The Aesthetic of Failure: Authenticity, Effort, and Imperfection in American Contemporary Dance
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Moma PRESENTS the FIRST MAJOR MUSEUM EXHIBITION to FOCUS on the JUDSON DANCE THEATER’S CROSS-DISCIPLINARY INFLUENCE
MoMA PRESENTS THE FIRST MAJOR MUSEUM EXHIBITION TO FOCUS ON THE JUDSON DANCE THEATER’S CROSS-DISCIPLINARY INFLUENCE Presentation Includes a Robust Performance Program, alongside Photography, Film, Scores, Archival Materials, and Oral Histories Judson Dance Theater: The Work Is Never Done September 16, 2018–February 3, 2019 Second-floor Collection Galleries and The Donald B. and Catherine C. Marron Atrium #JudsonDance NEW YORK, September 12, 2018—The Museum of Modern Art presents Judson Dance Theater: The Work Is Never Done, a major exhibition that looks anew at the formative moment in the 1960s when a group of choreographers, visual artists, composers, and filmmakers made use of a local church to present groundbreaking cross-disciplinary performances. Featuring celebrated dance works by Judson artists, The Work Is Never Done includes a gallery exhibition, a print publication, and an ambitious performance program in the Museum’s Donald B. and Catherine C. Marron Atrium. On view from September 16, 2018, through February 3, 2019, the exhibition highlights the group’s ethos of collaboration and the range of its participants through live performance and some 300 objects including films, photographic documentation, sculptural objects, scores, music, and archival material. Judson Dance Theater: The Work Is Never Done is organized by Ana Janevski, Curator, and Thomas J. Lax, Associate Curator, with Martha Joseph, Curatorial Assistant, Department of Media and Performance Art. Taking its name from the Judson Memorial Church, a socially engaged Protestant congregation in New York’s Greenwich Village, Judson Dance Theater was organized in 1962 as a series of open workshops from which its participants developed performances. -
Master Thesis Re-Imagining Contemporary Choreography
Master Thesis Re-imagining Contemporary Choreography: Exploring choreographic practices in the post-moving era NAME: ELENA NOVAKOVITS STUDENT NUMBER: 4086856 Supervisor: Laura Karreman Second reader: Chiel Kattenbelt Master Contemporary Theatre, Dance and Dramaturgy Utrecht University August 2018 1 Abstract Focusing on the European dance scene after the mid-1990s a great emergence of dance practitioners redefined what dance could be by enlarging their creative methods, tools and objects. The established incessant movement was no longer considered to be the central element of composition. Similar artistic strategies still prevail up to the present, where the boundaries seem to be expanding ever more. Stimulated by this, in my thesis I look at the latest choreographic practices and their implications on a post-moving era. Drawing on André Lepecki’s Exhausting Dance: Performance and the Politics of Movement (2006), Efrosini’s Protopapa PhD “Possibilising dance: a space for thinking in choreography” (2009) and Bojana Cvejić’s Choreographing Problems: Expressive Concepts in European Contemporary Dance and Performance (2015) I examine the expanded choreographic practices in the following choreographic works: 69 Positions (2014) by Mette Ingvartsen and Time has fallen asleep in the afternoon sunshine (2010) by Mette Edvardsen. My hypothesis is that Ingvartsen and Edvardsen’s performances are exemplary of these developments. On the performance analysis of these works, I have explored what they have presented as singular choreographic practices through their artistic strategies by activating specific tools and methods. The idea of ‘language choreography’ is discussed as a common place for both. In conclusion, my main aim has been to analyse and evaluate how contemporary choreography in this post-moving era has been redefined in these works and what the resulting implications are for making, performing and attending. -
Krt Madonna Knight Ridder/Tribune
FOLIO LINE FOLIO LINE FOLIO LINE “Music” “Ray of Light” “Something to Remember” “Bedtime Stories” “Erotica” “The Immaculate “I’m Breathless” “Like a Prayer” “You Can Dance” (2000; Maverick) (1998; Maverick) (1995; Maverick) (1994; Maverick) (1992; Maverick) Collection”(1990; Sire) (1990; Sire) (1989; Sire) (1987; Sire) BY CHUCK MYERS Knight Ridder/Tribune Information Services hether a virgin, vamp or techno wrangler, Madon- na has mastered the public- image makeover. With a keen sense of what will sell, she reinvents herself Who’s That Girl? and transforms her music in Madonna Louise Veronica Ciccone was ways that mystify critics and generate fan interest. born on Aug. 16, 1958, in Bay City, Mich. Madonna staked her claim to the public eye by challenging social norms. Her public persona has Oh Father evolved over the years, from campy vixen to full- Madonna’s father, Sylvio, was a design en- figured screen siren to platinum bombshell to gineer for Chrysler/General Dynamics. Her leather-clad femme fatale. Crucifixes, outerwear mother, Madonna, died of breast cancer in undies and erotic fetishes punctuated her act and 1963. Her father later married Joan Gustafson, riled critics. a woman who had worked as the Ciccone Part of Madonna’s secret to success has been family housekeeper. her ability to ride the music video train to stardom. The onetime self-professed “Boy Toy” burst onto I’ve Learned My Lesson Well the pop music scene with a string of successful Madonna was an honor roll student at music video hits on MTV during the 1980s. With Adams High School in Rochester, Mich. -
Modernism 1 Modernism
Modernism 1 Modernism Modernism, in its broadest definition, is modern thought, character, or practice. More specifically, the term describes the modernist movement, its set of cultural tendencies and array of associated cultural movements, originally arising from wide-scale and far-reaching changes to Western society in the late 19th and early 20th centuries. Modernism was a revolt against the conservative values of realism.[2] [3] [4] Arguably the most paradigmatic motive of modernism is the rejection of tradition and its reprise, incorporation, rewriting, recapitulation, revision and parody in new forms.[5] [6] [7] Modernism rejected the lingering certainty of Enlightenment thinking and also rejected the existence of a compassionate, all-powerful Creator God.[8] [9] In general, the term modernism encompasses the activities and output of those who felt the "traditional" forms of art, architecture, literature, religious faith, social organization and daily life were becoming outdated in the new economic, social, and political conditions of an Hans Hofmann, "The Gate", 1959–1960, emerging fully industrialized world. The poet Ezra Pound's 1934 collection: Solomon R. Guggenheim Museum. injunction to "Make it new!" was paradigmatic of the movement's Hofmann was renowned not only as an artist but approach towards the obsolete. Another paradigmatic exhortation was also as a teacher of art, and a modernist theorist articulated by philosopher and composer Theodor Adorno, who, in the both in his native Germany and later in the U.S. During the 1930s in New York and California he 1940s, challenged conventional surface coherence and appearance of introduced modernism and modernist theories to [10] harmony typical of the rationality of Enlightenment thinking. -
Recital Theme: So You Think You Can Dance
Recital Theme: So You Think You Can Dance GENRE LEVEL SONG ALBUM / ARTIST Ballet Baby Age 2-3 Hooray For Chasse Wake Up And Wiggle/Marie Barnett Ballet Baby Age 2-3 Wacky Wallaby Waltz Put On Your Dancing Shoes/Joanie Bartels Ballet I - II Age 8-12 9 Dancing Princesses Ballet I - II Teen/Adult Dance Of The Hours From the opera La Gioconda/Amilcare Ponchielli Ballet II Age 8-10 7 Dancing Princesses Ballet II - III Age 10-12 Copelia Waltz Coppelia/Delibes Ballet II - III Teen/Adult Danse Napolitiane Swan Lake/Tchaikovsky Ballet III - IV Teen/Adult Dance of The Reed Flutes Nutcracker Suite/Tchaikovsky Ballet IV Teen/Adult Paquita Allegro Paquita/La Bayadere Ballet IV - V Teen/Adult Paquita Coda Paquita/La Bayadere Pre-Ballet I - II Age 5-6 Sugar Plum Fairies Nutcracker Suite/Tchaikovsky Pre-Ballet I - II Age 6-8 Little Swans Swan Lake/Tchaikovsky Hip Hop I Age 6-8 Pon De Replay Music of the Sun/Rihanna Hip Hop I Age 9-12 Get Up Step Up Soundtrack/Ciara Hip Hop I - II Age 6-8 Move It Like This Move It Like This/Baja Men Hip Hop I - II Age 8-12 1,2 Step Goodies/Ciara and Missy Elliott Hip Hop I - II Age 10-12 Get Up "Step Up" Soundtrack/Ciara Hip Hop "The Longest Yard" Soundtrack/Jung Tru,King Jacob I - II Teen/Adult Errtime and Nelly Hip Hop I - II Teen/Adult Switch Lost and Found/Will Smith Hip Hop I - II Adult Yeah Confessions/Usher Hip Hop II Adult Let It Go Heaven Sent/Keyshia Cole feat. -
Performance and Interaction: Judson Dance Theater
Performance and Interaction: Judson Dance Theater In 1980, Arlene Croce, a respected dance critic, said in a column in the New Yorker that Robert Wilson had been the main influence, after Merce Cunningham, on the choreography of the day. Yvonne Rainer responded angrily to what she saw as lack of perspective and knowledge of modern dance in a letter published in the performance magazine Live. The letter included a genealogy chart of contemporary dance and how it related to the visual arts world, which is shown here. Simone Forti was at the Judson Dance Theater with Brown and Rainer and also made an argument for dance as sculpture with her first minimalist works. Their objec- tives included the idea of actually involving the spectator’s gaze, rejecting the concept of audience as voyeur. Bibliography Krauss, Rosalind E. Passages in Modern Sculpture. Cambridge (Mass.): MIT, 1977. Lambert, Carrie. “More or Less Minimalism: Six Notes on Performance and Visual Art in the 60s” en: Goldstein, Ann. The close, simultaneous connections between dance and the visual arts in the 1960s A Minimal Future? Art as Object and 70s can be seen both in the works of Yvonne Rainer (1934), Trisha Brown (1936) 1958-1968. Los Angeles: Museum and Simone Forti (1935), which are exhibited in the room, and in the theoretical analyses of Contemporary Art; Cambridge: presented by Barbara Rose and Rosalind Krauss about the theatrical tone of sculpture MIT Press, cop., 2004. and minimal painting. Trio A, Rainer’s choreography created in 1966 as the first part of her tetralogy The Mind Rainer, Yvonne. -
What Is a Dance? in 3 Dances, Gene Friedman Attempts to Answer Just That, by Presenting Various Forms of Movement. the Film Is D
GENE FRIEDMAN 3 Dances What is a dance? In 3 Dances, Gene Friedman attempts to answer just that, by presenting various forms of movement. The film is divided into three sections: “Public” opens with a wide aerial shot of The Museum of Modern Art’s Sculpture Garden and visitors walking about; “Party,” filmed in the basement of Judson Memorial Church, features the artists Alex Hay, Deborah Hay, Robert Rauschenberg, and Steve Paxton dancing the twist and other social dances; and “Private” shows the dancer Judith Dunn warming up and rehearsing in her loft studio, accompanied by an atonal vocal score. The three “dances” encompass the range of movement employed by the artists, musicians, and choreographers associated with Judson Dance Theater. With its overlaid exposures, calibrated framing, and pairing of distinct actions, Friedman’s film captures the group’s feverish spirit. WORKSHOPS In the late 1950s and early 1960s, three educational sites were formative for the group of artists who would go on to establish Judson Dance Theater. Through inexpensive workshops and composition classes, these artists explored and developed new approaches to art making that emphasized mutual aid and art’s relationship to its surroundings. The choreographer Anna Halprin used improvisation and simple tasks to encourage her students “to deal with ourselves as people, not dancers.” Her classes took place at her home outside San Francisco, on her Dance Deck, an open-air wood platform surrounded by redwood trees that she prompted her students to use as inspiration. In New York, near Judson Memorial Church, the ballet dancer James Waring taught a class in composition that brought together different elements of a theatrical performance, much like a collage. -
Qurrat Ann Kadwani: Still Calling Her Q!
1 More Next Blog» Create Blog Sign In InfiniteBody art and creative consciousness by Eva Yaa Asantewaa Tuesday, May 6, 2014 Your Host Qurrat Ann Kadwani: Still calling her Q! Eva Yaa Asantewaa Follow View my complete profile My Pages Home About Eva Yaa Asantewaa Getting to know Eva (interview) Qurrat Ann Kadwani Eva's Tarot site (photo Bolti Studios) Interview on Tarot Talk Contact Eva Name Email * Message * Send Contribute to InfiniteBody Subscribe to IB's feed Click to subscribe to InfiniteBody RSS Get InfiniteBody by Email Talented and personable Qurrat Ann Kadwani (whose solo show, They Call Me Q!, I wrote about Email address... Submit here) is back and, I hope, every bit as "wicked smart and genuinely funny" as I observed back in September. Now she's bringing the show to the Off Broadway St. Luke's Theatre , May 19-June 4, Mondays at 7pm and Wednesdays at 8pm. THEY CALL ME Q is the story of an Indian girl growing up in the Boogie Down Bronx who gracefully seeks balance between the cultural pressures brought forth by her traditional InfiniteBody Archive parents and wanting acceptance into her new culture. Along the journey, Qurrat Ann Kadwani transforms into 13 characters that have shaped her life including her parents, ► 2015 (222) Caucasian teachers, Puerto Rican classmates, and African-American friends. Laden with ▼ 2014 (648) heart and abundant humor, THEY CALL ME Q speaks to the universal search for identity ► December (55) experienced by immigrants of all nationalities. ► November (55) Program, schedule and ticket information ► October (56) ► September (42) St. -
Simone Forti Goes to the Zoo*
Simone Forti with a lion cub at the Giardino Zoologico di Roma, 1968. Courtesy Simone Forti and The Box, LA. Simone Forti Goes to the Zoo* JULIA BRYAN-WILSON In the photograph, a young woman in a short skirt and sandals sits on a bench. With her crooked elbow, she braces her handbag to her body, tucking her large sketchpad into her armpit. She is petting a lion cub, and as she gazes down to witness the small but extraordinary fact of her hand on its fur, the ani- mal’s face turns towards the camera lens with closed eyes. This is dancer and choreographer Simone Forti on one of her many visits to the zoo during the brief time she lived in Rome in the late 1960s. Far from today’s “wildlife sanctu- aries” where animals can ostensibly wander freely, as the photo of this uncaged cub might suggest, the Giardino Zoologico di Roma offered a highly controlled environment in which animals lived within tight enclosures; Forti was here indulging in a staged, paid encounter, one that she characterized as “irre- sistible.”1 Irresistible because she was consistently moved by the creatures she drew and studied—moved as in stirred, or touched, as well as in shifted, or altered. As I argue, her dance practice changed dramatically as a result of the time she spent in Rome observing animal motions and interacting with other, animate forms of art. Petting a lion cub: irresistible, but still melancholy. Designed in part by German collector and merchant Carl Hagenbeck and built in 1911, the Roman zoo is an example of the turn-of-the-century “Hagenbeck revolution” in zoo architecture, which attempted to provide more naturalistic-appearing, open-air surroundings that were landscaped with artificial rocks and featured moats instead of bars, often creating tableaux of animals from different taxonomic * This article was made possible by the indefatigable Simone Forti, who talked with me, danced for me, and pulled all manner of documents and photographs out of her dresser drawers for me; thank you, Simone. -
Dance Fields Conference Boa NEW
Dance Fields Conference April 19th – 22nd 2017 Book of Abstracts (Chronologically listed) SESSIONSPANELSPRACTICALSWORKSHOPSROUND TABLES Thursday, April 20th 10:00 – 11:30 Session I Chair: Ann R. David Michael Huxley Dance Studies in the UK 1974-1984: A historical consideration of the boundaries of research and the dancer’s voice The first Study of Dance Conference was held at the University of Leeds in 1981. The following year saw the First Conference of British Dance Scholars in London, leading to the inauguration of the Society for Dance Research and then the publication of its journal, Dance Research. Since 1984, the field of dance studies in the UK has both developed and been debated. My paper draws on archival and other sources to reconsider this period historically. With the benefit of current ideas of what constitutes dance, practice, research, and history, it is possible to consider the early years of UK Dance Studies afresh. In the twenty-first-century there are some accepted notions of dance studies. I would argue that they have established boundaries, but that these are often unstated. The period is re-examined with a view to uncovering a broader, and indeed more inclusive, idea of dance studies. In this, attention is given to the researches of practitioners in the period; both published, including in New Dance, and unpublished. Whilst recognising the significant scholarship of the period, the paper also considers the ideas that dancers gave voice to. The analysis is taken further by considering the unexamined discourses that helped enable research in dance in the UK to develop in the way it did. -
La Pertinence Du Judson Dance Theater Pour L'histoire De L'art
UNIVERSITE DU QUÉBEC À MONTRÉAL LA PERTINENCE DU JUDSON DANCE THEATER POUR L'HISTOIRE DE L'ART: ÉTUDE DES LIENS FORMELS, THÉORIQUES ET HISTORIQUES ENTRE LA DANSE ET LES ARTS VISUELS LORS DE LA PÉRIODE DE 1962-1967 MÉMOIRE PRÉSENTÉ COMME EXIGENCE PARTIELLE DE LA MAÎTRISE EN ÉTUDES DES ARTS PAR MARJORIE GIGNAC SEPTEMBRE 2009 UNIVERSITÉ DU QUÉBEC À MONTRÉAL Service des bibliothèques Avertissement La diffusion de ce mémoire se fait dans le respect des droits de son auteur, qui a signé le formulaire Autorisation de reproduire et de diffuser un travail de recherche de cycles supérieurs (SDU-522 - Rév.û1-20û6). Cette autorisation stipule que «conformément à l'article 11 du Règlement no 8 des études de cycles supérieurs, [l'auteur] concède à l'Université du Québec à Montréal une licence non exclusive d'utilisation et de publication de la totalité ou d'une partie importante de [son] travail de recherche pour des fins pédagogiques et non commerciales. Plus précisément, [l'auteur] autorise l'Université du Québec à Montréal à reproduire, diffuser, prêter, distribuer ou vendre des copies de [son] travail de recherche à des fins non commerciales sur quelque support que ce soit, y compris l'Internet. Cette licence et cette autorisation n'entraînent pas une renonciation de [la] part [de l'auteur] à [ses] droits moraux ni à [ses] droits de propriété intellectuelle. Sauf entente contraire, [l'auteur] conserve la liberté de diffuser et de commercialiser ou non ce travail dont [il] possède un exemplaire.» « Dance is when you decide ta recognize il, when you let il, when you see it or say il, when you do it, and il doesn 't matter where this happens. -
What Are the Overall Benefits of Dance Improvisation, and How Do They Affect Cognition and Creativity? Carley Wright Honors College, Pace University
Pace University DigitalCommons@Pace Honors College Theses Pforzheimer Honors College Summer 7-2018 What Are The Overall Benefits of Dance Improvisation, and How Do They Affect Cognition and Creativity? Carley Wright Honors College, Pace University Follow this and additional works at: https://digitalcommons.pace.edu/honorscollege_theses Part of the Applied Behavior Analysis Commons, Arts and Humanities Commons, and the Cognitive Psychology Commons Recommended Citation Wright, Carley, "What Are The Overall Benefits of aD nce Improvisation, and How Do They Affect Cognition and Creativity?" (2018). Honors College Theses. 193. https://digitalcommons.pace.edu/honorscollege_theses/193 This Thesis is brought to you for free and open access by the Pforzheimer Honors College at DigitalCommons@Pace. It has been accepted for inclusion in Honors College Theses by an authorized administrator of DigitalCommons@Pace. For more information, please contact [email protected]. What Are The Overall Benefits of Dance Improvisation, and How Do They Affect Cognition and Creativity? Carley Wright BFA Commercial Dance Major Advisor: Jessica Hendricks th nd Presenting: May 7 , Graduating: May 22 Advisor Approval Page Abstract The purpose of this thesis is to define the terms improvisation, cognition, and creativity, and therefore find the direct correlation between all three, and how they can all be involved within dance. The main intention is to determine whether or not improvisational dance can positively influence one’s creative mindset, thus improving the cognitive learning process. Furthermore, it is to discover if the development of a creative mindset can be established through dance improvisation at an early age. In this exploration, the majority of my research will come from the examination of previously conducted experiments, as well as guiding and observing an improvisation class of young adults, gaining insight simply from a dance teacher’s perspective in order to explore the idea of cognition leading to creativity through movement.