Approaching Dance in Shakespeare Participants' Advance Responses To
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PA 4-H Horse Cloverbud Activity Book B
PA 4-H Horse Cloverbud Activity Book B Name: Club Name: County: Thank you for helping with the PA 4-H Horse Cloverbud Program! Here are some notes to help you lead this project: The PA 4-H Horse Cloverbud Policy & Safety Guidelines must be followed at all times when using this activity book. Please see your Extension Office or http://extension.psu.edu/4-h/projects/ horses/cloverbud-program/cloverbud-policy-and-guidelines for a copy of the policy and guidelines. Many sections include a variety of activities. At least one activity per section must be completed. There will be three PA 4-H Horse Cloverbud Activity Books. All Cloverbud members in one club or group should complete the same book in the course of one year, regardless of their ages or the length of time they have been members. Ex: This year, all Cloverbud Horse Club members complete Book B. Next year, all members will complete Book C, etc. Currently, this curriculum is available as an electronic publication. Please contact your local Extension Office for printed copies. For additional Cloverbud activities, please refer to our Leader & Educator Resource page located at http://extension.psu.edu/4-h/projects/horses/cloverbud-program/leader-resources. PA 4-H Horse Cloverbud Mission This educational program provides safe, fun, hands-on, developmentally appropriate learning opportunities for 4-H youth ages 5 to 7 years (as of January 1st). Using horses, this program will focus on participation as well as cooperative learning in informal settings. Summary of Differences Between -
Faust Study Guide
Faust Study Guide WORLD LITERATURE II (ENG 252) Faust Study Guide Dr. Diane Thompson, NVCC, ELI Goethe Faust's Romantic Structure Faust is Eclectic The Bet in Heaven The Story Faust as Hero GOETHE Goethe is not very widely read in America these days, but in many other countries he is considered a world class author, along with Shakespeare, Dante and Homer. Consequently, he belongs on any world literature reading list and is worth some effort to appreciate. Goethe lived from 1749-1832. He was revered in his lifetime as a true genius, a master of many forms of writing, a lawyer, a scientist, a great humanist. Faust I and Faust II are the culminating works of his long, fruitful life. Top FAUST'S ROMANTIC STRUCTURE Faust's structure is deliberately fragmentary, a series of scenes loosely strung together instead of tightly integrated acts. This loose structure is based on the Romantic rebellion against the French classical insistence on the unities of form. For example, Tartuffe takes place in one room at one time with a single focused action, that of Tartuffe tricking Orgon. The romantics shunned this "artificial" form in favor of a more "organic" or natural form that developed out of the experiences of the characters themselves. This is fine in theory, and even makes good sense on stage when interpreted by actors. However, to a reader, Faust, like many romantic works, seems at first like bits and pieces tossed together. This was intentional, and was intended to represent the fragmentary nature of experience, but is not easy on the reader. -
Principles of Movement Control That Affect Choreographers' Instruction of Dance
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work 5-2011 Principles of Movement Control That Affect Choreographers' Instruction of Dance Julia A. Fenton University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Part of the Motor Control Commons Recommended Citation Fenton, Julia A., "Principles of Movement Control That Affect Choreographers' Instruction of Dance" (2011). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/1436 This Dissertation/Thesis is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. Principles of Movement Control that Affect Choreographers’ Instruction of Dance Julia Fenton Preface The purpose of this paper is to inform choreographers of different motor control and skill learning principles that affect instruction of dance and choreography as well as provide a resource for choreographers to make rehearsals more productive. In order to accomplish this task, I adapted the information presented in three main texts, written by Schmidt and Wrisberg, Schmidt and Lee, and Fairbrother, in order for it to be useful to choreographers. I have included dance examples rather than sport examples in order for the choreographer to more easily relate to the information. The in-text citations in this paper were kept to a minimum in order for it to be read more easily. -
ANA MILENA RIBERO 238 Moreland Hall 2550 SW Jefferson Way Corvallis, OR 97331 (541) 737-3613
ANA MILENA RIBERO 238 Moreland Hall 2550 SW Jefferson Way Corvallis, OR 97331 (541) 737-3613 EDUCATION PhD, Rhetoric, Composition, and the Teaching of English – University of Arizona, Tucson, AZ; May 2016 Dissertation: Citizenship and Undocumented Youth: An Analysis of the Rhetorics of Migrant- rights Activism in Neoliberal Contexts. Committee: Drs. Adela C. Licona (chair), Damián Baca, Maritza Cárdenas, and Victor Villanueva MA, Writing, Rhetoric and Discourse, with distinction – DePaul University, Chicago, IL Concentration in Teaching Writing and Language; June 2009 BS, Journalism – University of Florida, Gainesville, FL Emphasis in magazine journalism; December 2002 RESEARCH & TEACHING INTERESTS Im/migrant rhetorics, border rhetorics, the rhetorics of social movements, the rhetorics of race, Latinx rhetorics, Women of Color feminisms, literacy studies. ACADEMIC APPOINTMENTS 2017-2018 Resident Research Fellow, The Center for the Humanities, Oregon State University, Corvallis, OR 2016-current Assistant Professor of Rhetoric and Composition, School of Writing, Literature, and Film, Oregon State University, Corvallis, OR 2016-17 Engaged Scholar in Residence, Center for Latino/a Studies and Engagement, Oregon State University, Corvallis, OR 2013-16 Research Assistant, Writing Program, University of Arizona, Tucson, AZ 2011-16 Graduate Teaching Associate, Department of English, University of Arizona, Tucson, AZ 2010-11 Coordinator, The Collaborative for Multilingual Writing and Research, DePaul University, Chicago, IL 2009-11 Instructor, Department of Writing, Rhetoric and Discourse, DePaul University, Chicago, IL Ribero 2019 1 PUBLICATIONS Journal Articles 2019 And Sonia Arellano. “Advocating Comadrismo: A Feminist Mentoring Approach for Latinas in Rhetoric and Composition.” Peitho: Journal of the Coalition of Feminist Scholars in the History of Rhetoric & Composition. -
Overture to Oberon Composed from 1825-26 Carl Maria Von Weber Born in Eutin, Germany, November 18, 1786 Died in London, June 5
OVERTURE TO OBERON COMPOSED FROM 1825-26 CARL MARIA VON WEBER BORN IN EUTIN, GERMANY, NOVEMBER 18, 1786 DIED IN LONDON, JUNE 5, 1826 The tragic tale of the composition of Weber’s final opera Oberon is perhaps as interesting as the plot of the opera itself. Dying of consumption at the age of 38, the impoverished Weber felt he could not refuse the offer from English impresario Charles Kemble to compose an opera on the subject of Oberon, King of the Faeries, for the London stage— even though he sensed that the project would be the death of him. “Whether I travel or not, in a year I’ll be a dead man,” he wrote to a friend after he had completed the Oberon score, of his decision to make the trip to England to see the work through to performance. “But if I do travel, my children will at least have something to eat, even if Daddy is dead—and if I don’t go they’ll starve. What would you do in my position?” Both points of Weber’s prediction proved correct: The 12 initial performances of Oberon netted his family a great deal of money; and within a few weeks of the work’s successful premiere in April 1826, the composer collapsed of exhaustion and died. Though the composition of operas had always been the center of Weber’s existence, it was not until the last six years of his life that he had finally been given the opportunity to compose the three stage works that quickly took their place among the masterworks of Romanticism: Der Freischütz, Euryanthe, and Oberon. -
Morgan Horse Bulrush Youth Workbook
AMHAY Horsemastership Achievement Program Bulrush Level Level 1 Youth Workbook American Morgan Horse Association, Inc. Youth Program 4066 Shelburne Road, Suite 5, Shelburne, VT 05482 (802) 985-4944 www.morganhorse.com Revised 1/16 Purpose The purpose of the AMHAY Horsemastership Program is to instill in young people pride in, enjoyment of, and knowledge about the Morgan horse with the ultimate objective of educating future owners and breeders dedicated to preserving, improving, promoting, and cherishing the Morgan breed. These objectives – incorporating the ideals and skills of horsemastership and management, sportsmanship, responsibility in citizenship, discipline, and competence in leadership – will be pursued through this program. Rules 1. This program is open to AMHAY members, 21 years and under, who are interested in learning more about Morgans and safe horsemanship. 2. The five levels of achievement are: 1) Bulrush, 2) Woodbury, 3) Sherman, 4) Black Hawk, 5) Justin Morgan. 3. Members may work on the badge levels as individuals or in a youth group. The first two levels may be completed with any horse, but third level and above completed with a Morgan horse. Level requirements do not need to be completed at the same time, although you must complete one level before progressing to the next. 4. AMHAY will provide awards to members who pass the Bulrush, Woodbury, Sherman, and Black Hawk levels. Bulrush through Sherman will receive a certificate, pin and a gift certificate for the AMHA Gift Catalog. Members who complete the Black Hawk and Justin Morgan levels will receive a certificate, pin and U.S. Savings Bond. 5. -
Jonson's Masque of Blackness and Multicultural Approaches to Early Modern English Literature Kristin Mcdermott
Language Arts Journal of Michigan Volume 18 Article 5 Issue 1 Diversity 2002 "To blanch an Ethiop": Jonson's Masque of Blackness and Multicultural Approaches to Early Modern English Literature Kristin McDermott Follow this and additional works at: https://scholarworks.gvsu.edu/lajm Recommended Citation McDermott, Kristin (2002) ""To blanch an Ethiop": Jonson's Masque of Blackness and Multicultural Approaches to Early Modern English Literature," Language Arts Journal of Michigan: Vol. 18: Iss. 1, Article 5. Available at: https://doi.org/10.9707/2168-149X.1301 This Article is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Language Arts Journal of Michigan by an authorized editor of ScholarWorks@GVSU. For more information, please contact [email protected]. "To blanch an Ethiop": Jonson's Masque of Blackness and Multicultural Approaches to Early Modern English Literature Kristin McDermott Before joining the faculty ofCentral Michigan of Blackness, even though one would assume it University, I taught for eight years at Spelman offered an important chance to explore one of the College, a historically black college for women in earliest treatments of race in English Literature, Atlanta, Georgia. Teaching Early Modern English is not often studied in any but the most advanced Literature (which encompasses both the Medieval classes, for obvious reasons. Briefly, a masque is period and the 16th _17th centuries in England) a form of dramatic entertainment in which poetic presented some exciting challenges in a setting praises ofthe monarch, the court, and their values whose mission included both Women's Studies and are presented in a setting of music, dance, and an African-Diasporic approach to culture and elaborate scenery. -
Gothic Riffs Anon., the Secret Tribunal
Gothic Riffs Anon., The Secret Tribunal. courtesy of the sadleir-Black collection, University of Virginia Library Gothic Riffs Secularizing the Uncanny in the European Imaginary, 1780–1820 ) Diane Long hoeveler The OhiO STaTe UniverSiT y Press Columbus Copyright © 2010 by The Ohio State University. all rights reserved. Library of Congress Cataloging-in-Publication Data hoeveler, Diane Long. Gothic riffs : secularizing the uncanny in the european imaginary, 1780–1820 / Diane Long hoeveler. p. cm. includes bibliographical references and index. iSBn-13: 978-0-8142-1131-1 (cloth : alk. paper) iSBn-10: 0-8142-1131-3 (cloth : alk. paper) iSBn-13: 978-0-8142-9230-3 (cd-rom) 1. Gothic revival (Literature)—influence. 2. Gothic revival (Literature)—history and criticism. 3. Gothic fiction (Literary genre)—history and criticism. i. Title. Pn3435.h59 2010 809'.9164—dc22 2009050593 This book is available in the following editions: Cloth (iSBn 978-0-8142-1131-1) CD-rOM (iSBn 978-0-8142-9230-3) Cover design by Jennifer Shoffey Forsythe. Type set in adobe Minion Pro. Printed by Thomson-Shore, inc. The paper used in this publication meets the minimum requirements of the american national Standard for information Sciences—Permanence of Paper for Printed Library Materials. ANSi Z39.48-1992. 9 8 7 6 5 4 3 2 1 This book is for David: January 29, 2010 Riff: A simple musical phrase repeated over and over, often with a strong or syncopated rhythm, and frequently used as background to a solo improvisa- tion. —OED - c o n t e n t s - List of figures xi Preface and Acknowledgments xiii introduction Gothic Riffs: songs in the Key of secularization 1 chapter 1 Gothic Mediations: shakespeare, the sentimental, and the secularization of Virtue 35 chapter 2 Rescue operas” and Providential Deism 74 chapter 3 Ghostly Visitants: the Gothic Drama and the coexistence of immanence and transcendence 103 chapter 4 Entr’acte. -
CHOREOGRAPHY BASICS By: Max Perry to Choreograph an Effective Routine, a Dancer Will Use Several Techniques to Create a Dance T
CHOREOGRAPHY BASICS By: Max Perry To choreograph an effective routine, a dancer will use several techniques to create a dance that will not only fit the music, but will feel good when danced. The tools we use as choreographers are knowledge of the dance components, a basic idea of phrasing music, and an idea of how the material is to be used (the dancers or organization or company, etc.). ______________________________________ POINTS TO REMEMBER: 1. “A body in motion tends to stay in motion”. There is an initial force required to put the body in motion. Every time there is a change in the directional movement, there is additional force required to make the change. Too many abrupt changes in direction are not as comfortable as letting the body flow in the direction it wants to go, then gradually slow before changing directions. This does not mean you should slow down before every turn - I am referring to energy output only! 2. Choose music that has a wide audience appeal. You do not want a piece of music that sounds dated. The song should sound good every time it is played. If you want artists to take notice, or a national release, the rule is if you hear the song on the radio, it is too late. These songs were recorded months ago. Major established artists do not need a dance. Never go for the obvious - choose a cut from the album that may be released as a single or use a newer artist - possibly an independent artist. 3. Choose material that has a wide audience appeal. -
The THREE's a CROWD
The THREE’S A CROWD exhibition covers areas ranging from Hong Kong to Slavic vixa parties. It looks at modern-day streets and dance floors, examining how – through their physical presence in the public space – bodies create temporary communities, how they transform the old reality and create new conditions. And how many people does it take to make a crowd. The autonomous, affect-driven and confusing social body is a dynamic 19th-century construct that stands in opposition to the concepts of capitalist productivity, rationalism, and social order. It is more of a manifestation of social dis- order: the crowd as a horde, the crowd as a swarm. But it happens that three is already a crowd. The club culture remembers cases of criminalizing the rhythmic movement of at least three people dancing to the music based on repetitive beats. We also remember this pandemic year’s spring and autumn events, when the hearts of the Polish police beat faster at the sight of crowds of three and five people. Bodies always function in relation to other bodies. To have no body is to be nobody. Bodies shape social life in the public space through movement and stillness, gath- ering and distraction. Also by absence. Regardless of whether it is a grassroots form of bodily (dis)organization, self-cho- reographed protests, improvised social dances, artistic, activist or artivist actions, bodies become a field of social and political struggle. Together and apart. ARTISTS: International Festival of Urban ARCHIVES OF PUBLIC Art OUT OF STH VI: SPACE PROTESTS ABSORBENCY -
Choreography for the Camera: an Historical, Critical, and Empirical Study
Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 4-1992 Choreography for the Camera: An Historical, Critical, and Empirical Study Vana Patrice Carter Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Art Education Commons, and the Dance Commons Recommended Citation Carter, Vana Patrice, "Choreography for the Camera: An Historical, Critical, and Empirical Study" (1992). Master's Theses. 894. https://scholarworks.wmich.edu/masters_theses/894 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. CHOREOGRAPHY FOR THE CAMERA: AN HISTORICAL, CRITICAL, AND EMPIRICAL STUDY by Vana Patrice Carter A Thesis Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Master of Arts Department of Communication Western Michigan University Kalamazoo, Michigan April 1992 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHOREOGRAPHY FOR THE CAMERA: AN HISTORICAL, CRITICAL, AND EMPIRICAL STUDY Vana Patrice Carter, M.A. Western Michigan University, 1992 This study investigates whether a dance choreographer’s lack of knowledge of film, television, or video theory and technology, particularly the capabilities of the camera and montage, restricts choreographic communication via these media. First, several film and television choreographers were surveyed. Second, the literature was analyzed to determine the evolution of dance on film and television (from the choreographers’ perspective). -
Guide to the Michigan Dance Archives: Harriet Berg Papers UP001608
Guide to the Michigan Dance Archives: Harriet Berg Papers UP001608 This finding aid was produced using ArchivesSpace on June 11, 2018. English Describing Archives: A Content Standard Walter P. Reuther Library 5401 Cass Avenue Detroit, MI 48202 URL: https://reuther.wayne.edu Guide to the Michigan Dance Archives: Harriet Berg Papers UP001608 Table of Contents Summary Information .................................................................................................................................... 3 History ............................................................................................................................................................ 4 Scope and Content ......................................................................................................................................... 4 Arrangement ................................................................................................................................................... 6 Administrative Information ............................................................................................................................ 6 Related Materials ........................................................................................................................................... 7 Controlled Access Headings .......................................................................................................................... 7 Collection Inventory ......................................................................................................................................