IDEAS FOR FRAMEWORK?



One person counts and dot to dots connect with many shaping pictures and artwork for the critic / the novice  Wordless language then lifts away from the page, resonates motivated through sound, the pace pitch music projects encompassing thoughts, emotions and actions expressly embodied for individual interpretation -  supporting our childsplay immersed within memories of bright blue skies, beaches, snow or things unspoken gone by.  BANNON (2010)  intellectual, physical and sensorial response to experiences of the world.

There is silence, stillness and then the feelings rekindle, continue, we sense the mood changing within us and have our private or shared reasons for this is personal. KURT LEWIN (1951) Model of Change.  Unfreeze, Change, Freeze.  (DEWEY social implications of the the Arts).  Timing shared moments felt from carrier to receiver.  (DEWEY active creator and passive recipient?).  Passing on to show, share with empathy.  We reach we fall we strive we fail, but we go on hiding and seeking the space to breath to move, the space to feel to nurture to grow – without words safety a place of refuge with friends an idea shared, felt, changed, (SOMATIC APPROACH)  the picture recreated and given as a gift to generations.  Spoken language not needed, a universal language of its own, thought and felt with all the senses, then action, the articulated movement, the dance, the passion, the love, the self (ONTOLOGICAL). The picture is complete, the critic looks on.  Each differently perfect stride and wave united in one realised respect. (embracing MULTI CULTURAL, SOCIO-CULTURAL differences).  

One dot can’t move it’s frozen in fear to be guided and warmed encouraged protected in an empty room or in a crowd.  (LEWIN - GROUP DYNAMICS).  I can’t speak with words but can dance and show you, then perhaps you will listen, watch and understand? (IS ART THERAPY FOR AN INDIVIDUAL)?  I can paint with paint, draw with pencil and dance with my mind, body and heart - feeling free to interpret my art. We are not robots – we are people. (QUESTION studying dance techniques with perfection in mind only for AESTHETICISM?  Development of the ‘self’ is more important).

SIMS & ERWIN (2012) If students are learning only movements without the history behind them or the intent and purpose of the movements, it that really quality dance education? (p.132).

RUDOLPH LABAN

Its’ essential to take peoples characteristics and the development process of their whole personalities into account.




Comments

  1. Unknown15 October 2017 at 15:09

    Aestheticism - dancing for aestheticism? This is interesting question, because we are not robots, and we certainly feel when we dance. What is it about aestheticism that draws dancers to dance? I certainly do understand that there is a feeling within me that compels me to move, but is there some feeling within us that appreciates the 'look' the aestheticism. This is a really interesting question, and all of this interesting questions for framework?

    ReplyDelete

Post a Comment

Popular posts from this blog

DO YOU BELIEVE DANCE IS INNATE?  IS SELECTION HEALTHY?  WHAT COULD SELECTION ALSO REPRESENT?  IN A WORLD OF MULTIPLICITY are we shutting out possibility and potential through rigid selection based on a set of rules?  Who makes up the rules and who believes them?  OUR BODIES ARE LIVING, BREATHING SPONGES!  How much do we retain?  Is this only possible through repetition? Can we only draw on movement years later that has been ingrained.  Is this a form of 'brain-washing' with the body?  What could be the benefits as well as the dangers?  Please can you blog back an example from your own experience of a certain set of codes that have been created for a dance style and by who - what you think their reasons were? Does repetition, routine fit the purpose for creative people?  Can too much drill result in crushing creativity or support certainty and are the instincts the body learns our own? Would love to hear your thoughts on this.
Read more

Reflexive practise

Rarely have I worked for anyone else and I have always learned a great deal from my learners.  At times I wonder who is educating who! With your own school you are reliant on the children coming back each week.  You have to work hard all the time to sustain their interest and continually adapt to each requirement.   You can’t treat everyone the same and you have to work with your learners and provide them with stimuli on their terms.  The sophistication of our next generation insists on controlling their own interests and are self-determining. This results in continual self-reflection and reflexive thought as teachers. And so while living in a bubble can be detrimental, innovation comes free from constraints and is possible only when in autonomous environments. Any thoughts?
Read more

Outside in to Inside Out!

The Church says: The body is a sin. Science says: The body is a machine. Advertising says: The body is a business. The body says: I am a fiesta. ~Eduardo Galeano I also love this quote from Pygmalion by George Bernard Shaw 'I will always be a flowergirl to Professor Higgins, because he will always treat me as a flower-girl and always will, but I will always be a lady to Colonel Pickering because he will always treat me as a lady and always will'. Question Are we products of how we are treated? Has our past, present and future been determined by that of others? If so, to what extent? AND When can we feel uninhibited, free and completely ourselves? What can allow us this? Is it our right? Would love to hear your answers or thoughts.  Thanks.
Read more