15 Mar 2011

End of the second term is coming

Just two weeks and end of the second term will be here. It is time to see, what is done and to what I should pay more attention. In todays Movement studies sessions task I opened doors to some benefits of my studies.

Feedback from observing duet

Work in progress session brought seeds - feedback from Anita, to make our work with Jen  excellent!

Feedback in dialogue form :)

Small conversation about our dance studies development in general, studio practice and work on duets. 

14 Mar 2011

2 dancers = 1 duet

Starting to create a relationship with other person in work for duet is exciting process in deep tunnel with light in the end. Light in this situation for me means fear free space with sensing each other.
These notes were my ice breakers :)

Rehearsals are important part of my dance life :)

This is my first rehearsal video for solo assessment on 16th December 2010 ( as you can notice my ability to feel time can shifts :) ) In video I am working of idea of early morning, softness in joints, curling and uncurling as deep breath before start a day.
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Thanks to my sweet colleagues, who were ready to help me and left feedback after.

Each day I like you more and more :)

My understanding and interest about scores keeps growing. And I am so excited to get to know more possibilities of it. Hopefully this LOVE of shapes and lines will be useful :)
Video from Improvisation class, where dancers : Greta, Ioana, Oana, Wunmi are embodying my score of simple movements - walking, running, rolling on the floor. I left them free space to explore their own way of doing that.
and my score as well

9 Mar 2011

Math for dancing performance!?

Final point of research and starting point of duet performance.
Question - How can 1 be equal 2?
Answer - Easily, even maths theory can prove that.
Magic of 2 in 1 is never-ending sequence, from shampoo with conditioner in one bottle till soul and body in one human.
And everyone will be treated in the same way - two people is one duet.
This is link to become familiar with scientific basis.
http://www.jimloy.com/algebra/two.htm

score

Choreography session - discovering possibilities of noticing movements. This session was unique, because finally I started to get and define, what is score and how it can work for me.

Playing in studio

Responsibilty

If we just imagine ideal world, where choreographer can accurately deliver his idea to audience.  How big or small responsibility relies on audience to understand idea of performance? Is it active way to see or audience is feed by choreographer?
And as we know that this world can't be ideal, because we do not have instrument to make it perfect. Creation of other understanding of audience is witnessing. It means active form of being present.
Should we stick to title audience or try to change it to witnessing?
And how it can work out?
The last question is more addressed to artists and students of all kinds of art. We are learned to take art in active form trough all senses. Trough all learning process students are trying to reach one of the goals to stay active in seeing, to be witnesses.
However, how it is with others, for whom it is created ( of course, if it is created  for some one :) ), are they ready to stay active and to take responsibility for that?

 Reference
Preston, D. (1998)., Looking at Dances, UK: Verve Publishing