Allowing Space for Ethnorelative Practices to Emerge in Dance Studio Practices

Author(s):  
Kristie Mortimer
Keyword(s):  
1991 ◽  
Vol 4 (1) ◽  
pp. 101-132 ◽  
Author(s):  
Caroline A. Jones

The ArgumentIt is often observed by historians of postwar American art that painters and sculptors of the 1960s sought a more mechanized “look” for their art. I argue that the changes reflected in the art have their source in a deeper shift – a shift at the level of production, expressed in new studio practices as well as in the space of the artworks themselves.In the period immediately before, during, and after World War II, the dominant topos of the American artist was that of a solitary (male) genius, alone in his studio, sole witness to the miraculous creation of his art. I demonstrate that artists of the 1960s, against this backdrop of heroic modernism, engaged in a different rhetoric and practice, one based on the models of industry and business. The studio of Andy Warhol, named the “Factory,” is viewed as apodictic of this great change, with its rudimentary assembly line and highly social mode of production.The change in practice instantiated in Warhol's Factory is significant in and of itself, but I argue further that it expressed itself in the “place of knowledge” – the space within (or in front of) Warhol's paintings and objects, and the newly social space in which they signify. The context for that signification thus becomes crucial to our understanding of the “Warhol phenomenon” celebrated in popular and arthistorical texts. The ambivalencies embedded in Warhol's Factory, where the artist's role oscillated between manager and proletarian worker, are seen as a function of their context. Conflicting signals are also broadcast by the works of art, which speak in the dialect of mass production with the accent of the irreplaceably unique.


Author(s):  
Kaisu Tuominiemi ◽  
Scott Benzenberg

Art programs at the university level are often designed in a studio-based model where the curriculum objective is “high-levels of disciplinary expertise” (Hong, Essig, & Bridgstock, 2012). These programs graduate artists who, while highly proficient in creation and performance, must navigate a career market which is limited and highly competitive.  This studio model is shifting. Many arts programs at the university level are now beginning to incorporate courses which help artists as they navigate the business of the art world, but these types of interventions still neglect opportunities to fully harness artistic skillsets of art students. Arts Entrepreneurship is an emerging discipline in post-secondary education. This discipline aims address the needs of the artist while also recognizing the unique habits of mind the artist might bring into enterprise. The scope of this discipline extends beyond studio practices by considering and measuring the impact of an artists’ work. “The unique mission of arts programs and therefore a unique of arts entrepreneurship education and a defining aspect of its signature pedagogy is the practice of making art work in and for the real world” (Hong, Essig, & Bridgstock, 2012). In this discipline, artists extend the scope of their “work” beyond creation and towards practices which can future sustain an artistic venture. Arts Entrepreneurship therefore seeks to graduate artists who are able to consider and measure the scope of external impacts. The proposal here seeks to address the need of graduates in art education to pursue meaningful employment while also generating new potentials the artist’s role in wider society.


Author(s):  
Daniel Goldmark

This chapter provides a historical account of animated films and their music. It describes the variety of early studio practices, the centrality of production for music, and the effects of technological changes after 1950. It compares Disney’s Steamboat Willie and The Fairly OddParents with the works of Pixar, which deliberately avoided making a musical in the Disney mold. This chapteralso suggests that while the score of Pixar’s animated films are rich, provoking, and complex as any live-action Hollywood film, they still dip into some good old-fashioned cartoonism.


2020 ◽  
pp. 102986491989608
Author(s):  
Kim Burwell

The purpose of this paper is to explore authoritative discourses in advanced studio lessons. Authoritative approaches have been described variously as systematic instruction, direct teaching and teacher-centred, and they appear to be widely accepted in music education, and sought by advanced students. Concerns have been raised in general education theory about the limitations of such approaches, but they have been little researched in the context of studio teaching. This qualitative case study seeks evidence of authority in advanced studio behaviour, through Bakhtin’s account of dialogism and authoritative discourse and theories related to direct instruction. Specifically, an analysis is made of a single studio lesson given by an expert saxophone teacher to an undergraduate student. The terms of inquiry are focused on features of lesson dialogue, including representations of others as emblems of authority, the teacher’s initiation of tasks, student responses and teacher feedback. The study identifies internally consistent patterns of behaviour that provide abundant evidence of teacher-centred approaches to advanced studio tuition, which draw attention to the teacher’s personal expertise, privilege her perspective and convey a sense of her authority. However, the observed studio practices are found to be complex and sophisticated, with features of cognitive scaffolding that are inconsistent with authoritative discourse. It is argued that authoritative approaches are contingent on the subject matter, with their productivity contingent on the balance and match between participants’ expertise, commitment and purpose.


Author(s):  
J. E. Smyth

Bette Davis crafted her career in opposition to conventional images of femininity, battling for equal treatment and pay, and by the end of the 1930s, the media, her fans, and the Hollywood industry itself paid tribute to “Queen Bette.” While Harry, Sam, and Jack Warner concealed their repressive studio practices behind the mask of a family brand, as “the fourth Warner Brother” Davis shrewdly promoted filmmaking’s capacity for transparency, realism, and equality, from her public contract dispute in 1936 to her unconventional roles and off-screen persona. While a number of actresses kept their distance from long-term studio contracts, Davis put her “team player” capital to good use. As president of the Academy of Motion Picture Arts and Sciences, president of the Hollywood Canteen, and public Democrat, she built networks of working women inside Hollywood and inspired her female fans to develop their independent political voice and faith in equal rights.


Author(s):  
Susan Leigh Foster

This chapter examines the role of dance competitions in contemporary private dance studio training, arguing that the focus on judging and winning has substantially altered the ways that dance is experienced by both performers and viewers. Comparing contemporary studio practices with those from the early twentieth century, the author considers how the business of teaching dance has opened up new demands for teacher training and for dances that can be taught and performed, and hence new markets for the circulation and distribution of dances. The chapter situates the contemporary focus on competition within the neoliberal globalized economy and speculates about how dancers as workers are commodifying feeling itself.


Sign in / Sign up

Export Citation Format

Share Document