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WEEK 1 Welcome to Introduction to Dance- Elective. My teacher’s name is Mr. Patrick Earle. For the first theory class, we basically just introduced ourselves and say why we chose this elective and what we are expecting out of it. In the practical session, we did a relaxation exercise. You may view below to see a copy of the instructions to which we followed in class and my following experience is based from. My experience While going through the steps of the exercise I began to realise a few changes in my body. As the exercise progressed, I was able to identify different areas where tension was present such as my shoulders and lower back. However aside from the tension, the relaxation technique really helped in releasing the clustered feeling from my body. While maintaining my breathing, body began to feel balanced and light-weight. Laying on the floor, while breathing helps a lot in being relaxed.
DEVELOPING YOUR SKILLS Concentration and Relaxation Courtesy of Jik Reuben Photograpy https://www.facebook.com/Jik.photography
J’aime danser- I love to dance. Dancing is a gift and a work of art. It is a way of expression through which persons are able to share and celebrate their way of life (culture) and dive into a whole new world of possibilities. I love music and it is from that love that my interest in dancing sparked. I see myself as open-minded when it comes on to dancing; therefore I am not only into the norm of dancehall and hip-hop music and movements. Exploring outside the box is what I’m up for. I enjoy latin dancing a lot and I am currently member of the UTech Latin Dance Club. I have learnt alot from joining this club and my interest has certainly grown from my attendance and participation in the club. I chose dancing as an elective because I believe that it is a great talent and I want to build on it. As you delve into the pages of this journal, you will learn about my personal experiences from doing this course. I must say despite any challenges faced, I had a great time this semester. It was a positive and great experience. When you dance, your purpose is not to get to a certain piece on the floor. It’s to enjoy each step along the way.- Wayne Dyer
1. To learn to recognize muscular tension, lie on the floor in a comfortable position with your legs straight and your arms at your sides. (You may want to cushion your body by lying on a mat.) Focus your attention on one arm, making it as tight and as tense as possible. Your arm should feel tense and your hand should make a fist. Now, beginning with your fingers, relax your hand so that the sensation of relaxation flows inwards towards the center of your body. Distinguish tension from relaxation by tuning in to the kinesthetic feelings associated with the two different states. Try tensing and relaxing other body parts. Finally, tense the whole body and then initiate relaxation by beginning at the periphery of the body. 2. Relaxed breathing can be practiced in almost any body position. For this exploration, again lie on the floor with your legs straight and your arms at your sides. Begin by taking several deep breaths. Imagine that your lungs are two balloons or sacks and visualize those two sacks filling as you inhale and emptying completely as your exhale. 3. Another relaxation exercise consists of breathing into different parts of your body. Focus your breathing in your center and then as you continue to breathe, see your breath extend into other parts of your body as it flows outward. Make a special effort to direct your breath into tense places in your body. 4. Try breathing in different directions as well so that your breath flows horizontally and vertically through your body. 5. Attempt to breathe all the way down to your pelvic floor and up through the top of your head.
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6. Many mental images encourage relaxation. For example, imagine that you are lying on a feather bed or on a beach on a warm day, or see your body floating above the ground. Create some of your own images. Select a relaxing image, focus on it and see it in your mind. (You can improve your focus by closing your eyes). 7. Samuels and Bennett (1973) describe the following exercise that combines breathing with the use of imagery. Take several slow and deep breaths from the abdomen. With each exhalation, imagine that you are taking energy from the universe to become more relaxed; see the inside of your body growing brighter and more radiant from the center outward. This exercise is designed to produce relaxation and increase energy.
WEEK 2 In this week’s Monday class we explored the definition of dance. Dance is a creative and expressive art form and as such my classmates and I were given the task of uncovering the true meaning of dance. One of the questions given was; Why do we need a definition for dance? I believe that dance must be defined in order to simply differentiate it from other actions, movements and art forms that may seem similar to it. This will aid in maintaining its enriched value to society and to those who practice it. I defined dance as an art form that involves a series of body movements or a sequence of steps that are performed to the rhythm/beat of a particular piece of music. During class, I learnt that there are many persons who share different views about what dance really is and the elements that are involved. However despite how many definitions there may be, there are two common features that stay the same. They are the body and its movement. Finally it was established that dancing in its entirety serves a myriad of purposes. Dancing connects with not only the audience it is being portrayed towards but also to the dancer that is performing the art. At the end of the class, we were given to prepare to do a debate for the next class on ‘The universality of dance: Dance as a universal language’. On Tuesday we continued with a warm up routine that we must complete at the start of every practical class. This is geared towards stretching our muscles and preparing our body for any movements and choreography ahead.
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WEEK 3 Monday: From the last class, my classmates and I were given a task to research ‘The universality of dance: Dance as a universal language’. We were to gather our points in order to form a debate on the topic. I was the third speaker on the side that supported the moot. Before the class started, everyone seemed anxious to hear how the debate would pan out and in fact it turned into quite a heated discussion. Both teams were well prepared to advocate on the moot, whether for or against it. Though in the end, Mr. Earle did not reveal which team was dominant, the debate I believe was a success and both teams performed well. Tuesday: During this practical session, our class warmed up as usual and then we did different steps in sequential orders. Also we practiced what was built thus far of the ‘Hi-Mass’ routine. On Friday, January 31st, a few of my classmates and myself along with the administrative staff from the Centre of the Arts and members from the media department from the Calvin McKain Library went on a trip to Wakefield, Trelawny. This was in order to document a traditional dance called Tambo, which is mainly common within that area however it is hardly recognized and it is slowly becoming diminished. We were given the opportunity to interact with the dancers and observe their movements, which in a sense has a slight resemblance to that of the Dinki Mini dance. It was a rather fun and educational experience. After capturing footage of the dancers in their costume, we were able to go into the community where a few of the residents demonstrated their own styles of doing the tambo dance. It was definitely an incredible, once in a lifetime and memorable experience. Below are a few photos that I took while I was on the trip. Also a CD is located at the back with the performance of the tambo dance. Enjoy.
Dancers demonstrating the Tambo.
Drummers and singers participating in the Tambo performance.
Hopeton, a resident of the community and a Tambo Historian
Staff from the Multimedia Department and Ms. Janice Lindsay, Director of Arts and Culture at the centre for the Arts, UTech setting up equipment.
A member of the staff interviewing the leader of the Tambo Dancers. Students and Staff along with some Tambo dancers watching a demonstration by Hopeton.
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Photos from Wakefield, Trelawny
Two senior residents of the Wakefield community demonstrate their Tambo drumming skills. The tambo drums are not played with the hands but also with two sticks.
Local residents demonstrating the Tambo dance.
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A member of the performance group dances with a resident member.
Members of the community come to view the Tambo dance.
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WEEK 4 In this week’s class, my classmates and I watched videos of previous dance priductions done by students from the Edna Manley School of Dance. We were told to evaluate the movemtents and try to understand what the dances were about and discuss the meanings behind them. Most of the productions were choreograpghed by their teachers however there were a few that were choreographed and directed by students as apart of their school projects. From what I can recall, all the dances were good, however there were a few that stood out more than others. For example, there was one dance that showed a foetus in the background. The purpose was to emphasize on the horrors of abortion and it also higlighted childbirth. The movements for this dance were very precise and very well executed for the audience to understand what was going on on the stage. Another example was a dance that focused on travelling inside a bus and the chaos that is sometimes prevalent in them. The dancers had to be constantly moving back and forth to portray the image of strong movements and uncontrollable shakes that happens on a very bumpy bus ride. This dance was very energetic. From evaluating the dance movements seen in the video, we were able to get a better understanding of the meaning behind the performances.
WEEK 7 In this week’s class, we completed the Figure 1, Ballroom style Quadrille in class. Everyone was also given the task of finding a male partner to participate in the figure 5, Campstyle routine. However many found it difficult to find willing participants and so the routine was finalised with only four couples. Below is a diagram that explains the form of Figure 1 Ballroom style- Quadrille. KEY Male
Female
Wheel
Step 1- Males bow and females curtsy to partner then to the person behind them.
WEEK 5
In this week’s class, we continued with the Give Praise (High Mass) routine. We began the class with our regular warm up routine which took about aproximately 15 minutes. The routine was nearly complete at this stage. We also did a variety of sequences in pairs across the classroom in order for the teacher to identify the strong points and weaknesses of persons in the class.
WEEK 6
In Square Quadrille (Ballroom) was performed mostly in the towns where the elite resided. They tried to maintain an atmosphere of elegance and grace as their counterparts in their home country. In the ballroom, four couples stand in the cardinal position where the head and tail couples move first followed by the side couples. Common elements that are included in both styles are the Advancing and Retreating, Crossing (pass though), Promenade, Figure of Eight made by Ladies, Star Formation, Grand Chain, Wheels and Balancing. The main instruments that are used for Quadrille include violin, fife, piccolo, saxophone, trombone, clarinet, trumpet, banjo, guitar, drum, piano, marimba or rhumba, triangles, pieces of iron, sardine cans, forks or graters or double bass. 10
Step 2- North male advances to female located across him, bows then takes her right hand and moves to center.
AUDIENCE
This week is all about Quadrille. We began by exploring a little into the history of it and then we started to build a routine for the showcase. Quadrille is popular traditional dance form which originated from the 18th (French) and 19th (European) centuries. This dance is practiced around the Caribbean and is considered to be an integral part of the culture. Quadrille can be found in Jamaica, Trinidad and Tobago, St. Lucia, Guadeloupe, St. Martin and Martinique. In Jamaica, there are two (2) formation types of Quadrille that are performed. They are; - Ballroom Quadrille- originated from the European lifestyle and is done in a formal setting. - Campstyle Quadrille- Strongly influenced by African elements.
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Step 3- Move 2 counts to the right of the male then 2 counts to the right of the female. (Balancing).
Step 6- Male turns the female back into her original position next to her partner.
1st
AUDIENCE
Step 8- South male advances to the female across from him and repeat steps 2 through 7.
Step 5- Repeat step #3 (Balance).
AUDIENCE
1st
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Step 7- North male steps back to his original position.
AUDIENCE
Step 4- Male spins the female to the position he was previously in.
Bows
AUDIENCE
AUDIENCE
2nd
Step 9- North and South couples turn for 4 counts then they do a pass through with male shoulders beside each other and a second pass through with females passing through the center back to back.
2nd
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AUDIENCE
Step 10- North and south couples balance twice.
Balance in & out twice.
WEEK 8
In this week’s class, my classmates and I rehearsed all the routines that have been made and finalised. The dances include Quadrille, both the ballroom and campstyle, revival, give praise (High Mass) and dancehall. For the dancehall section, we rehearsed routines to parts of three different songs. The songs were ‘Jiggy time’ by Voicemail and bogle, ‘Now you see me, now you don’t’ by Overmars and the final one was ‘Just Dance’ by Voicemail. All three songs were though to be very energetic and fun to learn. I personally can’t choose a favourite between the three songs and their routines because I enjoyed every minute of dancing to them. Aside from the dancehall, I enjoyed doing the Campstyle Quadrille routine. The Ballroom on the other hand, took me a a little while to completely grasp without making a mistake. However in the end, I got it well.
WEEK 9
AUDIENCE
Step 11- All 4 couples wheel around (North and South for 8 counts while East and West for 4 counts then beginning the progression and completing all the steps.)
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This was the last week before the showcase as it slowly crept in. This week was all about group rehearsals in preparation for the show. On the Monday, we got to rehearse the Ballroom Quadrille with the band and it turned out to be a very slow rendition. It was something totally different from what was expected. We had to redo that one dance over and over again until the Director was satisfied. It was a very boring and tiring process. Afterwards we got to rehearse the revival, though in a tight and confined space, it went ok. By the end of the night, a number of criticism arose from a member in charge of the arrangement and organisation of the showcase. On Tuesday, we had our own rehearsal during our practical class time, which was spent wisely. Any routine or moves that anyone might not have fully grasped before, they were able to brush up on it. Also my classmates and I got the opportunity to practise the revival piece with members of the choir so that we both could be in sync with each other. Another rehearsal was held on the Friday which I attended and stayed at up until 9pm. It was definitely better than the first. We got to interact with members from the extra-curricular dance group. From what I saw, they were well prepared and I enjoyed watching them perform especially during their Ebo- African dance. They also got to learn our final piece for the dancehall segment where both our classes would merge on stage for the final performance of the night. This week was quite hective so I can only imagine what the next week would be like.
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WEEK 10 This is the week of the Annual Literary Festival and Cultural Showcase. This is what weh have been waiting and preparing for all semester. During this week, we rehearsed from Tuesday to Thursday. On Tuesday, it was a full rehearsal of the acts that were going to be in the show from UTech. This included the dancers (both elective and extra-curricular students), drama persons, musicians, drummers, the choir, steel pan and so on, all of whom would represent the UTech Theatre Ensemble. A run through of the show was done in the Centre for the Arts main room, which is a bit small but it served well. Beginning with the national anthem, the rehearsal continued to the Ballroom dance with drama persons saying their lines in order to see how everything fit in. A the rehearsal progressed, there was always one main problem that would hold it up time to time and that was the drummers. Most of the time whenever they were needed, they were hard to locate and as such their part either had to be skipped or done without them. By the end of the night, we were only able to rehearse the show once as it was getting later and darker. Wednesday was set for dress rehearsal and it was a big deal. When we arrived in the evening, the costumes were set out and left for us to pick, choose and refuse to get suitable sizes that fits well. This was my first time being at a dress rehearsal and I realised how much work goes into the show from behind the scenes that night. All the major players were present including, lights, sound, instruments being set up and even some of the outside groups that were to perform the next night attended. The dress rehearsal became a large preview of the show the next day. I realised that from the dress rehearsal, persons were better able to get a feel of what the real show would be like and smooth out any rough patches that may have existed before the night of the show. I enjoyed taking part in the dress rehearsal. It got me excited to see how the real thing would play out. On Thursday, it was the big day. I was anxious and excited to witness the day’s events and be apart of the evening showcase. In the morning, the literary festival was held in the Caribbean Sculpture Park. It was hosted by Kerry-Ann Henry and featured a panel of persons who have made their mark on Jamaica’s culture and dance. Persons like Dahlia Harris- principal director for culture in the Ministry of Youth and Culture, Cheryl Ryman- dance researcher and Richard Derby- custodian of the Manchioneal Cultural Group, among other individuals. An Art Exhibition and Literary Workshop was also held in the Centre of the Arts main room, which depicted the theme. In the evening the Cultural Showcase began at 6:30pm with the national anthem heading the night’s events. The performances of the night were very entertaining. I enjoyed being apart of the show. We performed five different dance, the Ballroom Quadrille, Campstyle Quadrille, High- Mass, Revival and Dancehall. I also got to see performances from the National Dance Theatre Company (NDTC), L’acadco, Tivoli Dance Group, Dance Xpressions, Dancing Dynamites, Edna Manley School of Dance and a whole other hosts of dancers and groups. I enjoyed alot of dances like the extra-curricualr dance group’s Ebo African dance. The movements were very sharp and energetic and the beat of the drums enhanced the performance. I also loved watching L’acadco’s performance. It was quite a lengthy performance however it was as if the longer the performance went on, the more bursts of energy the dancers got.
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There was never a dull moment on their faces. NDTC performed a rendition to Mutabaruka’s poem entitled ‘Dis Poem’. His poem explored a range of social issues that are affecting persons on a regular basis. The dance was an interpretive piece. All the performances of the night were exceptional in my eyes. A very good job well done. Below are a few photos from the night of the show.
Classmates on a happy note before our Revival performance.
Anxious and excited before the performance.
Persons being honoured for their contribution to the dance industry in Jamaica.
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WEEK 11
The show has come and gone and now its back to class to discuss the academic side of our experience. In this week’s class we talked a little about the showcase including our favourite performances and the meaning behind some of them. My classmates and I also received two questions to which we are to choose one and do a brief research paper on the selected topic. The topics are as follows; Question 1 Definitions of “dance” are of philosophical interest for several reasons, even though definitions are notoriously elusive and may be of limited value ultimately in understanding the phenomenon of dance and in resolving other philosophical issues. For all the scholarly breadth and depth, the most admirable thing about the formation of a definition for dance is that it leaves the final decision about what is and what is not dance to the people. Discuss the above statements. Question 2 You are given the opportunity to speak to a group of students; write a speech outlining the universality of dance, opposing or proposing the moot “Is Dance a Universal Language”?
WEEK 12
The final week of school is near approaching. In this week’s class, we focused on court dances and also exploring various definitions of dance in relation to the research paper. We looked at the history of street dances and its evolvement overtime. I learnt that ska and skanking were the first Jamaican street dances. The definition of dance expands beyond just the movement; it is a tool used to identify one’s self and the identity as a people and what we stand for. This class was mainly focused on identifying what dance really is and also how it is defined by others, through compare and contrast, examining its growth and development in order to build strong points for the paper. During this week, Edna Manley’s School of Dance hosted their annual ‘Dance Works’. I attended the show on Saturday and I must say that I enjoyed the production. Further comments and details of the show can be seen at the back of the journal, in my critique.
WEEK 13
The final week of school has arrived. Dance class was not held during this week, therefore I used the free time to do some of the work pertaining to dance class. My journal to which you are reading was well underway and almost complete. I also focused on writing my critique of ‘Dance Works’ and my thought process in regards to the research paper began slowly but steadily. Over the past few weeks, I have learnt alot and bonded with new friends who enjoy dancing as much as I do. It was a great experience being apart of cultural showcase when the theme was all about dance and its history and impact in and on Jamaica. A special thank you to Mr Earl for guiding us through the semester and to all the persons who played a major as well as minor parts in making the showcase come to life. I hope that I will be able to be apart of it again next year.
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CRITIQUE
On Saturday, April 5, 2014, I visited the Edna Manley College of the Visual and Performing Arts (EMCVPS) to attend ‘Dance Works’. Dance Works is a production put on by the Edna Manley School of Dance and it is in its 18th season. It was held at the School od Dance Studio Theatre. The show began at 8pm and lasted for approximately 2 hours. Within that time, the show featured students from different year groups from the School of Dance showcasing their talent to the audience. The show also featured past students and faculty members from the School of Dance participating in various dance pieces. During the show, at different intervals, a vox pop was shown where persons were asked questions pertaining to dance. These questions involved; - What question would you ask a person who studies dance? - Is dance important? - What careers are offered in dance? The show explored a variety of genres, delving into the interpretation and attitudes of the people and/or situation they emulate. Dance Works seeks to emphasize on the process, performance and beyond. The first performance of the night was titled “In-transit” choreograped by Paul Newman. The piece seeks to highlight life as a journey and the many encounters and interactions that we face in it. According to the oxford Mini Dictionary, the word transit is defined as the process of travelling or conveying someone or something across an area. I believe that the dance reflected the meaning just given. It began with speedily paced movement of the dancers walking across the stage to various directions. Their movements were very precise and well executed. I could relate to being in a busy environment where persons are constantly passing by, for example being in Downtown Kingston on a weekend. The music that was used definitely aided in building the performance in creating a busy atmosphere where persons are constantly on the go and are in their own space doing their own thing. The second dance of the evening was a subtitle under “Studio Disclosure”. It was ‘Movement 2:Diva (from Modern Technique VIII)’ and it was choreographed by Abeldo “Toki” Gonzales. This dance was very energetic and had an enthusiastic vibe to it. The dancers were dressed in bright and colourful clothing which blended well with the liveliness and enjoyment that was seen on the dancers faces. I especially loved this performance because of the beat that came along with it. The music selection was upbeat and the dancers were full of life. The dance showcased a fusion of hip hop, latin, contemporary and dancehall movements which made it even more appealing to the audience. This dance surely evoked some level of excitement and high spirits from the audience. The dance was performed well and kept the audience wanting more. The next performance was “MCon (Military Conformity)” choreographed by Paul Newman. Conformity involves developing attitudes, opinions and behaviours to match the attitudes of a specific group. The name of the dance in itself already gives the audience a minor clue as to what to expect which is persons standing at attention like in the military or the police force. However this performance, had a little comedic twist to it. The dancers entered unto the stage dressed in camouflage green clothing simulating the perceived look of the army. They went in a straight line across the floor, standing straight and at attention to the audience.
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The first music that was played was ‘Move’ by Damian Marley which has a strong beat to it which supports the militant theme. The dancers displayed movements to be seemingly under strict control, however little by little the dancers began to break out of the ‘norm’ of being in a strict conformed environment and doing what they prefer. Then, I-Octane ‘wine and jiggle’ began playing and the dancers went into a dancehall mode. What made this performance a bit comedic to me was that at different moments during and especially at the end of the performance, a loud whistle was heard and suddenly the dancers would briskly stop dancing, look around and drop to the floor doing push ups as if they saw their leader or general approaching. The lighting was used well in this as at different times the dancers broke off into two small groups on stage and a spot light would be placed on both groups separately as they performed which aided in guiding the audience’s eyes as to where to look. It was well done. The next dance was titled “Chasing time” choreographed by a 4th year BFA student, Camargo Smith. I recognized this dance as it was performed at the Annual Literary and Cultural Showcase at UTech on March 20th. The dance involves two young men dressed in business attire seeming to be in a race for time. Their movements were quite calculated and both males displayed an impeccable form. The music selection and lighting blended with what was being portrayed to the audience. During the performance, the dancers kept looking at their watches placing an emphasis on time. Both males displayed remarkable talent and portrayed the chase of time well.
The final performance of the evening was entitled ‘ Reach Back Forward’ choreographed by Michael Holgate. This dance featured live drumming done by Robert Malcolm along with pre-recorded music. This dance particularly reminded me of the Ibo dance that was done by the extra-curricular dance group at the cultural showcase. The performance was inspired by the movements, strength and enthusiasm from our African ancestors when they are in celebration. The live drumming enhanced the performance through its loud and powerful beat and rhythm. The lights were very bright and shined on the beauty of the dancers portrayal of reclaiming themselves through commanding movements. All in all, each performance had their own unique strong points which made them quite memorable. The choreographies were well developed and blended well based on the theme and storyline of the dance presented. The production was a success. The variety of elements used such as lighting and sound among others, were all in sync with each other thereby enhancing each performance and their connectivity to the audience watching. During the show, I realised that a lot of the performances involved movements that I learnt in class while doing the warm up routine. The dancers were very well rehearsed and they kept in character during their performance. Their talents were displayed remarkably well. I enjoyed the show from start to finish. The dancers were exceptional, the costumes were appropriate and the production elements were organised and utilised well.
After intermission, the show continued with a tribute to Gregory Isaacs. The piece was entitled “Cool I an Isaacs” choreographed by Chris Walker (Remounted by...). ‘In tribute to his memory, the work explores the strength, swagger and commitment to ownership of space and cool vibes consistent in Jamaican traditional and popular expression’ (taken from the program). The movements displayed in the performance were centered around the theme of the music. The performance was very pleasing and enjoyable to watch. This dance was performed by mainly featured faculty members as well as past students manipulating and interpreting the music through a variety of dance techniques. The next performance was entitled ‘Opacity’, choreographed by Oniel Pryce. The word opacity means the state or quality of being opaque. It is lacking transparency or translucence. As the performance progressed, we saw signs of a cluster maybe representing struggle or a lost sense as to where to go. The costume at the beginning was a lightly-coloured clothing with as shade of green at the edges. This probably represented a sense of transparency. As the dance progressed the dancers changed into a dark green leotard which now made them more visible and seeming to be more opaque at this state. My knowledge of what opacity is comes from video editing in Adobe Premiere Pro. If you lower the opacity on the video, then it becomes less visible until the video completely cannot be seen. I believe that costume represented this meaning very well. Also the soft lighting that was used on stage blended with the theme of the dance and the music selection worked well with it. In my opinion, this performance was a bit too long, especially because there was not much of a upbeat section in it, so the performance started on a low calming note and continued that way until the end. However, despite the length of the dance, I think the meaning of the dance was executed across well.
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Done by: Samantha Thompson BCAT 3rd Year Student University of Technology, Jamaica April 2014.
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