Esmeralda Enrique Spanish Dance Company Presents JOURNEY TO An Exciting Exploration of Spanish Dance, Music and Culture STUDY GUIDE Background Information, Program Notes, Curriculum Cues and Classroom Activities Written by: Nancy Cardwell Designed by: Eric Parker Company photos by: Michael Zender, Hamid Karimi, John Lauener TABLE OF CONTENTS Concept – Journey to Spain ................................................3 About the Company/Artistic Mandate ..............................3 An Introduction to Flamenco .............................................4 Program Notes ......................................................................5 Pre-Performance Discussion ..............................................6 Post-Performance Discussion .............................................7 Curriculum Connections ....................................................8 Learning Goals Teaching Aids ..................................................................8 Dance Curriculum from Ministry Primary ........................................................................... 9 Junior ..............................................................................10 Intermediate ..................................................................11 Activity Pages Dance, Music, Visual Arts, Language ........................12 Glossary ...............................................................................18 Resources .............................................................................19 Presented in Association with: 2 CONCEPT– Journey to Spain A Journey to Spain will take you on a wonderful trip through time and place in Andalucía. You will see and hear the differences between flamenco and classical Spanish dance, between traditional choreography and the avant garde, between flamenco music and its classical counterparts. Through the program itself, you will meet important characters in the development of flamenco, see and feel the difference between flamenco forms as the dance and the dancers interpret these forms that are rooted to specific times and places in Spain’s geography and history. You will also get a strong sense of the flamenco trilogy – the cry of the singers, the dramatic and lyrical melodies of the guitar and of course, the percussive and emotional response of the dancers as they interpret the programmed works. ABOUT THE COMPANY/ARTISTIC MANDATE The award winning Esmeralda Enrique Spanish Dance Company was founded in 1982 under the artistic direction of Esmeralda Enrique and has a history rooted in flamenco and classical Spanish dance. We are dedicated to the annual production of new choreographies and original music and to the presentation, preservation and development of flamenco arts in Canada. Our priority is to develop Canadian artists and engage our audiences as we continue to learn, challenge and create in the landscape of Canadian dance. We support fulfilling endeavours to share our love and knowledge of the art form through educational outreach programs and artistic collaborations that target our school systems, our dance communities and our public. We are passionate about dance and believe in the transformative power of the arts to make our world a rich and more tolerant place. While maintaining the tenets of traditional flamenco singing, dance and music, the company presents a style that holds in perfect balance tradition and classicism with a contemporary aesthetic. EESDC has been presenting an annual Toronto Season since 1990 and has developed an ever expanding repertoire that has earned both critical and popular acclaim. With unique, talented dancers and musicians the Esmeralda Enrique Spanish Dance Company is recognized for the exceptional level of their productions receiving three Dora Mavor Moore Awards in addition to numerous nominations over the years. Passionate and driven, the Esmeralda Enrique Spanish Dance Company continues to enthrall audiences with its commitment to imaginative choreography and artistic excellence. 3 AN INTRODUCTION TO FLAMENCO Flamenco is an art form whose strength lies in its universality, expressing the shared experience of the human condition. It is informed by a rich history and a diverse culture that makes it compelling and timely as the world collides around us. Flamenco embodies a complex musical and historical tradition that crosses art, language, religion, class and culture. It originated in Andalucía, southern Spain, where the roots of Spanish, Sephardic, Arabic and Gitano/Gypsy cultures intersected over hundreds of years. After Spain’s colonial expeditions, it would also resonate with the sounds of Latin American and Cuban influences. Flamenco is a trilogy of song, music and dance. While guitar and dance are so closely associated with flamenco, the singing is its oldest and most revered aspect, carrying forth a profound oral tradition that is full of knowledge. Often a desolate cry from an oppressed people or at times with songs of hope, love, joy and beauty, flamenco has been lovingly passed on from generation to generation until today – when it is recognized and respected as a symbolic art form now designated by UNESCO as a world heritage treasure. 4 JOURNEY TO Program Notes Cast of Dancers Include: Esmeralda Enrique, Pamela Briz, Nancy Cardwell, Ilse Gudiño, Virginia Castro. Points of focus and topics related to the discussion notes are highlighted. The title of each piece is followed by its flamenco palo or form. Sevillanas La Marea - Alegrías This folk dance was named after Seville, the city that Alegrías means joy and this lighthearted dance piece popularized it. This lively dance is performed by features vintage costumes designed from the 1930s everyone, young and old alike, and is often danced and the use of mantones or shawls. The palo (form) in couples. People flock to Seville in April for the of alegrías was established in the port city of Cádiz feria, “the fair”, wearing costumes and even arriving in Andalucía and is one of the most beloved forms on horseback at times! The fair lasts a week and of flamenco. This piece ends with a typical fin de the Sevillanas is sung and danced as a highlight fiesta, literally meaning the “end of a party”. It is a throughout the festival. The dancers often accompany chance for dancers, musicians or anyone inspired, to themselves playing a musical instrument known as come up and dance spontaneously in the style of a palillos or castañuelas/castanets. bulerías. Dancers take turns to move forward and dance by themselves, expressing their feelings and Guajiriana - Guajiras personal style in a most natural way. While most This lyrical Spanish dance is a form of music taken flamenco presentations now rely on choreography and from the Cantes de Ida y Vuelta, “songs of coming and staging, this showcases the roots of flamenco where going” that reflect Spain’s colonial past. The guajiras is improvisation and inspiration motivated the flamenco a musical style that originally came from Cuba. While experience. it is considered to be part of the flamenco canon, this dance work is not pure flamenco but choreographed with many elements of classical Spanish dance and may include the use of abanicos (fans). Los Palillos – The Castanets This piece highlights the virtuosity of the castanets, an important part of the classical Spanish dance tradition. These instruments go back thousands of years, depicted in ancient Greek, Egyptian and Roman art. La Capitana - Farruca This pure flamenco piece honours the legendary Carmen Amaya. The farruca is a stark and powerful style that highlights footwork and form. Traditionally danced by men, Carmen Amaya was an innovative and progressive woman who challenged gender roles in flamenco. This is most evident in the costuming. 5 PRE-PERFORMANCE DISCUSSION It is very helpful to determine what students know about dance. Leading questions establish a good base for discovery together. Beyond dance, it is also important to situate the cultural experience in context. Dance Ideas • Who has seen dance? What kinds of dance? Does anyone dance? • What country or culture does that dance come from? • Has anyone seen flamenco or classical Spanish dance? What does it look like? What does it sound like? • What is “choreography”? • Why is dance important? What does it feel like to dance? Spain • Show students a map. Ask them to identify Spain if they can and the province of Andalucía, the heartland of flamenco. • Encourage students to discover and share what they know about Spain and its culture - language, music, food, dance and other cultural aspects. Performance Specific: What to Look/Listen for: • What instruments do you hear? • How do the dancers move? • What are they wearing? • What are they feeling? What do you think they are dancing about? Why do you think that? • How do they use the stage, the space? How do they react to each other? • What makes this feel like “Spanish” dance? What are the three artistic elements that make up flamenco? (song, music, dance) Checklist: To Guide Focus • Instrumentation • Rhythms • Forms or Styles of dances • Differences in styles – flamenco/classical Spanish/folk • Emotions and Expressions • Movement style • Shapes and sounds • Staging ideas – space, patterns, entrances, exits • Choreography 6 POST-PERFORMANCE DISCUSSION Reactions - Discuss what students’ initial reactions were. • What surprised them? What did they like? What did they relate to? • Was there a story or were the dances abstract? • How did the dancers relate to each other? • What emotions did you