Style over Content

Many choreographers explore the fact that as an art form dance is loosing its opportunity to inspire a development in its artistry and has become a platform for just the simple wow factor and pleasing its audience. Displaying simply what is expected due to what has been seen on tv and social media. But then this makes me question, if there are so many voices disagreeing with how artistry is being lost why are teachers not standing up to this fact. 

When students attend examinations with recognised dance associations and students come to the end of their exam and they are performing their dance. Would it be acceptable to fuse dance styles simply because the student can perform that move? Whether this be a series of hip hop movements within a lyrical solo or acrobatics movements within a jazz routine. But then when some of these students choose to compete in competitions for these styles this fusion is acceptable and at times awarded/celebrated. 

How can we as teachers inspire students that technique, and expression of voice, emotion and through movement is truly what dance is about not how many aerials or back flips can be fitted into a routine is what is important. 

Choreographer Al Blackstone insists he’d rather see two clean pirouettes on a straight leg and strong demi-pointe than five messy spins. Still, he admits there is a place for a meaningful “wow” moment. “One beautiful trick that is emotionally driven is worth a thousand that have no context,” says Blackstone, who judges for JUMP Dance Convention. He gives the highest scores to dancers who can connect to and move an audience. “Don’t focus on what you can do, but what you can say.” (Woozy, 2016)

But how do we convince our parents and students of this when they see so many examples of this ideal on social media, tv programmes and on the stage where they compete.

On a personal reflection I am not saying that students should not use these tricks as when used appropriately they can add to choreographically intent and the overall performance but how do we as teachers decide what and when these tricks should be used by students and should we be pushing our students to learn these tricks without the fundamental techniques and stylised work of the dance first. Just because they can perform a trick should this mean it must be used?

"Fusion" What is it?

According to the Oxford University Press (2018) fusion is defined as ' The process or result of joining two or more things together to form a single entity.  '

In my opinion Fusion is the equal merging of more than one item in equal parts, to create one single product. Within dance it is often seen when watching choreography the simple use of one or two movements within a certain style of dance for example, including a simple acrobatic walkover within a lyrical or jazz routine. I would not necessarily regard this as a fusion of dance styles more of a slight mesh. But then I am unsure what i would regard this as and whether the term 'slight mesh' really covers this specific example. 

So this has made me question where is the balance, when is it that one style becomes another or there is a true fusion in equal parts. 

Ibrakovic (2016) explores how crucial fusing dance styles are to exploring the boundaries of dance styles.  

'How are we supposed to think outside of the box, if we’re not even quite sure what the box looks like? It’s extremely important to understand the structure of one dance style and ideally to master that style, so that you can then fuse it with other styles.' 

But this then leads me to further question who decides what the parameters of a dance style are, is one persons normality another's extreme.  Also what are the structural components of dance styles are these just ideals or are they specific movements that are involved within a dance style? 

Bibliography
Oxford University Press (2018) Fusion Definition [ONLINE] Available at <https://en.oxforddictionaries.com/definition/fusion>

Ibrakovic (2016) What is dance fusion and how can it enhance our dancing? [ONLINE] Available at <http://www.socialdancingblog.com/en/was-ist-dance-fusion-und-wie-kann-es-unser-tanzen-bereichern/>

Reflection on Assignment 2 Feedback

Reading through my feedback given by my assessor it has become apparent that my work lacks details and explanation.

I believe my weakest aspect of the assessment was the work connected to the ethical procedures, although completed and thought about my work lacked explanation within it. Heading forward I want to gather a better understanding of what is required in terms of ethics. Then when heading forwards with my work ensure that I am looking at ethics in consideration of how I shape my enquiry. 

My other weakness within this assessment I believe is the lack of definition in what I am exploring within my enquiry. This has then affected my clarity when looking at data collection methods and how I will use this information to find knowledge in my topic. But my Assessor did highlight a thought about my project which I think does require some further thought. 

"How would you counter the idea that the question does not seem to be so much about defining contemporary dance as the dichotomy of how competitions should engage with a dance form that by its nature resists definition?"

This has caused me to question where I want to place my enquiry and what I would like to explore further which will highly impact my enquiry. I am hoping that my meeting with Adesola will help to clarify this further. 

Assignment 2... Never trust a computer

This second assignment has been really interesting for me it has enabled me to begin to look at something I am particularly interested in and battle with a lot of self doubt. A lot of times during my time on the course I have felt like I don't belong but within this essay I found an interest and yes there was still doubts and worries but it has allowed me to grow and discover answers for myself.

I have spent time reading and allowing myself to learn and grow with my readings finding interests in books which were not necessarily linked directly with dance but with the path I am about to adventure down. Now although this sounds very positive there has been days where I have believed that this was no longer possible but I have succeeded and early this afternoon I finished my second assessment. Now when I finish an assessment I always like to let the excitement settle by walking away and coming back to it an hour later with fresh eyes to check over my work.
This evening this is what I have done after an evening of work and teaching to then struggle with the upload to turn it in. For once I have not spent the day worrying about the finish line and self annoyance that I had left the assignment too late and this is the time that the computer system fails and does not allow me to upload my work to feel the satisfaction of the completion instead now I am having to wait in limbo as I wait to see if my work will or will not be accepted. I really hope it does as I would love to feel that accomplishment that comes when a piece of work is finished but the unknowing of what may happen next just worries me deeply.

And do you know what the worst realisation is.... its the weekend tomorrow so finding out could have to wait several days.

:( Keep your fingers crosse and learn from my mistake never trust a computer

A change in thoughts

So over the past few weeks I have been busy trying to discover a topic I would like to further explore for my module two MAPP Programme. I began by re-reading my module one reflective essay looking at what I had learnt previously and where I would like to go that would benefit and progress my professional development.

One of the reasons why I took on this course was to gain a greater understanding of dance technique and its importance, so thats how I started. I began researching into what 'inspired' meant, how we inspire students, what technique was, and its benefits. Then I began to device a working title for what is was I was looking to enquire about. The following was what I arrived at:

'An enquiry into how teachers inspire the importance of technique to their students'

I understood that through this project I was not necessarily looking for an answer but a better understanding. But through my research I found a quote which began to get my mind thinking about some recent experiences i had participated in.

‘The distinctions between ballet, modern dance and jazz are becoming increasingly blurred as choreographer of one discipline create works for companies associated with another discipline.’ (Franklin 2014:109)

 Recently I have been taking students from my private dance school, KS Dance to festivals to compete with dance works for the past few months. As a teacher and a audience member watching students compete within dance stylised sections I began to notice that although there were different sections for different styles I noticed that some of these began to merge. This merging of styles I found difficult to differentiate between for example a large amount of dances involved a lot of acrobatics in lyrical and jazz sections. But the biggest idea I began to question was when we began to watch the contemporary sections. There did not seem to be many distinguishing features between the two. Hence causing me to ask what is the difference between the styles and how do teachers view the styles differently. Hence me turning to the question:

'How do teachers distinguish between dance styles when choreographing work when lines between the disciplines are becoming blurred'

 I am hoping that this enquiry will help for me to further my knowledge on dance styles and what people expect to see when seeing students perform these styles. Dance styles such as ballet and tap have such a specific dance vocabulary that it is easy to see the stylistic features of the dance style but as you step away from the classical styles lines become blurred and distinguishing features seem to become lost. This is something I am hoping to find out.

I would love to hear what your view is on this subject so please let me know with your view

Inspiring our students

Inspiration according to the oxford dictionary is 'the process of being mentally stimulated to do or feel something, especially to do something creative.'

As a dance teacher not only is our job to teach our students the art of dance but it is also to inspire those we teach to find their own love of dance.

To me having the ability to inspire students is a gift that is regularly given back. The simple experience of having a child skip or run into class because due to my ability to inspire these students to become excited about classes. 

So as a group of individual teachers how do you inspire your students? 

In the past I have tried to inspire my students by giving them opportunity to participate in different opportunities with industry professionals. So they can meet and be taught by those who have succeeded in the field. I have also taken students to view professional performances so they can see what the future opportunities could include. 

But if there is anyone out there reading this, I would love to hear your opinion...
Is inspiring students important to you as a teacher? What is inspiration to you? and how do you go about inspiring your students of so many ages?

Looking back on module one

Module One feedback

A problem I have always found is that I always under-estimate myself and the achievements I can accomplish. Module one was a great way to look back at what I have accomplished since I was last in education. Recognising my achievements in creating my own business, completing and passing my PGCE in Post Compulsory and developing my experience teaching a range of different ages. 

Having this chance to look back and reflect on my experiences has enabled me to look at what I've learnt from both good and bad experiences. Moving forwards I want to develop the use of my blog further to ensure a more productive method to its uses in reflecting on my process through this programme.