Miyuki Jitsuyama Senior Seminar p.3 May 8th 2012 Graduation Project ScriptSlide 1: Title slide/ IntroductionMe: Hi. My name is Miyuki Jitsuyama. I am eighteen years old and I have attended ISB for 6years. Today I want to talk about how different ways of knowing have affected my learningexperiences in performing art field and helped me to grow as a dancer.Interviewer: How does dance affect your high school life and what is a specific example of yourlearning experience that have affected you as a dancer?Slide 2: Overview of my Learning ExperienceMe: Dance means a lot to me, and that is why I have been doing it the whole high school life,and it is one of the things I am passionate about. So I cannot imagine a day without dancing and Ihave been taking dance class since middle school. When I came to high school, I chose to takeIB Dance class. In the class, I’ve learned how to choreograph a dance piece, how to analyze adance piece and how to be creative with movements. At first I was dancing just because I likedto dance, but now after learning all of those things, to me, dancing means a lot more than before.Interviewer: So how were different ways of knowing affected your learning in IB Dance?Slide 3: WOK #1 PerceptionMe: Now, I can connect my learning experience with the ways of knowing and first one I wantto talk about is perception. Dancers perform on the stage and entertain people; perception is veryimportant since the audience come and watch us. Perception includes sight, sound, touch, tasteand smell. In dance pieces, we might not express the taste and smell, but then “sight”, “sound”and “touch” are the very important concepts in dance.We have to include movements that give an impact for the audience and do dramatic movementsto play with audience’s “sight”. Music plays an important part in dance since it sets the mood ofthe piece and people listen to the beat of the music and sight the movement at the same time. Therelationships between dancers are also important especially when the dance piece have story toit. To emphasize the dancer’s character, we need to see how dancers react to other dancers andsee how they do partner works and see their relationship with other characters.Expectation can influence what people see. And sometimes the audience already expect somemovements to happen in the dance piece. For example, when a dancer starts to jog (or sprint),audiences might expect that dancer to jump or flip. But when I was choreographing a dancepiece, I thought it would be more interesting if I do the opposite from what the audiences areexpecting to see.And sometimes we use the splotlight to play with audiences’ selectivity of perception and letthem to look at the important part on the stage and overlook the unimportant ones.Slide 4: WOK #2 LanguageWe don’t speak, so we move. Dance does not necessary includes verbal language, but themovements can speak for us. In some of the dance pieces, dancers even say some phrases orwords that connect with the theme of the dance. We usually use gestures to speak. Gestures weuse in dance are also known as body language. We see the movement and take in the messagebehind it and we use that to communicate. We all speak the same language in dance but how wespeak might be different. So depending on how we use the movement to speak our language, forexample by using gestures, what one person means when they say something may not be what
another person understands when they see it depending on how they analyze it. For example, justto say “I am mad”, there are so many ways to express that through gestures and that language isvery creative. Some people might stomp the floor, or some people might swing their armsaround. I realized that every individual may have different ways to express one particular word.Slide 5: WOK # 3 EmotionDancers dance to express some emotions that have been set with the theme or story of the dancepiece. We usually choose primary emotions to express since we do not really talk out loud duringdance pieces, and if the emotion is way too complicated, it is way too hard to express it and hardfor the audience to understand it. So the simple 6 primary emotions, which are: happiness,sadness, fear, anger, surprise, disgust; work well with dance.Also for a dance piece to be interesting, of course we have to put some technical moves to makeit interesting, but also, the audience’s emotions has to attach with the piece as well. If theaudience can not find themselves connecting with the piece at all (emotionally), they will getbored and when they have that kind of emotion in their mind, they will bias towards the pieceand just conclude it as “it was a boring dance piece”.The James-Lagne theory works with dancing. When people watch a dance piece and gets likegoose bumps, they know that the dance piece is amazing or when people see the piece and startto cry, they know the piece is emotional because they had the physical change first.Slide 6: ConclusionBy learning the ways of knowing such as perception, language and emotion, it allowed me toconnect those with dance and it made me to widen up my view and learn what I have to do withdance moves so that the audience will “know” what we are trying to portray.Before I could only view dance from one point of view but now I can look at it from theaudience’s point of view and I know the limitation of knowledge now so it helps me to adjust ondance choreography so that the message behind the dance piece will be well expressed.