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Doctrines and Laban Kinetography in a Hungarian Modern Dance School in the 1930s
Get PDFThe article introduces the early years of modern dance in Hungary, focusing on one outstanding personality, Olga Szentpál, and her school. The dance creation system and dance education methods are discussed with attention to Szentpál’s unique doctrines. The doctrines are built of theorems and functions to approach the structural, contextual, compositional, and expressive characteristics of the new dance. The overview of the theories is supported by a selection from a comparatively large amount of Laban kinetography, found in Olga Szentpál’s legacy. The use of notation in the Szentpál School comprised historical and traditional dance research just as well as introducing body technique, and creating scores of choreographies. The early integration of kinetography exemplifies the effort to document dance, education concepts, and results of research of times, when the means of moving pictures were not easily available
Processing Emotional Expression in the Dance of a Foreign Culture: Gestural Responses of Germans and Koreans to Ballet and Korean Dance
Get PDFArtistic dance differs between cultures with regard to the formal movement repertoire and methods to represent dancer's emotions. The present study explores how differently the spectators perceive the dance scenes of their own and foreign cultures. We showed German and Korean participants sad and happy dance scenes of the French ballet Giselle and Korean dance Sung-Mu. To learn the perceived thoughts and feelings of the participant from the dance scenes, we analyzed the frequency of their hand movements and gestures, which were accompanied by verbal descriptions of the participant's appreciation immediately after observation of the dance stimuli. The videotaped hand movements and gestures were coded by two independent certified raters with the well-proven NEUROGES® system. The ANOVA analysis revealed that the German participants executed significantly more gestures than the Korean participants for sad Sung-Mu and happy Giselle. Concerning the function of the gesture, Koreans showed significantly more deictic gestures than Germans for Sung-Mu dance. The German participant showed a cross-cultural effect for sad Sung-Mu and an in-group effect for happy Giselle, while the Korean participants showed a clear in-group effect for Sung-Mu of their own culture. Therefore, we assume that the relation of cross-cultural versus in-group advantage effects is strongly influenced by the intensity of the spectator's feelings during the perception of each dance stimulus
University Archives and the Slow Fuse of Possibility
Get PDFIn a 21st century world hinged on lightning-fast information edited into 140-character sound bites, three events that occurred at UNCG in the years 1956, 1960, and 1963 engage current students. This article will show how the authors use the university archives in a first-year class, which explores education as a personal, local, and global question, to allow students to interrogate the place of history in their current educational process. By introducing our campus history and using archival materials that show the events from the perspectives of students, faculty, administration, and the public we encourage students to approach their own education with creativity and imagination- what Emily Dickenson called “the slow fuse of possibility” (in Greene, 2007). History is not merely the static story we believe it to be, but a fluid, challenging narrative that has implications on what and how students learn today. By digging into the past, students can, as Maxine Greene (2007) asks, “break with the ordinary, the given, the taken for granted and open doors to possibility” and think about the present with curiosity and imagination. Education stripped of historical context is just an endless loop of lectures and tests endured by students who wonder what disconnected bits of information have to do with the life they want to live. But when students see themselves as part of a lineage of learners they then have context for what we know and the places in which we learn. Adrienne Rich (1986) said, “I need to understand how a place on a map is also a place in history” as she contemplated her place in the world (p. 212). When we ask students to think about these historical moments, to connect them to current, global events we are reimagining the place of history, archives, and the campus we teach on as relevant to their education. UNCG does not exist only as we see it today, but is built on the stories and legacies of the students and faculty who have come before like Lucille Pugh, who attended what is now UNCG from 1899-1902 and was the first female lawyer in the country to defend an accused murder (Spartan Stories, April 7, 2014) or Virginia Tucker, a 1930 graduate, who was a NACA/NASA pioneer in aeronautics and mechanical engineering (Spartan Stories, March 2, 2015). By exploring the history of the campus, it becomes a living place where the work of today is built on the shoulders of those who came before and their college experience is tangled with the structural oppressions exist in all social institutions. This archival exploration asks students to explore how, when shown the history, they “can open out the structures of resistance, unbind the imagination, and connect what’s been dangerously disconnected” in their education (p. 214).
Battling the Beast and its GERMs: A Pedagogy of Piracy and place of resistance
No full textThis paper takes up Tim Ingold’s theory of place, which he likens to knots, and the threads from which they are tied are lines of wayfaring … caught up in multiple entanglements. In our ‘wayfaring’ as academics, we have been led serendipitously to knots on the landscape; the tying together of history, philosophy and metaphor to establish a secret place; a temporary place, inhabited by pirates, teachers and storytellers. This is place of resistance against damaging and powerful controlling forces. Resonating with the pirates ‘autonomous zone’, this place can be understood not as an enclosure, but an opening, where boundaries are not borders but horizons, where there is potential for growth and movement.
Enterprising liaisons: Evolving engagement
Get PDFLiaisonship in academic libraries continues to evolve and librarians need to engage their entrepreneurial spirit to remain relevant in this rapidly changing and dynamic environment. Liaisons frequently have to balance responsibility for multiple academic departments and/or student populations such as veterans, athletes, or international students, with service and scholarship activities. Enterprising librarians can stay ahead of the curve by building a profile of the academic departments or student populations they serve and developing an engagement plan for the year. Building profiles is a research-gathering and reflective process that can provide insight into how liaisons can build relationships with their departments or student populations. The profiles then provide the foundation for generating an annual engagement plan. Plans consider outreach to students, faculty, and other campus partners, and thoughtfully map out a course of action. Engagement plans outline broad ideas and then break them into actionable items with deadlines. Planning ahead and balancing liaison workload can increase the likelihood of successful engagement throughout the year
Grapevine Communication in Communication Centers: The Needs and Effects
Get PDFThe author explores how a classic 1968 song by Marvin Gaye relates to the student educators working in today’s communication center
White Crane Spreads its Wings and Snow Rabbit Digs the Earth: Kinetograms of Contrasting Styles within Chinese Martial and Meditative Arts of Taijiquan (T’ai Chi Ch’uan, 太极拳) and Qigong (Chi Gong, 气功)
Get PDFTaijiquan is a Chinese martial art that developed in the 17th century from a base of traditional forms from earlier centuries. Now widely practiced internationally, it is promoted as gentle exercise, as self-defense and as movement meditation with significant health benefits. Qigong, consisting of similar movement but intended entirely as a health benefit, has been practiced for considerably longer. This paper discusses the advantages of having Taijiquan sequences or forms recorded with Kinetography Laban/Labanotation over other various memory aids for learning the martial art. It explains the basic principles of Taijiquan and how these can be best captured in the notation system, addressing some major challenges and providing excerpts of the Yang Style 24 Hand Form. It also covers the five family styles of Taijiquan (Chen, Yang, Wu (Hao), Wu and Sun) and how Kinetography Laban/Labanotation can be used for the comparison of these styles. It mentions identifying variation in different practitioners of the same style or form and recording Qigong into movement notation
New Identities New Voices: Introducing The Choreographer-Notator
Get PDFIn this practitioner’s perspective paper, the author discusses an experience in which she notated a piece of her choreography using a combination of Labanotation and Motif Notation with the intent of setting the repertory from the score on a group of contemporary dancers, who had never read notation before. She explains her goals as a choreographer and notator proposing a fused creative identity, the Choreographer-Notator. This paper describes how the process of drafting the score and then teaching from the score provided new insights into her work and her identity as a dance artist. The paper concludes with the demands on the Choreographer-Notator and concluding observations made through this process
Writing Dance: Reflexive Processes-at-Work Notating New Choreography
Get PDFThe experiences of the notator-at-work are a continuous learning event based on personal discovery, reflection, and trial and error. When in the process of notating a newly created work notators often become engaged with the dance on a unique level compared to the times when they are notating works already in existence. This article examines the notator experience alongside the choreographic process of Bebe Miller, from a case study perspective. Using one instance of Miller’s choreographing Prey (2000) and the notator’s documentation of Miller’s dance, the side by side collaborative processes of the notator-at-work and choreographer-at-work are examined providing a contextual framework in which to analyze these parallel processes. The following provide a format for examining the case study: (a) holistic contexts of creating: what circumstances influenced the making and creating processes; (b) medium: the materials each professional uses while creating; and (c) temporality: how the two processes intersect over time
Special Issue: Pedagogy in Theory and Practice in Laban Studies
Get PDFThis article, by the editor, introduces a Special Issue on pedagogy using Laban Movement Analysis (LMA)and notation. The author parallels Rudolf Laban’s approach to artistic inquiry, which he called a “thought round,” to critical pedagogy, which emerged in the latter half of the 20th century. Theoretical background on the topic of pedagogical theory and practice regarding dance-based dance literacy using reflexivity is explored. LMA, Labanotation, Kinetography Laban, and Motif Notation are discussed in relation to Five Standards of Literacy Pedagogy. The author introduces three articles featured in this special issue that focus on theoretical, philosophical, and epistemological perspectives on pedagogical practices within the realm of Laban Studies