dance – Page 12

Finding Balance: An Introduction

February 3, 2012 by 4dancers

Today I’d like to give a warm welcome to Emily Kate Long, 4dancers latest contributor. Emily Kate will be writing about “Finding Balance”…something every dancer struggles with in one form or another…

Balance is an integral part of dance: in technique, physical appearance, partnering, staging, casting, injury prevention…and on and on. Balance is what makes dance beautiful, and imbalance is often what keeps the audience on the edge of their seats, tense and excited. In our day-to-day, balance—or the lack of it—can provide comfort, frustration, boredom, serenity, or stress.

Physical imbalance reared its ugly head in my life throughout December and January. After nothing but Nutcracker for November and early December, three weeks of layoff seemed welcome at first. By about day four, though, I was longing for full days of rehearsal again! How was I supposed to keep myself in good shape while still allowing time for recovery?

Two months of promenades on my left leg had not only eaten through pair after pair of pointe shoes, but had also done noticeable damage to the muscles in my hip and calf on the left side. Prevention, correction, and maintenance all played a part in physically rebalancing my body before rehearsals started up again.

Pilates Reformer work was, and continues to be, a really effective way to maintain balance and alignment in my body. It was also useful as a preventive measure. My trainer and I had been working to stay on top of the one-sidedness of classical pas de deux work in weekly sessions during Nut rehearsals, so by the time the run of shows was over I had a repertoire of exercise remedies to practice with her and on my own.

A visit to the chiropractor kicked off the corrective steps. He’s always telling me to reverse one-sided choreography, even if that only means one time reversed for every ten times I dance it. I think there’s validity in that, though in a company of nine dancers with one full-size studio there is not always time or space (or, more often, quite enough self-motivation) to take on that extra project, however small. I did begin doing the left side first for class exercises during the layoff, which was an interesting and helpful experiment.

Long, busy days in the theater meant that I wasn’t able to stretch as much as I would have liked, and dancing on a hard stage meant that I needed it more than usual. So I ended up tighter in general, especially in my hips and lower back. Hot yoga was a nice fix for that. The heat allowed me to stretch more intensely, and the combination of turned-in work and plenty of twisting relieved a lot of the tension that had been living in my back and hips.

Maintenance, in addition to continued Pilates work, involved taking lots of time to do class on my own and really simplify things, going back to the basics and re-examining those steps for quirks that could lead to bigger problems later. I also indulged my love of running outdoors, something that I avoid during rehearsal weeks because of the impact.

Now that rehearsals are back in full swing things are starting to get crazy again—just the way I like them! Full days at the studio plus planning classes and choreography make me really appreciate any opportunity I can find for pastimes—currently, reading Jane Austen and Stephen Manes. But that’s fodder for another post!

BIO: Emily Kate Long began her dance education in South Bend, Indiana, with Kimmary Williams and Jacob Rice and graduated in 2007 from Pittsburgh Ballet Theatre School’s Schenley Program. Ms Long attended Milwaukee Ballet School’s Summer Intensive on scholarship before being invited to join Milwaukee Ballet II in 2007. She also has spent summers studying at Saratoga Summer Dance Intensive, Miami City Ballet, Pittsburgh Ballet Theatre School, Pittsburgh Youth Ballet, and Ballet Chicago.

Ms Long has been a member of Ballet Quad Cities since 2009. She has danced featured roles in Deanna Carter’s Ash to Glass and Dracula, participated in the company’s 2010 tour to New York City, and most recently performed the title role in Courtney Lyon’s Cinderella and the role of Clara in The Nutcracker. Prior to joining Ballet Quad Cities Ms Long performed with Milwaukee Ballet and MBII in Michael Pink’s The Nutcracker and Candide Overture, Petipa’s The Sleeping Beauty and La Bayadére, Balanchine’s Who Cares?, Bournonville’s Flower Festival in Genzano and Napoli, and original contemporary and neoclassical works by Tom Teague, Denis Malinkine, Rolando Yanes, and Petr Zaharadnicek.

From the Mouths of Babes: Creative Choice Making and Children

December 21, 2011 by Kimberly Peterson

Hello and happy holidays to you all. I apologize for the lack of posts, but have been busy with an internship at the MN Children’s Museum and getting some much needed perspective.

This time, spent partially observing children in active play and engaged in learning while creating, has opened my eyes to the skills of active choice making involved in creative play.

Playing is learning for children and is directly derived from their ability to make assumptions, try them out, learn from them and engage in the decision making process with others. It is their opportunity to learn from, socialize with, engage in and develop their sense of self and to context that self within their understanding of the world.

This doesn’t really change all that much when you become an adult either, though adults get far less constructive and creative play time than children tend to. Creative play is one of the amazing elements exemplified in contact improvisation.

The video below captures perfectly the duality of play, creative choice making and learning:

Immediately, we see active choice making from the little one. At :18 we see a decision to find a connection, seek hand holds and shift weight in an appropriate way to execute that choice. At :21, :25 and :32 we see her decide to leave that position – even using “safe arms” on her way out, to maintain a physical connection with her partner, make independence choices away from her partner, but re-engaging contact. At :38 there is a serious test of trust between the two partners – trust that is rewarded with a brilliant series of movement in :50, 1:43, 1:55 and 2:43 and carries over to her new partner at the end of the clip. [Read more…]

Dance In The UK: “The Place” & Dance Education

November 9, 2011 by 4dancers

Jessica Wilson

by Jessica Wilson

Following the comments made by British Member of Parliament David Willetts, the relationship between dance and education has now been placed under close scrutiny. Dance professionals became increasingly concerned that the position of dance in education was under threat, which consequently sparked the debate. Willetts, Universities and Science Minister, recently remarked that he believed “soft” subjects such as Dance should be of less worth if a student was to apply to attend university. The dance sector strongly rejected this argument. Willetts’s claims were controversially published on the same day in August 2011 as the examination results which precede students’ further studies at university.

At what can only be defined as perfect timing elsewhere in London was the announcement that The Place, the UK’s premier centre for contemporary dance, is to introduce GCSE Dance to their existing teaching schedules. GCSEs are national examinations taken by young people both inside and outside schools; the course offered by The Place is open to students aged 13-18 years old. A parallel to the British school examination system can be observed in the Cecchetti system, used throughout Britain and the United States and enabling students to take exams at different levels and progress to higher grades. GCSE examinations form much of the first preparation for further education and with such promotion by The Place, dance appears to be on the road to recovery. To hear Willetts’s comments on the prospective introduction of this course would be very interesting to say the least. [Read more…]

To Choreograph or Not to Choreograph….That is Always My Question…..

November 4, 2011 by 4dancers

by Lucy Vurusic Riner

Being a high school dance teacher I typically choreograph anywhere between three to five full length dances each year for my student companies. Back in the day, when I was super young and wet behind the ears I made dances about just about anything. I might really enjoy a song and that would be my jumping off point. Or I might have just gotten out of a bad relationship or had a family quarrel and that would be enough to conjure up a combination or two. I was never at a loss for some idea and I was never afraid to try just about anything. I followed the basic rule that most high school dances (and I guess commercial dances as well) were typically three to five minutes in length and they may or may not have some sort of story line or underlying theme but they were always entertaining. And let’s be honest, choreographing on high school students can be somewhat forgiving because they can appreciate where all the above ideas might come from. Although they may have a limited movement vocabulary at such a young age they have plenty to dance about in their lives. My early dances were fun but simple. I know they were entertaining but they definitely weren’t masterpieces by any stretch of the imagination. And so why did I choreograph? Was it for me? The audience? Did I have a message or just some great moves I wanted people to see? [Read more…]

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