The Natural Body in Somatics Dance Training

Author(s):  
Doran George

The Natural Body in Somatics Dance Training examines the development of Somatics as it has been adopted by successive generations of practitioners since its early beginnings in the 1950s. The book elucidates the ways in which Somatics has engaged globally with some of the various locales in which it was developed and practiced, in terms of its relationships both to other dance training programs in that region and to larger aesthetic and political values. The book thereby offers a cogent analysis of how training regimens can inculcate an embodied politics as they guide and shape the experience of bodily sensation, construct forms of reflexive evaluation of bodily action, and summon bodies into relationship with one another. Throughout, it focuses on how the notion of a natural body was implemented and developed in Somatics pedagogy.

Author(s):  
Ned Bertz

The presence of Bollywood films in Africa has a long history, one embedded in larger cultural and commodity exchanges between the continent and South Asia. “Bollywood” is a modern signifier for older film industries located in colonial and postcolonial India, with the largest export being commercial Hindi-Urdu movies produced in Bombay. Their circulation played out distinctly in different parts of Africa, based on colonial connections, Indian diasporic networks, regional trading linkages, and audience tastes. East Africa first saw the arrival of Indian films in the 1920s, imported by diasporic Indian entrepreneurs who opened movie theaters and screened Hollywood and British films as well. Indian and African communities both consumed Bombay movies and they increasingly came to lead East African box office shares for decades, even as moviegoing declined toward the end of the 20th century. Bollywood films reached South Africa in the 1930s and later were the preserve of isolated Indian communities under Apartheid in cities like Durban, home to a large South Asian population as a result of colonial indentured labor flows. Hindi and Tamil movies formed a cultural touchstone for settled diasporic populations who engaged with representations from a perceived homeland, although Bollywood films were mainstreamed in South African society in the 1990s. In West Africa, lacking robust Indian diasporic networks, Lebanese traders introduced Bollywood films in the 1950s. They became immensely popular among African audiences in places like northern Nigeria and Senegal. As in East Africa, West African audiences interpreted foreign films in line with localized cultural and political values. By the 1990s, Nigerians were making some movies that riffed off popular Indian films in a global milieu of cultural mixing. In North Africa, distributors first marketed Indian movies in the 1950s to Egypt, where they attained a cult following. Bollywood stars and paraphernalia gained social prominence, although the public screening of films dwindled in the 1990s, forcing Arab fans to rely on alternate circulations, which continued into the early 21st century throughout the continent thanks to satellite television and other media technologies. The long-standing popularity of Bollywood in Africa should be no surprise given the worldwide spread of Bombay films from their inception, a tradition of exchange between South Asia and Africa, especially across Indian Ocean and imperial worlds, and Africans’ historically vigorous participation in regional and global cultural economies.


1991 ◽  
Vol 14 (4) ◽  
pp. 337-373 ◽  
Author(s):  
Lee C. Lee ◽  
Ginny Q. Zhan

The present research addresses the question of whether the political socialisation of one's youth is related to personal values during adulthood and how such acquired values in turn influence one's socialisation ideals for the next generation. Specifically, it examines the content of societal mandates of the People's Republic of China as conveyed in the mass media during the 1950s and early 1960s and the expressed values of a group of parents who grew up during that period, experienced the Cultural Revolution during their late teens and early twenties, married during the post-Cultural Revolution period, and had a child in daycare or preschool in 1981 and 1982. The mandates of political socialisation was assessed by content analyses of an official youth magazine published during the 1950s and early 1960s. Parental values were attained from responses to a 1981-82 parent questionnaire. The results were examined within the societal contexts of the two periods under study. The findings indicate that parents of this study, on the whole, expressed values that differentially reflect the content of political socialisation of their youth. Moral and work/study values, particularly those that are rooted in traditional China and those that were apolitical appeared in the lexicon of values during adulthood, whereas the political values mandated by the leadership of their youth were absent from the parents' lexicon of values. Included in the lexicon of parental values were items that were not linked to any of the values of the 1950s and early 1960s era but appear to reflect the changing context of contemporary China. The societal changes in the 1980s People's Republic of China appear to have also influenced parents' expectations for their children.


Dancing Women ◽  
2020 ◽  
pp. 139-178
Author(s):  
Usha Iyer

Chapter 4 focuses on two Bharatanatyam-trained stars in the 1950s and 1960s, Vyjayanthimala and Waheeda Rehman, analyzing changes in film dance alongside the canonization of specific classical and folk dance forms by the Sangeet Natak Akademi. By studying how dance training influences acting repertoires, this chapter calls attention to movement, gesture, and bodily comportment to enhance our understanding of virtuosity and technique, proposing a movement-based analysis of film acting grounded in kinesthetic performance and spectatorship. Rehman and Vyjayanthimala’s most ambitious production numbers speak to their own performative desires as trained dancers. Films featuring these A-list actresses as dancing protagonists evince a generic tendency, described here as the “melodrama of dance reform,” which combines the dance spectacular with the “social problem” film, producing in the process cinematic figurations riven with anxieties and aspirations around female sexuality, bodily movement, and economic independence.


Author(s):  
Rebecca Tarlau

Chapter 1 analyzes the pedagogical experiments that MST activists developed in the Brazilian countryside in the 1980s and 1990s. In the early 1980s these educational experiments were largely isolated initiatives in dozens of different camps and settlements. There was room to experiment with pedagogical alternatives even under a dictatorship, partially due to the lack of state presence in these rural areas. In 1987, the MST leadership made education an official concern of the movement and founded the national MST education sector. Then, in the 1990s, MST leaders refined their educational proposal through their own teacher training programs, which became spaces for pedagogical experimentation and the prefiguration of alternative social and political values. These experiments took place under a conservative and antagonistic national government. In 1997, the MST published its first national educational manifesto, summarizing the different components of its educational approach.


2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.


2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.


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