I have selected various pieces of literature to review as part of my
research based around the topic of performance. The current working
title for my inquiry is: How can we as teachers develop the following
in our students: Artistry, Presentation, Performance, Interpretation,
Expression?
Developing
Performance, Expression and Communication Skills in Ballet
(Angeline
Lucas 2013)
www.danceadvantage.net/performing-with-artistry
(Accessed 14/4/15)
The
author explores the concept of performance and what aspects this
entails, something I find quite difficult to describe. This article
was obviously written for dance students wishing to improve their
performance skills, however I feel teachers can equally benefit from
ideas and methods within this article. I particularly liked how she
explained the subject matter, 'how to breathe life into your work',
which explains my topic perfectly. The article is intended to
increase one's awareness of this subject and asks the questions, what
is performance? How can students be more expressive?
The
author (a dance teacher) believes, from personal experience that such
skills are mastered and continue developing over time. The notion
that performance incorporates an individual's charisma, stage
presence, artistic sensitivity through one's ability to command
attention, sensitively respond to the music/choreography and show a
sense of confidence.
She
gives varying examples of imagery that could enhance performance, I
feel that the suggested methods would also perhaps be used in
meditation or in a drama class. Imagery is an effective teaching
method particularly in Ballet as some movements are so difficult to
describe. Imagery needs to be age appropriate to allow the student to
relate it to personal experience, it can be a wonderful form of
motivation and promote greater understanding. I thought her ideas
were imaginative and I would like to try these out on my students in
order to assess the effectiveness.
This
article is based around teaching Ballet which is useful for me as I
teach a lot of Ballet, however I wish for my inquiry to be based
around improving skills in various genres including Modern, Tap,
Contemporary and Jazz. I feel that the principle of this article can
be applied to teaching other forms of dance.
This
piece of literature will be useful to my inquiry as it incorporates
the aspect of musical awareness which I plan to explore further. The
author describes how the dancer should give the illusion that the
music is 'channeling through you' and she encourages her students to
take time to listen carefully and describe the music in detail. This
approach will enable the student to not just focus on the steps but
make the music interpretation a priority allowing the significance to
become the subject matter of the dance.
In
a typical class, set syllabus music can become rather uninspiring for
the student (I recall thinking this myself). Which raises the
question, how far can the use of free music in class influence one's
performance skills? If a student is dancing to the same piece of
music week in week out, how will they be inspired to express
themselves? A broad musical education will potentially contribute to
one's versatile ability to convey a wide range of moods and genres.
Choreography
might need to be expressed in a certain way by the demands of the
syllabus where as
a
solo piece might require individual interpretation. I think that
awareness can be gained through the syllabus work, paving the way for
a more individual approach through maturity and experience.
thanks Ruth
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