Variability of artistic and aesthetic features of social dance Brazilian Zuk and its bedding

The purpose of the article is to identify the genre, stylistic and rhythmic specifics of the social dance Brazilian Sound, as well as to theorize the artistic and aesthetic features of the new dance backgrounds developed on its basis. Methodology. A typological method was applied, thanks to which the main characteristics of the social dance Brazilian Zuk were determined; figurative-stylistic and formal-stylistic method, which helped to identify a system of typical forms and lexical features inherent in the dance and developed on its basis substrates; the method of comparative analysis, which revealed the common and distinctive features of the traditional social dance Brazilian Sound and innovative backgrounds created on its basis; method of theoretical generalization, which helped to summarize the results of the study. Scientific novelty. The process of origin and development of one of the most popular social dances of the XXI century is studied. Brazilian Zuk; the compositional features of the Brazilian Sound were identified and analyzed; For the first time in domestic art history the genre-stylistic and rhythmic features of the main sub-styles (Rio-zouk style, Porto-Seguro style, M-zouk, Neo-zouk) and sub-styles (Modern zouk, Soulzouk R&B zouk) of the Brazilian Zuk are considered and the specificity of their art is revealed. aesthetic variability. Conclusions. The study found that the Brazilian Sound is an independent style of modern dance art, which is characterized by a number of features: the atmosphere of performance (platforms for social dances, dance conferences, seminars, etc.); creating a composition of the Brazilian Sound is usually a collective process - the authorship of style and background belongs to talented dancers, who are endowed with the gift of improvisation and specific temperament; special individual type of dance movement: the basic sequence of steps is connected with metrorhythmic features of musical accompaniment; a specific combination of plasticity, flexibility, and rotations creates individual dance backgrounds: acrobatic Acro Zouk, smooth Flow Zuk, contrast Zuk Revolution, improvisational M-zuk, inflammatory Lambazuk, philosophical-hypnotic Neo-zuk, and others. Prospects for innovative research in the field of genre-style interaction of the Brazilian Sound and modern dance trends are the unique basis of dance, which is positioned as the initial impetus for further lexical and rhythmic-intonational choreographic experiments and depends on the peculiarities of musical material. Keywords: Brazilian Zuk, social dance, artistic and aesthetic features, M-zuk, Neo-zuk, Lambazuk.

DISCUSSÕES SOBRE GÊNERO NAS DANÇAS DE SALÃO: VAMOS DIALOGAR?

Resumo: O presente ensaio tem como objetivo discorrer sobre a importância de expandir os horizontes comunicacionais nas danças de salão, também conhecidas em sua origem por danças sociais, propondo uma forma de dançar que seja mais flexível, trazendo mais liberdade para os corpos e suas movimentações, sugerindo o desenvolvimento da escuta corporal mútua que possibilitará a condução compartilhada e o consequente diálogo entre corpos. A condução compartilhada surge especialmente para dar visibilidade à ação das mulheres, para que possam expressar uma postura mais ativa na dança. Esse trabalho adotou como método a pesquisa bibliográfica, com o objetivo de correlacionar as bases históricas das principais configurações das danças a dois, bem como as construções sociais dos papéis de mulheres e homens na sociedade, na época em que surgiram essas danças. O propósito é investigar o paradigma dominante, em que existem papéis distintos a serem desempenhados por damas e cavalheiros e o corpo acaba sendo compreendido apenas como um executor de passos. É também objetivo deste ensaio instigar professoras e professores a questionarem suas práticas de ensino e aprendizagem, para que proponham alterações em suas formas metodológicas de ensinar, a fim de que a prática da dança de salão não aconteça descontextualizada dos acontecimentos sociais de ordem contemporânea.Palavras-chave: Danças de salão. Igualdade de gênero. Diálogo corporal. Ensino da dança.Abstract: This essay aims to discuss the importance of expanding communicational horizons in ballroom dances, also known in its origins as social dances, proposing a way of dancing that is more flexible, bringing more freedom to bodies and their movements, suggesting the development of mutual bodily listening that will enable shared conduct and the consequent dialogue between bodies. Shared driving emerges especially for to give visibility to women's actions, so that they can express a more active posture in dance. This work adopted bibliographical research as a method, with the objective of correlating the historical bases of the main configurations of the two dances, as well as the social constructions of the roles of women and men in society, at the time these dances emerged. The purpose is to investigate the dominant paradigm, in which there are distinct roles to be played by ladies and gentlemen and the body ends up being understood only as a performer of steps. It is also the objective of this essay to instigate teachers and teachers to question their teaching and learning practices, so that they propose changes in their methodological ways of teaching, so that the practice of ballroom dancing does not happen out of context from contemporary social events.Keywords: Salon dances. Gender equality. Body dialogue. Dance teaching.

The Viennese Ballroom in the Age of Beethoven

The repertoire of the early Viennese ballroom was highly influential in the broader histories of both social dance and music in nineteenth-century Europe. Yet music scholarship has traditionally paid little attention to ballroom dance music before the era of the Strauss dynasty, with the exception of a handful of dances by Haydn, Mozart and Beethoven. This book positions Viennese social dances in their specific performing contexts and investigates the wider repertoire of the Viennese ballroom in the decades around 1800, most of which stems from dozens of non-canonical composers. Close examination of this material yields new insights into the social contexts associated with familiar dance types, and reveals that the ballroom repertoire of this period connected with virtually every aspect of Viennese musical life, from opera and concert music to the emerging category of entertainment music that was later exemplified by the waltzes of Lanner and Strauss.

Anglicization and canonization of ballroom dance, late 19th - early 20th century

Purpose of the Article. The aim of the article is to analyze the processes of anglicization and canonization of ballroom dance, during the period of democratization of social dances in England, in the late 19th - early 20th centuries. Methodology is an organic set of basic principles of research: objectivity, historicism, multifactor essence, systematicity, complexity, development, and pluralism, to achieve the goal, the following methods of scientific knowledge are used: problem-chronological, concrete historical, statistical, descriptive, logical- analytical. Scientific Novelty. The scientific novelty lies in the identification of the processes of origin and development of competitive ballroom dancing in England at the end of the 19th - beginning of the 20th centuries. Conclusions. The widespread democratization of social dancing in England began as early as the 19th century when the Austrian waltz and other ballroom dancing became popular among all social strata. Democratic fervor of the common people, which at the end of the XIX century got the opportunity to relax on the resort coast of Great Britain, gave birth to the first dance competition in ballroom dancing. It was often noted by professional dance experts that the new British dance forms were superior to the original. Certainly, the distinctive features and high quality of British ballroom dancing were a matter of special professional pride. The advantages of a standardized English style as early as the late 30s. The XX century was recognized outside the country for the extraordinary success of British dancers in international ballroom dancing championships. Gradually, it established the international standard for ballroom dancing and was adopted by many of the world's dance organizations at the national level, with the exception of the United States of America (by many American competitive ballroom dancers, the English style was not adopted until the 1960s.).

SOCIAL DANCE SCHOOLS AS A CENTER OF CHOREOGRAPHIC EDUCATION IN GALICIA IN THE INTERWAR TWENTY YEARS (1919–1939)

Мета статті – визначити соціально-культурні передумовипопулярності та масовості шкіл товарись-ких танців як осередків хореографічного навчання; проаналізувати діяльність шкіл товариських танців у Галичині в міжвоєнне двадцятиліття. Методи. Для досягнення поставленої мети було використано комплекс дослідницьких методів – конкретно-пошуковий, системний метод, метод логіко-історичного аналізу. Конкретно-пошуковий метод застосовувався у роботі з архівними документами та матеріалами періодичних видань із досліджуваної проблематики. Системний метод дав змогу всебічно та комплек-сно розглянути діяльність шкіл товариських танців у Галичині міжвоєнного періоду. Метод логіко-істо-ричного аналізу дозволив систематизувати, проаналізувати дані та інформацію, що стосуються предме-та дослідження. Результати. На основі аналізу архівних матеріалів, публікацій у періодичних виданнях розкрито особливості організації шкіл товариських танців у Галичині 1919–1939 років, систематизова-но інформацію про власників та вчителів шкіл товариських танців, досліджено діяльність професійного зв’язку вчителів товариських танців. Висновки. Встановлено, що популярність та масовість шкіл това-риських танців у Галичині визначали розвиток бальної хореографії, а також роль, яку відігравали танці у тогочасному соціально-культурному житті галичан. Дуже поширеними були дансинґи – громадські зали для танців, у кав’ярнях та рестораціях також біли місця для танців. Часто різноманітні товариства організовували танцювальні вечори, особливо у карнавальний сезон. Репертуар бальної хореографії 20–30-х рр. ХХ ст. включав вальс, тустеп, уанстеп, блюз, фокстрот, квік-степ, чарльстон, танго, свінг, твіст, шіммі, каріоку тощо. Ці танці вивчали у школах товариських танців. Школи танців були у бага-тьох містах Галичини, а саме у Бережанах, Бориславі, Бродах, Дрогобичі, Золочеві, Коломиї, Надвірній, Самборі, Старому Самборі, Станіславові, Стрию, Трускавці. Зміст та методика навчання товариських танців залежали виключно від рівня підготовки педагогів танцювальних шкіл. Учителі танців об’єдну-вались у професійні зв’язки. Протягом 1919–1939 років у Львові діяло кілька таких зв’язків, які об’єд-нували фахових та ліцензованих учителів танців з усієї Східної Галичини. The purpose – to determine the cultural prerequisites for the popularity of social dance schools as centers of choreographic learning; to analyze the activities of social dance schools in Galicia in the interwar twenty years. Methods. To achieve this goal, a set of research methods was used specific search, system method, method of logical-historical analysis. Specific search methods were used when working with documents and materials of periodicals on the researched issues. The systematic method allowed to comprehensively consider the activities of social dance schools in Galicia in the interwar period. The method of logical-historical analysis allowed to systematize, analyze data and information related to the subject of research. Results. Based on the analysis of archival materials, publications in periodicals, the peculiarities of the organization of social dance schools in Galicia in 1919–1939 are revealed, information about the owners and teachers of social dance schools is systematized, the professional communication of social dance teachers is investigated. Conclusions.It is established that the popularity of social dance schools in Galicia determined the development of ballroom choreography, as well as the role played by the dance in the then socio-cultural life of Galicians. Dance halls were widespread, and there were also dance halls in cafes and restaurants. Often various societies organized dance evenings, especially during the carnival season. Repertoire of ballroom choreography of the 20–30s of the XX century included waltz, twostep, onestep, blues, foxtrot, quickstep, charleston, tango, swing, twist, shimmy, karioka, and more. These dances were studied in social dance schools. Dance schools were held in many cities of Galicia, namely in Berezhany, Boryslav, Brody, Drohobych, Zolochiv, Kolomyia, Nadvirna, Sambir, Staryi Sambir, Stanislaviv, Stryi, and Truskavets. The content and methods of teaching social dances depended solely on the professionalism of dance school teachers. Dance teachers formed professional relationships. During 1919–1939, there were several such associations in Lviv, uniting professional and licensed dance teachers from all over Eastern Galicia.

Frenzied Flappers: The Hysterical Female in Early Twentieth-Century Social Dance

It is widely acknowledged that the freer, more sexualized movements of social dancing in the early twentieth century (1900–1929) accompanied the beginnings of female emancipation both socially and politically. However, less explored are the similarities between the provocative, inelegant choreography of such social dances and the symptoms of female hysteria, a medical phenomenon that saw the body as a canvas for mental distress as provoked by social tensions. This essay will address the possible alignment of hysteria and popular social dance in relation to the evolving Modern Woman. It will examine the motivations of modern, ‘hysterical’ dances, and discuss their progressive status in terms of gender by considering perceived psychosomatic interactions within the female dancing body.

The Social Life of Dances

Chapter 3 pursues the thesis that commodity and gift forms of exchange are interconnected and inseparable. It does this through an examination of three case studies: hip-hop, private dance studio instruction, and powwow. The recent histories of these three examples is examined alongside some of their antecedents at the beginning of the twentieth century. Hip-hop is located along a continuum with the early twentieth-century African American social dances that fueled a dance craze taking place in the urban United States. Private studio instruction is traced back to the social and modern dance instruction offered by entrepreneurial teachers who codified and sold those dances. Powwows are connected to the Wild West shows and other exhibitions of Native dances that brought Native peoples into greater contact with one another and with white audiences. Analyzing the development of these dance practices over time enables a more focused inquiry into the values and belief systems that infuse dance in a given historical moment and the ways that these connect to larger systems of shared values. Each example also calls attention to the way that commodification yields values that collude with forms of social and political domination including racialization and racist ideologies, Orientalism and exoticism, and colonial settler logics.

Alvin Ailey American Dance Theater

Born on 5 January 1931 in Rogers, Texas, the only child of parents who separated when he was two, choreographer Alvin Ailey (b. 1931–d. 1989) moved to Los Angeles with his mother in 1942. Shy from an itinerant Texas life, Ailey turned to dance when a high-school classmate introduced him to Lester Horton’s studio in 1949. He immersed himself in study and developed a weighty, smoldering performance style that suited his athletic body. Ailey moved to New York in 1954 to dance with Carmen DeLavallade in the Broadway production of House of Flowers. Performing success led him to found Alvin Ailey American Dance Theater in 1958. The company began as a repertory company devoted to both modern dance classics and new works created by Ailey and other young artists. The critically acclaimed first concerts in 1958 and 1960 marked the beginning of a new era of dance performance devoted to African American themes. His dance Blues Suite (1958), set in and around a barrelhouse, depicts the desperation and joys of life on the edge of poverty in the South. Highly theatrical and immediately accessible, the dance contains sections of early-20th-century social dances, Horton dance technique, Jack Cole–inspired jazz dance, and ballet partnering. Early performances of Revelations (1960) established Ailey’s company as the foremost dance interpreter of African American experience. The dance quickly became the company’s signature ballet, eclipsing previous concert attempts at dancing to sacred Black music. Set to a series of spirituals and gospel selections, Revelations depicts a spectrum of Black religious worship, including richly sculpted group prayer (“I’ve Been Buked”), a ceremony of ritual baptism (“Wade in the Water”), a moment of introverted, private communion (“I Wanna Be Ready”), a duet of trust and support for a minister and devotee (“Fix Me, Jesus”), and a final, celebratory gospel exclamation, “Rocka My Soul in the Bosom of Abraham.” Ailey’s ballet Feast of Ashes (1962), created for the Harkness Ballet, is acknowledged as the first successful pointe ballet choreographed by a modern dancer. Major distinctions and honors followed Ailey throughout his choreographic career, which spanned the creation of more than fifty dances for his own company and others. The Ailey company continues as a highly successful operation after Ailey’s death, and is affiliated with a large dance complex in New York City that offers comprehensive courses in dance study as well as venues for performance.