The History of Ballet
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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. -
Is a Genre of Dance Performance That Developed During the Mid-Twentieth
Contemporary Dance Dance 3-4 -Is a genre of dance performance that developed during the mid-twentieth century - Has grown to become one of the dominant genres for formally trained dancers throughout the world, with particularly strong popularity in the U.S. and Europe. -Although originally informed by and borrowing from classical, modern, and jazz styles, it has since come to incorporate elements from many styles of dance. Due to its technical similarities, it is often perceived to be closely related to modern dance, ballet, and other classical concert dance styles. -It also employs contract-release, floor work, fall and recovery, and improvisation characteristics of modern dance. -Involves exploration of unpredictable changes in rhythm, speed, and direction. -Sometimes incorporates elements of non-western dance cultures, such as elements from African dance including bent knees, or movements from the Japanese contemporary dance, Butoh. -Contemporary dance draws on both classical ballet and modern dance -Merce Cunningham is considered to be the first choreographer to "develop an independent attitude towards modern dance" and defy the ideas that were established by it. -Cunningham formed the Merce Cunningham Dance Company in 1953 and went on to create more than one hundred and fifty works for the company, many of which have been performed internationally by ballet and modern dance companies. -There is usually a choreographer who makes the creative decisions and decides whether the piece is an abstract or a narrative one. -Choreography is determined based on its relation to the music or sounds that is danced to. . -
The Caramel Variations by Ian Spencer Bell from Ballet Review Spring 2012 Cover Photograph by Stephanie Berger, BAM : Silas Riener in Merce Cunningham’S Split Sides
Spring 2012 Ball et Review The Caramel Variations by Ian Spencer Bell from Ballet Review Spring 2012 Cover Photograph by Stephanie Berger, BAM : Silas Riener in Merce Cunningham’s Split Sides . © 2012 Dance Research Foundation, Inc. All rights reserved. 4 Moscow – Clement Crisp 5 Chicago – Joseph Houseal 6 Oslo – Peter Sparling 9 Washington, D. C. – George Jackson 10 Boston – Jeffrey Gantz 12 Toronto – Gary Smith 13 Ann Arbor – Peter Sparling 16 Toronto – Gary Smith 17 New York – George Jackson Ian Spencer Bell 31 18 The Caramel Variations Darrell Wilkins 31 Malakhov’s La Péri Francis Mason 38 Armgard von Bardeleben on Graham Don Daniels 41 The Iron Shoe Joel Lobenthal 64 46 A Conversation with Nicolai Hansen Ballet Review 40.1 Leigh Witchel Spring 2012 51 A Parisian Spring Editor and Designer: Marvin Hoshino Francis Mason Managing Editor: 55 Erick Hawkins on Graham Roberta Hellman Joseph Houseal Senior Editor: 59 The Ecstatic Flight of Lin Hwa-min Don Daniels Associate Editor: Emily Hite Joel Lobenthal 64 Yvonne Mounsey: Encounters with Mr B 46 Associate Editor: Nicole Dekle Collins Larry Kaplan 71 Psyché and Phèdre Copy Editor: Barbara Palfy Sandra Genter Photographers: 74 Next Wave Tom Brazil Costas 82 London Reporter – Clement Crisp 89 More Balanchine Variations – Jay Rogoff Associates: Peter Anastos 90 Pina – Jeffrey Gantz Robert Gres kovic 92 Body of a Dancer – Jay Rogoff George Jackson 93 Music on Disc – George Dorris Elizabeth Kendall 71 100 Check It Out Paul Parish Nancy Reynolds James Sutton David Vaughan Edward Willinger Cover Photograph by Stephanie Berger, BAM : Silas Riener Sarah C. -
Types of Dance Styles
Types of Dance Styles International Standard Ballroom Dances Ballroom Dance: Ballroom dancing is one of the most entertaining and elite styles of dancing. In the earlier days, ballroom dancewas only for the privileged class of people, the socialites if you must. This style of dancing with a partner, originated in Germany, but is now a popular act followed in varied dance styles. Today, the popularity of ballroom dance is evident, given the innumerable shows and competitions worldwide that revere dance, in all its form. This dance includes many other styles sub-categorized under this. There are many dance techniques that have been developed especially in America. The International Standard recognizes around 10 styles that belong to the category of ballroom dancing, whereas the American style has few forms that are different from those included under the International Standard. Tango: It definitely does take two to tango and this dance also belongs to the American Style category. Like all ballroom dancers, the male has to lead the female partner. The choreography of this dance is what sets it apart from other styles, varying between the International Standard, and that which is American. Waltz: The waltz is danced to melodic, slow music and is an equally beautiful dance form. The waltz is a graceful form of dance, that requires fluidity and delicate movement. When danced by the International Standard norms, this dance is performed more closely towards each other as compared to the American Style. Foxtrot: Foxtrot, as a dance style, gives a dancer flexibility to combine slow and fast dance steps together. -
Dance Etiquette Sheet 15
With the exception of dance shoes, many of the required code items and hair supplies are available for sale in our Pro Shop. Welcome! We are so happy to have you in our dance program. Together, we will work to instill a love of dance that can last a lifetime. Please review the following guidelines, and let us know if you have any questions. PROPER ATTIRE: HAIR: For ALL Ballet classes (Dance Tots, PreBallet, Ballet), hair must be pulled away from the face and pinned securely into a ballet bun (no bangs for ages 6 and up). For ALL other classes, hair must be in a ponytail, secured off the shoulders and away from the face. ALL CLASSES: NO LOOSE CLOTHES OVER LEOTARDS! TINY DANCERS: Female – Non-baggy athletic shorts & t-shirt. Dance attire (leotard, tights, ballet slippers**) may be worn if desired. Bare feet. Hair must be pulled away from face into a ponytail. Male – Non-baggy athletic shorts & t-shirt. Bare feet. Parents – Comfortable clothes that you can move in! Bare feet. DANCE TOTS: Female – Light pink leotard*, light pink footed tights**, pink leather ballet slippers*** Male – White t-shirt, black bike shorts or tights, white socks, black ballet slippers PREBALLET: Female – Light blue leotard*, light pink footed tights**, pink leather ballet slippers*** Male - White t-shirt, black bike shorts or tights, white socks, black ballet slippers CLASSICAL BALLET: Female – Black leotard*, light pink footed tights, pink leather ballet slippers** Male – White t-shirt, black bike shorts or tights, white socks, black ballet slippers *All leotards for Dance Tots, PreBallet, and Classical Ballet must be simple in style – preferably tank, cap, or short sleeve. -
History Timeline from 13.7 Billion Years Ago to August 2013. 1 of 588 Pages This PDF History Timeline Has Been Extracted
History Timeline from 13.7 Billion Years ago to August 2013. 1 of 588 pages This PDF History Timeline has been extracted from the History World web site's time line. The PDF is a very simplified version of the History World timeline. The PDF is stripped of all the links found on that timeline. If an entry attracts your interest and you want further detail, click on the link at the foot of each of the PDF pages and query the subject or the PDF entry on the web site, or simply do an internet search. When I saw the History World timeline I wanted a copy of it for myself and my family in a form that we could access off-line, on demand, on the device of our choice. This PDF is the result. What attracted me particularly about the History World timeline is that each event, which might be earth shattering in itself with a wealth of detail sufficient to write volumes on, and indeed many such events have had volumes written on them, is presented as a sort of pared down news head-line. Basic unadorned fact. Also, the History World timeline is multi-faceted. Most historic works focus on their own area of interest and ignore seemingly unrelated events, but this timeline offers glimpses of cross-sections of history for any given time, embracing art, politics, war, nations, religions, cultures and science, just to mention a few elements covered. The view is fascinating. Then there is always the question of what should be included and what excluded. -
Proper Attire
2021-2022 Welcome! We are so happy to have you in our dance program. Together, we With the exception of dance shoes, will work to instill a love of dance that can last a lifetime. Please review the many of the required dancewear following guidelines and let us know if you have any questions. items and hair supplies are available for sale in our Pro Shop. PROPER ATTIRE: HAIR: For ALL Ballet classes (Dance Tots, Fairytale Ballerinas, PreBallet, Ballet), hair must be pulled away from the face and pinned securely into a ballet bun (no bangs for ages 6 and up). For ALL other classes, hair must be in a ponytail, secured off the shoulders and away from the face. ------------------------------------------ ------ TEENY DANCERS: Female – Non-baggy athletic/bike shorts & t-shirt. Bare Feet. Dance attire (leotard, tights, ballet slippers**) may be worn if desired. Male – Non-baggy athletic/bike shorts & t-shirt. Bare feet. Parents – Comfortable clothes that you can move in! Bare feet. DANCE TOTS: Female – Light pink leotard*, light pink footed tights**, pink leather ballet slippers*** Male – White t-shirt, black bike shorts or tights, white socks, black ballet slippers PREBALLET: Female – Light blue leotard*, light pink footed tights**, pink leather ballet slippers*** Male - White t-shirt, black bike shorts or tights, white socks, black ballet slippers PRE-TAP/HIP-HOP: Female – Light blue leotard, light pink OR light suntan footed tights**. Tan Tap Shoes / Tan Slip-on Jazz Shoes. • Optional – Girls may also wear light blue or black dance skirt or dance shorts over their leotard & tights. Male - White t-shirt, black bike shorts, Black crew socks. -
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. -
Spring Performances Celebrate Class of 2018
Fall 2018 Spring Performances Celebrate Class of 2018 The Morris and Elfriede Stonzek Spring Performances, presented last May, served as a fitting celebration of the 2018 graduating class and a wonderful way to kick off Memorial Day weekend. In keeping with tradition, the performances opened with a presentation of the fifteen seniors who would receive their diplomas the following week—HARID’s largest-ever graduating class. Alex Srb photo © Srb photo Alex The program opened with The Fairy Doll Pas de Trois, staged by Svetlana Osiyeva and Meelis Pakri. Catherine Alex Srb © Alex Doherty sparkled as the fairy doll, in an exquisite pink tutu, while David Rathbun and Jaysan Stinnett (cast as the two A scene from the Black Swan Pas de Deux, Swan Lake, Act III pierrots competing for her attention) accomplished the challenging technical elements of the ballet while endearingly portraying their comedic characters. The next work on the program was the premiere of It Goes Without Saying, choreographed for HARID by resident choreographer Mark Godden. Set to music by Nico Muhly and rehearsed by Alexey Kulpin, this work stretched the artistic scope of the dancers by requiring them to speak on stage and move in unison to music that is not always melodically driven. The ballet featured a haunting pas de Alex Srb photo © Srb photo Alex deux, performed maturely by Anna Gonzalez and Alexis Alex Srb © Alex Valdes, and a spirited, playful duet for dancers Tiffany Chatfield and Chloe Crenshaw. The Fairy Doll Pas de Trois The second half of the program featured Excerpts from Swan Lake, Acts I and III. -
SWAN LAKE Dear Educators in the Winter Show of Oregon Ballet Theatre’S Student Performance Series (SPS) Students Will Be Treated to an Excerpt from Swan Lake
STUDENT PERFORMANCE SERIES STUDY GUIDE / Feburary 21, 2013 / Keller Auditorium / Noon - 1:00 pm, doors open at 11:30am SWAN LAKE Dear Educators In the winter show of Oregon Ballet Theatre’s Student Performance Series (SPS) students will be treated to an excerpt from Swan Lake. It is a quintessential ballet based on a heart-wrenching fable of true love heroically won and tragically Photo by Joni Kabana by Photo squandered. With virtuoso solos and an achingly beautiful score, it is emblematic of the opulent grandeur of the greatest of all 19th-Century story ballets. This study guide is designed to help teachers prepare students for their trip to the theatre where they will see Swan Lake Act III. In this Study Guide we will: • Provide the entire synopsis for Christopher Stowell’sSwan Lake, consider some of the stories that inspired the ballet, Principal Dancer Yuka Iino and Guest Artist Ruben Martin in Christopher and touch on its history Stowell’s Swan Lake. Photo by Blaine Truitt Covert. • Look closely at Act III • Learn some facts about the music for Swan Lake • Consider the way great dances are passed on to future generations and compare that to how students come to know other great works of art or literature • Describe some ballet vocabulary, steps and choreographic elements seen in Swan Lake • Include internet links to articles and video that will enhance learning At the theatre: • While seating takes place, the audience will enjoy a “behind the scenes” look at the scenic transformation of the stage • Oregon Ballet Theatre will perform Act III from Christopher Stowell’s Swan Lake where Odile’s evil double tricks the Prince into breaking his vow of love for the Swan Queen. -
Ballet Terms Definition
Fundamentals of Ballet, Dance 10AB, Professor Sheree King BALLET TERMS DEFINITION A la seconde One of eight directions of the body, in which the foot is placed in second position and the arms are outstretched to second position. (ah la suh-GAWND) A Terre Literally the Earth. The leg is in contact with the floor. Arabesque One of the basic poses in ballet. It is a position of the body, in profile, supported on one leg, with the other leg extended behind and at right angles to it, and the arms held in various harmonious positions creating the longest possible line along the body. Attitude A pose on one leg with the other lifted in back, the knee bent at an angle of ninety degrees and well turned out so that the knee is higher than the foot. The arm on the side of the raised leg is held over the held in a curved position while the other arm is extended to the side (ah-tee-TEWD) Adagio A French word meaning at ease or leisure. In dancing, its main meaning is series of exercises following the center practice, consisting of a succession of slow and graceful movements. (ah-DAHZ-EO) Allegro Fast or quick. Center floor allegro variations incorporate small and large jumps. Allonge´ Extended, outstretched. As for example, in arabesque allongé. Assemble´ Assembled or joined together. A step in which the working foot slides well along the ground before being swept into the air. As the foot goes into the air the dancer pushes off the floor with the supporting leg, extending the toes. -
Dance Majors
Ready to take the leap? DANCE MAJORS: Supporting positioned for success Dance studies at Walnut Hill provide a solid foundation for the continuation of artistic pursuits while also developing skills like YOUNG ARTISTS confidence, collaboration, and persistence that will serve you well in any number of future endeavors. We couple those skills We’re guessing that you already have a passion for dance with a rigorous academic program, and as a result, you are in one (or several) of its many forms: ballet, modern dance, poised for success. jazz. Maybe you’ve been a “dance kid” for years and gravitate Walnut Hill Dance students have continued their studies toward other like-minded kids, or maybe it’s something that at some of the world’s best colleges, conservatories, and has more recently taken hold of you. companies including: Whether your love for dance is long-standing or somewhat more recent, we thought we’d start from first position to give Alberta Ballet The Juilliard School you an idea of what it’s like to be a Dance major at Walnut Hill Alvin Ailey Dance Theater Kansas City Ballet School for the Arts, and show you where an education here at Barnard College Nashville Ballet Walnut Hill can take you. Ballet Austin National Ballet of Canada Boston Ballet New York City Ballet The Boston Conservatory Orlando Ballet Boston University Pacific Northwest Ballet Ballet Hispanico Pennsylvania Ballet Ballet San Antonio Princeton University Butler University Purchase College (SUNY) Colorado Ballet Richmond Ballet Complexions Contemporary Royal