARLOTTA GRISI AND LUCIEN PETIPA. GISELLE IS A ROMANTIC CLASSIC. GISELLE WAS DEVELOPED THROUGH THE PROCESS OF COLLABORATION. GISELLE HAS REMAINED IN THE REPERTORY OF COMPANIES ALL OVER THE WORLD SINCE ITS PREMIERE WHILE LA SYLPHIDE FADED AWAY AFTER A FEW YEARS. ONE OF THE MOST POPULAR BALLETS EVER CREATED, GISELLE STICKS CLOSE TO ITS PREMIER IN MUSIC AND CHOREOGRAPHIC OUTLINE. IT DEMANDS THE HIGHEST LEVEL OF TECHNICAL SKILL FROM THE BALLERINA. GISELLE COLLABORATORS THEOPHILE GAUTIER 1811-1872 A POET AND JOURNALIST HAD A DOUBLE INSPIRATION - A BOOK BY HEINRICH HEINE ABOUT GERMAN LITERATURE AND FOLK LEGENDS AND A POEM BY VICTOR HUGO-AND PLANNED A BALLET. VERNOY DE SAINTS-GEORGES, A THEATRICAL WRITER, WROTE THE SCENARIO. ADOLPH ADAM - COMPOSER. THE SCORE CONTAINS MELODIC THEMES OR LEITMOTIFS WHICH ADVANCE THE STORY AND ARE SUITABLE TO THE CHARACTERS. -
Leonide Massine: Choreographic Genius with A
LEONIDE MASSINE: CHOREOGRAPHIC GENIUS WITH A COLLABORATIVE SPIRIT A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE GRADUATE SCHOOL OF THE TEXAS WOMAN'S UNIVERSITY DEPARTMENT OF DANCE COLLEGE OF HEALTH, PHYSICAL EDUCATION AND RECREATION BY ©LISA ANN FUSILLO, D.R.B.S., B.S., M.A. DENTON, TEXAS Ml~.Y 1982 f • " /, . 'f "\ . .;) ;·._, .._.. •. ..._l./' lEXAS WUIVIAI'l' S UNIVERSITY LIBRAR't dedicated to the memories of L.M. and M.H.F. ACKNOWLEDGMENTS The author wishes to express her appreciation to the members of her committee for their guidance and assistance: Dr. Aileene Lockhart, Chairman; Dr. Rosann Cox, Mrs. Adrienne Fisk, Dr. Jane Matt and Mrs. Lanelle Stevenson. Many thanks to the following people for their moral support, valuable help, and patience during this project: Lorna Bruya, Jill Chown, Mary Otis Clark, Leslie Getz, Sandy Hobbs, R. M., Judy Nall, Deb Ritchey, Ann Shea, R. F. s., and Kathy Treadway; also Dr. Warren Casey, Lynda Davis, Mr. H. Lejins, my family and the two o'clock ballet class at T.C.U. iv TABLE OF CONTENTS DEDICATION • • • . iii ACKNOWLEDGMENTS . iv LIST OF TABLES • . viii LIST OF FIGURES . ix LIST OF ILLUSTRATIONS . X Chapter I. INTRODUCTION . 1 Purpose • • • • • • • . • • • • 5 Problem • • . • • • • • . • • • 5 Rationale for the Study • • • . • . • • • • 5 Limitations of the Study • • . • • • • • 8 Definition.of Terms • . • • . • . • • 8 General Dance Vocabulary • • . • • . • • 8 Choreographic Terms • • • • . 10 Procedures. • • • . • • • • • • • • . 11 Sources of Data • . • • • • • . • . 12 Related Literature • . • • • . • • . 14 General Social and Dance History • . • . 14 Literature Concerning Massine .• • . • • • 18 Literature Concerning Decorative Artists for Massine Ballets • • • . • • • • • . 21 Literature Concerning Musicians/Composers for Massine Ballets • • • . -
Tfw H O W a N D W H Y U/Orvcfoiboo&O£ • ^Jwhy Wonder W*
Tfw HOW AND • WHY U/orvcfoiBoo&o£ ^JWhy Wonder W* THE HOW AND WHY WONDER BOOK OF B> r Written by LEE WYNDHAM Illustrated by RAFAELLO BUSONI Editorial Production: DONALD D. WOLF Edited under the supervision of Dr. Paul E. Blackwood Washington, D. C. \ Text and illustrations approved by Oakes A. White Brooklyn Children's Museum Brooklyn, New York WONDER BOOKS • NEW YORK Introduction The world had known many forms of the dance when ballet was introduced. But this was a new kind of dance that told a story in movement and pantomime, and over the years, it has become a very highly developed and exciting art form. The more you know about ballet, the more you can enjoy it. It helps to know how finished ballet productions depend on the cooperative efforts of many people — producers, musicians, choreographers, ballet masters, scene designers — in addition to the dancers. It helps to know that ballet is based on a few basic steps and movements with many possible variations. And it helps to know that great individual effort is required to become a successful dancer. Yet one sees that in ballet, too, success has its deep and personal satisfactions. In ballet, the teacher is very important. New ideas and improvements have been introduced by many great ballet teachers. And as you will read here, "A great teacher is like a candle from which many other candles can be lit — so many, in fact, that the whole world can be made brighter." The How and Why Wonder Book of Ballet is itself a teacher, and it will make the world brighter because it throws light on an exciting art form which, year by year, is becoming a more intimate and accepted part of the American scene. -
Ballet West Student In-Theater Presentations
Ballet West for Children Presents Ballet and The Sleeping Beauty Dancers: Soloist Katie Critchlow, First Soloist Sayaka Ohtaki, Principal Artist Emily Adams, First Soloist Katlyn Addison, Demi-Soloist Lindsay Bond Photo by Beau Pearson Music: Peter Ilyich Tchaikovsky Adapted from Original Choreography: Marius Petipa Photo: Quinn Farley Costumes: David Heuvel Dear Dance enthusiast, Ballet West is pleased that you are viewing a Ballet West for Children Presentation as a virtual learning experience. Enclosed you will find the following information concerning this performance: 1. Letter from Artistic Director, Adam Sklute. 2. Letter to the parent/guardian of the students who will be viewing. 3. Specific Information on this Performance, including information on the ballet, music, choreography, follow-up projects and other pertinent material has also been compiled for the teacher's information. 4. We report to the Utah State Board of Education each year on our educational programs, and need your help. Usually, we gather information from teachers as to how the student reacted and what they may have learned from their experience. We’d love to hear from you by filling out our short Survey Monkey listed on our virtual learning page. We don’t have a way to track who and how many people are taking advantage of this opportunity and this will help us to know how we’re doing. You can always email me directly. Thank you very much for your interest in the educational programs of Ballet West. Please call if I may provide any additional information or assistance to you and your school. I can be reached at 801-869-6911 or by email at [email protected]. -
SUMMER-CAMPS.Pdf
ANCHORAGE YOUTH HIKING & EXPEDITION CLUB Location: Alaska Backcountry Trips/State Parks Grades/Age: Ages 12-18 - Cost: TBA - contact us with group requests Description: Into the Woods Alaska is offering hiking, camping and expedition programs for youth ages 12-18. Daily hiking trips will offer workshops for youth to gain new backcountry skill sets, while camping/expedition trips will guide youth toward self-sufficiency and a set of wilderness safety skills that will last a lifetime. For camping, we will provide each kid with their own bivvy sack, making it easy to social distance and have privacy, while keeping the bugs out. We will plan the logistics, food and supplies needed for our trips, but these trips will be all about getting kids to do things for themselves. Youth participants will level up their Alaska outdoor skills, dive into environmental science and build friendships, teamwork and self-sufficiency. 100% outdoors, 100% authentically Alaskan, place-based outdoor and environmental education through experiential, hands-on learning. Details TBA - contact us if you are interested in getting a group going, and stay posted - we will announce trip opportunities on our website soon! Dates and Times: TBA - contact us with group requests | TBA - contact us with group requests Contact: Kristina and Dan, 907-406- 5651; [email protected]; www.intothewoodsalaska.com • • • BALLET STORY CAMP: CINDERELLA Location: Alaska Dance Theatre Inc., Anchorage Grades/Age: Ages 4-6 - Cost: $290 Description: An enchanted week awaits your child! Based on the classical ballet of Cinderella, this is a great opportunity for your tiny dancer to learn the story of this traditional ballet and its music, while also exploring the concepts of movement. -
Coppelia-Teacher-Resource-Guide.Pdf
Teacher’s Handbook 1 Edited by: Carol Meeder – Director of Arts Education February 2006 Cover Photo: Jennifer Langenstein – Pittsburgh Ballet Theatre Principal Dancer Aaron Ingley – Pittsburgh Ballet Theatre Corps de Ballet Dancer Ric Evans – Photographer 2 Introduction Dear Educator, We have often thanked you, the academic community and educators of our children, for being partners with us in Arts Education. We have confirmed how the arts bring beauty, excitement, and insight into the experience of everyday living. Those of us who pursue the arts as the work of our lives would find the world a dark place without them. We have also seen, in a mirror image from the stage, how the arts bring light, joy, and sparkle into the eyes and the lives of children and adults in all walks of life. Pittsburgh Ballet Theatre strives not only to entertain but to demonstrate the significance and importance of presenting our art in the context of past history, present living, and vision for the future. In this quest we present traditional ballets based on classic stories revered for centuries, such as Coppelia and Cinderella; and contemporary ballets by artists who are living, working, and creating everyday, such as our jazz program Indigo In Motion and the premiers we have done to the music of Sting, Bruce Springsteen, and Paul Simon. In this way we propel our art into the future, creating new classics that subsequent generations will call traditional. It is necessary to see and experience both, past and present. It enhances our life and stirs new ideas. We have to experience where we came from in order to develop a clear vision of where we want to go. -
Meghan Walther Mini Grant Fall 2018 Outcome Report Analyzation Of
Meghan Walther Mini Grant Fall 2018 Outcome Report Analyzation of Dance Performances from the United States to Italy Ballet, although a global phenomenal art form, differs based upon style, technique, director, company, and country. Analyzing the cultural and artistry of different ballets expose similarities and differences. Noticing and understanding these differences is an integral part in appreciating the arts, especially dance, further. After growing up and training in America for classical ballet, I have experienced many different American ballet companies and styles. As I am comfortable and confident discussing the similarities and differences of ballet in America, I wanted to expand my ballet knowledge into Europe. Recently, I used the Miller Arts Mini Grant funds to experience a famous ballet performance in Rome, Italy and again in New York City, USA. The additional money went towards transportation to and from the destinations (i.e. parking, train, Ubers, and taxis). I am overjoyed that the Miller Arts Scholars Program was able to fund my journey to experience two ballets in order to analyze similarities and differences of the full experience. Swan Lake - The Orchestra and Corps de Ballet of the Teatro dell’Opera di Roma’s performance: Finally, the evening of January 3, 2019 in Italy had arrived and I was able to experience the magic of the Corps de Ballet of the Teatro dell’Opera di Roma’s performance of Swan Lake. I called a cab and in broken Italian told the driver my destination of the theatre. Since the Teatro dell’Opera is such an impeccable and well known theatre, the cab driver knew exactly where to take me. -
Molly Lake and the Founding of the Australian Cecchetti Society - Anne-Patricia Butler © 2011
Shining a Light on the Legacy of Cecchetti in Australia: Molly Lake and the founding of the Australian Cecchetti Society - Anne-Patricia Butler © 2011 During 1934 the Dandré-Levitoff Russian Ballet toured Australia headed by Olga Spessiva, the renowned Russian ballerina. Molly Lake, an English dancer, was also on tour with the company. Lake was engaged by Anna Pavlova, touring the world between 1921 and 1926, then began dancing and teaching for Ninette de Valois and Marie Rambert. She had been a pupil of Enrico Cecchetti and was a founding committee member of the Cecchetti Society established by Cyril Beaumont in London, 1922.i ii Wanda Edwards and Madam Lucie Saronova headed a small group of teachers who were initiating what was to become the Cecchetti Society of Australia. They wasted no time in organizing Molly Lake to conduct the first examinations to be run and approved by an international body in this country. In fact, they predated those of the Operatic Association (now known as The Royal Academy of Dance).iii In a newspaper article headed Ballet Dance Examinations in September 1934: As a result of the efforts of a small body of teachers in various States, the introduction of overseas examinations in dancing, such as have for many years been conducted in music, have been made practicable. The Cecchetti Society has arranged to hold examinations in Grade 1, 2 and 3 in November, and examiners holding the society’s certificate have been appointed by the council at the London headquarters of the society. Major examinations will follow in due course.iv To date it is a little unclear as to actually what happened first. -
Chapter 9 Ballet Edited.Ppt.Pdf
C H A P T E R 9 Ballet Chapter ?? Chapter 9 Ballet Enduring understanding: Ballet is a classic, Western dance genre and a performing art. Essential question: How does ballet help me express myself as a dancer? Learning Objectives •Recognize major ballet works, styles, and ballet artists in history. •Execute basic ballet technique, use ballet vocabulary, and perform barre exercises and center combinations. •Apply ballet etiquette and dance safety while dancing. •Evaluate and respond to classical and contemporary ballet performances. Introduction Ballet began as a Western classical dance genre 400 years ago and has evolved into an international performing art form. The word ballet comes from the Italian term ballare, meaning to dance. Chapter 9 Vocabulary Terms adagio allegro à la seconde à terre ballet ballet technique barre center derrière stage directions Devant turnout en l’air Ballet Beginnings Ballet moved from Italy to France when Catherine de’ Medici married the heir to the French throne, King Henry II. She produced what has become known as the first ballet, La Comique de la Reine, in 1588. Ballet at the French Court Louis XIV performed as a dancer and gained the title The Sun King after one of his most famous dancing roles. A patron of the arts, Louis XIV established the Academy of Music and Dance. In the next century the Academy would become the Paris Opéra. Court Ballets • During the 17th century, court ballets were dance interludes between dramatic or vocal performances or entire performances. • Sometimes ballets were part of themed balls such as pastoral or masquerade balls. -
Ballet and the Nutcracker
Ballet West for Children Presents Ballet and The Nutcracker Photo: Quinn Farley Music: Peter Ilyich Tchaikovsky Adapted from Original Choreography: Willem Christensen Costumes: David Heuvel 304 Trolley Square | Salt Lake City, UY 84102 | 801-869-6900 | www.balletwest.org Dear Principal: This letter is to confirm the arrangement we made for a performance of Ballet West for Children in your school. Please check the enclosed confirmation sheet for the correct date and performance start time. Please fill in the additional information about your school's facilities. With the current freeway construction please give directions for the best route and the open exit numbers so that the dancers can travel easily from school to school. Kindly sign and return the form immediately to me at Ballet West. I am also enclosing a letter from Adam Sklute, Artistic Director of Ballet West, which describes the program. Please duplicate his letter and all the educational materials for pre- performance student preparation and follow-up projects The Ballet West dancers will arrive 15-30 minutes before the performance. The group leader will check in with your office when the dancers arrive. They travel with their own dance floor to cover the performing area and a sound system in case the school’s equipment is limited. They will need the performing area to be clear, recently swept, and warm with electrical outlets and changing rooms as close as possible. The group leader will contact you if he/she has any questions about the directions or performance area. If you have any questions, please call me at Ballet West: 801-869-6911 Sincerely, Peter Christie Director of Educational Programs Enclosures www.balletwest.org 304 Trolley Square | Salt Lake City, UY 84102 | 801-869-6900 | www.balletwest.org Dear Teachers: It is with pleasure that I write to tell you of our Ballet West for Children program that is offered to you free of charge through the combined efforts of Ballet West and the Utah State Office of Education. -
Ballet West Student In-Theater Presentations Presents Fairy Tale Theatre
Ballet West Student In-Theater Presentations Presents Fairy Tale Theatre Photo: Beau Pearson Dancers: Janae Korte and David Huffmire Aladdina Dear Dance enthusiast, Ballet West is pleased that you are viewing a Ballet West’s Student In-Theatre Presentation as a virtual learning experience. Enclosed you will find the following information concerning this performance: 1. Letter from Artistic Director, Adam Sklute. 2. Letter to the parent/guardian of the students who will be viewing. 3. Specific Information on this Performance, including information on the ballet, music, choreography, follow-up projects and other pertinent material has also been compiled for the teacher's information. 4. We report to the Utah State Board of Education each year on our educational programs, and need your help. Usually, we gather information from teachers as to how the student reacted and what they may have learned from their experience. We’d love to hear from you by filling out our short Survey Monkey listed on our virtual learning page. We don’t have a way to track who and how many people are taking advantage of this opportunity and this will help us to know how we’re doing. You can always email me directly. Thank you very much for your interest in the educational programs of Ballet West. Please call if I may provide any additional information or assistance to you and your school. I can be reached at 801-869-6911 or by email at [email protected]. Sincerely, Peter Christie Director of Educational Programs Enclosures Dear Teachers and Administrators, It is with pleasure that I write to tell you of Ballet West’s Student In-Theatre Presentations which are offered to you free of charge through the combined efforts of Ballet West and your State Board of Education through the POPS program. -
2004 Cecchetti Newsletter V3
CECCHETTI INTERNATIONAL CLASSICAL BALLET Newsletter No. 10, 2004 Mission Statement: to foster the development of the method to develop training for the future to keep alive the essence of the method’s historical tradition Enrico Cecchetti as to raise the profile of the method world-wide Kastchei in L’Oiseau de feu (Firebird) with the to encourage the profession and the art of dance by interaction Ballets Russes, at the between members and the international dance profession Paris Opera, 1910. Photographic negatives to enhance the status of dance in the context by Raffaello Bencini. of the arts and education Photo courtesy of Dance Collection Danse Letter from the Chairman Dear Members and Friends of Cecchetti International - Classical Ballet (CICB) It is with great delight that we can tell you that our international organization is now a legal non-profit entity. We were incorpo- rated in Canada on July 2nd, 2004 and we thank the Canadian delegates for facilitating this. Congratulations to everyone, and welcome to Cecchetti International - Classical Ballet. The Corporate Members of CICB have had an inaugural teleconference. Matters needing clarification were discussed, and over all it was an excellent meeting. Hereunder are set out the categories of membership of our new International Society, so that all our members can understand their standing in the new organization. a) Corporate Members - there are six corporate members who have come together to promote the Cecchetti Method and comprise the Board of CICB. Cecchetti Societies of: Australia, Canada, Southern Africa, and USA Cecchetti Council of America, Danzare Cecchetti - ANCEC Italia also represented are Korea, Malaysia, Namibia, New Zealand Thailand and Zimbabwe b) Represented Members - we are all Represented Members if we belong to one of the six Societies above and are in good standing with that society.