Teaching Dance Techniques in an Aging Body: Perspectives and Recommendations from Dance Educators

2020 ◽  
pp. 1-10
Author(s):  
Ali Duffy
Keyword(s):  
2019 ◽  
Vol 37 (1) ◽  
pp. 18-34
Author(s):  
Edward C. Warburton

This essay considers metonymy in dance from the perspective of cognitive science. My goal is to unpack the roles of metaphor and metonymy in dance thought and action: how do they arise, how are they understood, how are they to be explained, and in what ways do they determine a person's doing of dance? The premise of this essay is that language matters at the cultural level and can be determinative at the individual level. I contend that some figures of speech, especially metonymic labels like ‘bunhead’, can not only discourage but dehumanize young dancers, treating them not as subjects who dance but as objects to be danced. The use of metonymy to sort young dancers may undermine the development of healthy self-image, impede strong identity formation, and retard creative-artistic development. The paper concludes with a discussion of the influence of metonymy in dance and implications for dance educators.


2021 ◽  
Vol 7 (2) ◽  
pp. 1-5
Author(s):  
Yauri Dalencour
Keyword(s):  

1996 ◽  
Vol 6 (S1) ◽  
pp. 185-185
Author(s):  
F. Bruschi ◽  
M. Meschia ◽  
D. Perotti ◽  
E. Bologna ◽  
M. Curtarelli ◽  
...  
Keyword(s):  

2014 ◽  
Author(s):  
Eric Franklin

Renowned master teacher Eric Franklin has thoroughly updated his classic text, Dance Imagery for Technique and Performance, providing dancers and dance educators with a deep understanding of how they can use imagery to improve their dancing and artistic expression in class and in performance. These features are new to this edition: • Two chapters include background, history, theory, and uses of imagery. • 294 exercises offer dancers and dance educators greater opportunities to experience how imagery can enhance technique and performance. • 133 illustrations facilitate the use of imagery to improve technique, artistic expression, and performance. Franklin provides hundreds of imagery exercises to refine improvisation, technique, and choreography. The 295 illustrations cover the major topics in the book, showing exercises to use in technique, artistic expression, and performance. In addition, Franklin supplies imagery exercises that can restore and regenerate the body through massage, touch, and stretching. And he offers guidance in using imagery to convey information about a dancer’s steps and to clarify the intent and content of movement. This new edition of Dance Imagery for Technique and Performance can be used with Franklin’s Dynamic Alignment Through Imagery, Second Edition, or on its own. Either way, readers will learn how to combine technical expertise with imagery skills to enrich their performance, and they will discover methods they can use to explore how imagery connects with dance improvisation and technique. Dance Imagery for Technique and Performance uses improvisation exercises to help readers investigate new inner landscapes to create and communicate various movement qualities, provides guidelines for applying imagery in the dance class, and helps dancers expand their repertoire of expressiveness in technique and performance across ballet, modern, and contemporary dance. This expanded edition of Dance Imagery for Technique and Performance supplies imagery tools for enhancing or preparing for performance, and it introduces the importance of imagery in dancing and teaching dance. Franklin’s method of using imagery in dance is displayed throughout this lavishly illustrated book, and the research from scientific and dance literature that supports Franklin’s method is detailed. The text, exercises, and illustrations make this book a practical resource for dancers and dance educators alike.


1981 ◽  
pp. 105-118
Author(s):  
Calvin A. Colarusso ◽  
Robert A. Nemiroff
Keyword(s):  

2012 ◽  
Vol 27 (2) ◽  
pp. 74-84 ◽  
Author(s):  
Donna Krasnow ◽  
M Virginia Wilmerding ◽  
Shane Stecyk ◽  
Matthew Wyon ◽  
Yiannis Koutedakis

The purpose of this study was to examine grand battement devant at the barre, in the center, and traveling through space. The primary focus was to consider weight transfer in three conditions: from two feet to one foot for the barre and center conditions, and from one foot to the other foot in traveling. Forty female dancers volunteered (mean age 30.0 ± 13.0 yrs) and were placed in three groups: beginner (n = 12), intermediate (n = 14), and advanced (n = 14). Data were collected with a 7-camera Vicon motion capture system using a Plug-in Gait Full Body Marker set and with two Kistler force plates. Dancers executed five grand battement devant in each of three conditions in randomized order: at the barre in 1st position, in the center in 1st position, and traveling through space. Four variables were investigated: center of gravity of the full trunk, center of gravity of the pelvis, center of gravity of the upper trunk, and center of mass. Data were analyzed in three intervals—stance to battement initiation (STN to GBI), initiation to battement peak (GBI to GBP), and peak to end (GBP to END)—and in the x-axis and y-axis. The main effect condition was significant for all four variables in both x-axis and y-axis (p<0.001). There were no significant differences for training and no significant condition 3 training interactions. Condition was significant for all three intervals (STN to GBI, GBI to GBP, and GBP to END) for all four variables in both axes (p<0.01). Dance educators might consider the importance of allocating sufficient time in dance practice to each of the three conditions—barre, center, and traveling—to ensure development of a variety of motor strategies for weight transfer.


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