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ERIC Number: EJ1128416
Record Type: Journal
Publication Date: 2017
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1529-0824
Spontaneous Dancemaking with Beginning Improvisers: Foundational Practices in Presence, Stillness, and Problem Solving
Martin, Nina
Journal of Dance Education, v17 n1 p27-30 2017
Many dance artists in their first encounters with improvisational dance making begin not only to learn how to compose spontaneously, but also to gain skills for coping with the uncertainties inherent in the form. This article suggests helpful dance scores for beginning students of physical improvisation and those who teach improvisational dancemaking practices. Dance scores presented here are especially helpful to students entering academic dance programs who have usually studied only codified dance forms. These beginning improvisers have substantial knowledge but often have little or no experience with using their previously learned knowledge in new ways while improvising. The scores suggested here and contained in the Appendix of resources use a performance mantra from Deborah Hay's choreographic process and scores from the author's dance system: ReWire--Dancing States. These processes offer beginning improvisers concrete choices to have a secure, but flexible performance state from which to spontaneously choreograph. Students often enter into the study of improvisation with fears about how to create a dance on the spot. Curricula offered in this article can familiarize students with foundational processes that support the artist during inevitable moments of not knowing, which are often the most terrifying or challenging experiences for the beginning spontaneous choreographer.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A