Week 2 Lecture - Dance in Popular Culture: From Hollywood to MTV
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Title: Dance in Popular Culture: From Hollywood to MTV Unit: PER007-1 Applied Choreography: Dance and Innovation Course: Dance and Professional Practice Institution: University of Bedfordshire Tutor: Dr Louise Douse
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This document provides an overview of musical theater and popular music between the World Wars. It discusses the growth of musical theater in America during the 1920s Golden Age of Tin Pan Alley, with important works like Show Boat. Songwriters of the era included Irving Berlin, Cole Porter, and George Gershwin. Jazz grew increasingly influential, including blues styles like Delta blues performed by Bessie Smith. Big bands and Swing music rose to popularity in the 1920s-1930s led by bandleaders like Duke Ellington. Film music also developed during this time, with Broadway composers contributing to movie musicals and the emergence of composers for film scores, like Max Steiner.
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Andrew goodwins theory
This document provides an analysis of Andrew Goodwin's music video analysis. It discusses 7 key areas of analyzing music videos, including the relationship between lyrics and visuals, music and visuals, and common motifs used. It then analyzes the music videos for "Gold Digger" by Kanye West and "Hold You Down" by DJ Khaled based on these areas, noting how each incorporates elements like close-ups of artists, references to brands, and interactions between singers and women in the videos.
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30.01.23 Working in the Performance Sector - Vision, Mission and Values.pptx
The documents provide examples of vision statements, mission statements, and values from various performance companies. The Royal Shakespeare Company's vision is for Shakespeare's plays to be enjoyed by a diverse audience and to foster access to great theater. Their mission is to inspire audiences through amazing experiences of Shakespeare's plays. New Adventures is committed to reaching many people through bold productions and supporting all involved. Enchantment Theatre's mission is to inspire children's imagination through storytelling onstage and in classrooms.
25.04.22 Disseminating your research.pptx
This document provides guidance on completing and submitting dissertations and practice as research (PaR) projects. It discusses formatting requirements such as word count, structure, citations, and deadlines. For dissertations, it must be submitted online by May 26th and include sections like an introduction, literature review, methodology, and conclusion. For PaRs, students must give a 20 minute presentation and 8 minute performance by May 27th, uploading the accompanying written paper. Examples of PaR presentations are provided, which can combine traditional academic and imaginative elements.
25.04.22 Analysing Performance - Formatting the Assignment.pptx
This document provides formatting guidelines and instructions for an assignment on postmodern performance. Students must write a 2,000 word essay analyzing how one of the listed works (Matthew Bourne's The Car Man, Gecko's The Wedding, etc.) can be considered postmodern. The essay should discuss the work's significant signs/stylistic features and key postmodern themes/characteristics. The document provides guidance on formatting, structure, citations, and assessment criteria. It recommends including an introduction, discussion of analysis methods, contextual information on the practitioner/work, and analyzing the work's intentions, interpretations, and stylistic features in relation to postmodern themes.
04.04.22 Analysing Performance - Assessment Overview.pptx
This document provides an overview and schedule for an assessment on analyzing performance. It includes the essay prompt which asks students to discuss how a chosen work can be considered postmodern by analyzing significant signs, stylistic features, and how postmodern concepts are applied. It then offers suggestions for essay structure, including introducing postmodernism, the chosen practitioner and work, analyzing intention, interpretation, and key moments. Potential topics for analysis are also listed such as challenging myths, use of technology, and intertextuality.
04.04.22 Conducting your research - data analysis.pptx
The document provides guidance on analyzing data for a dissertation or practice as research project. It discusses preparing both quantitative and qualitative data for analysis. For quantitative data, it recommends calculating averages, percentages, and interpreting results. For qualitative data, it suggests coding themes that emerge from sources like interviews and observing patterns across data. Both types of analysis require carefully interpreting results while being aware of biases, and reporting findings through tables, graphs, quotes or descriptions. The document stresses that research aims to discover theories from data, rather than confirm existing ideas.
28.03.22 Action research.pptx
The document discusses action research. It states that action research involves:
1) Identifying an issue or problem in one's practice that needs to be addressed.
2) Involving coworkers or others as coresearchers to work through a cyclical process of planning action, taking action, observing the results, and reflecting on the process.
3) Using reflection on one cycle to plan further cycles of research, with the goal of bringing about positive changes in practice.
28.03.22 Analysing Performance - Analysis.pptx
This document provides guidance on analyzing performance works from a postmodern perspective through a semiotic lens. It discusses key postmodern concepts like pastiche and nonlinear narrative. It recommends closely watching a work multiple times and noting the signifiers in performer, movement, sound, and space and their relationships to signified concepts. Analyses should describe a key moment, the signs present, and how they link to interpretations of postmodern stylistic features like juxtaposition or how sign systems work together or in disjunction. The document provides models for developing a paragraph analysis of how a work exemplifies postmodern concepts through its use of signs.
21.03.22 Observations, experiments and PaR
Structured observations and experiments allow researchers to tightly control variables to investigate cause-and-effect relationships. Structured observations require defining target behaviors and feasible measurement methods. Experiments enable accurate data collection but lack ecological validity. Unstructured observations explore context nuances but require justified choices about what to record. Practice as research advances artistic knowledge through exploration and insights from creative processes, documented through video, journals, or reflective practice involving description, dialogue, critique, and thematic analysis.
21.03.22 Analysing Performance - Intention
This document provides guidance on analyzing a performance work from a postmodern perspective. It instructs the reader to introduce the chosen practitioner, discuss any key influences on their work from both a cultural and personal level, identify the practitioner's intentions for the work, and draw parallels between those intentions and cultural influences. The document emphasizes analyzing how the work aligns with postmodern themes and styles, rather than focusing on whether the practitioner intentionally made the work postmodern. It provides prompts for elements to discuss such as the practitioner's background, influences, stated intentions, and how their ideas relate to postmodern concepts. The overall aim is to help the reader effectively argue how a work can be considered postmodern.
14.03.22 Working in the Performance Sector - Presentation guidance and budget
This document provides guidance for a group presentation assessing students' plans for a performance project. It outlines the assessment requirements, including presenting a 4-minute group contribution assessing production elements. Students must each focus on a different element and submit documentation of individual contributions and meetings. The document then provides guidance on different aspects of the project plan that should be addressed, such as the production concept, set/costume design, lighting/sound, education outreach, and marketing. It also covers budgets for small, medium, and large-scale projects and factors to consider for expenses.
14.03.22 Conducting your research - Data collection
This document discusses guidelines and considerations for conducting research for a dissertation or practice as research project. It outlines the threshold criteria for both types of projects, including demonstrating subject knowledge, critically applying appropriate analysis methods, communicating ideas effectively, and working independently to source research. It provides tips for developing a research plan such as determining needed information, deciding on data analysis methods, collecting data through various means, and keeping thorough records. Ethical approval is also required before contacting participants.
14.03.22 Analysing Performance - Interpretation
The document provides guidance on analyzing a work's postmodern characteristics in an essay. It recommends beginning with defining postmodernism and discussing key postmodern themes/styles. Students should then identify these elements in their chosen work, drawing parallels between the work's themes/styles and postmodern concepts like intertextuality, pastiche, irony and juxtaposition. The document offers prompts for discussing how the work challenges assumptions or stereotypes, incorporates other cultural works, uses technology to comment on reality's construction, and employs nonlinear storytelling or fragmentation.
07.03.22 Working in the Performance Sector - Marketing
The document discusses marketing strategies for the performance sector. It covers who the target audience is, where to find them (both online and offline), what types of content to create, when to distribute content for promotions, why content marketing is focused on customer problems rather than selling, and how to create and share valuable content through blogs, workshops, social media and more. The overall strategy is to engage and connect with customers at each stage of their journey through relevant content marketing.
07.03.22 Questionnaires and Interviews
Questionnaires and interviews can both be useful research tools. Questionnaires allow researchers to gather data from large groups of people and obtain both quantitative and qualitative information. However, questionnaires risk low response rates and misinterpretation of questions. Interviews enable researchers to obtain rich qualitative data through follow-up questions, but they are time-intensive and results cannot be generalized. Well-designed questions, clear instructions, and ethical treatment of participants are important considerations for both questionnaires and interviews.
28.02.22 Analysing Performance - Signifier and Signified
This document discusses semiotics and structuralism as applied to analyzing performance. It explains that semiotics looks at the relationship between culture, communication, and meaning. It outlines Ferdinand de Saussure's theories of the sign, which is the basic unit of meaning, consisting of the signifier (sensory perception) and the signified (concept or meaning). Meaning occurs through the relationship between the signifier and signified, not inherently within either. Charles Peirce expanded on this, describing three types of relationships between signifier and signified: iconic, where the signifier resembles the signified; indexical, where there is a causal relationship; and symbolic, where the relationship is arbitrary and culturally agreed upon
28.02.22 Working in the performance sector - Education and outreach
This document provides an overview of outreach work in the performing arts sector. It discusses what outreach is, why companies engage in it, where it takes place, who delivers it, and how it is delivered. Outreach can include workshops, classes, and other educational programs aimed at connecting with communities and building audiences. It is undertaken by companies of all sizes, from large organizations with dedicated education departments to small companies where artists deliver outreach themselves. Funding, resources, goals, and alignment with company values must all be considered when planning outreach programs.
28.02.22 How to structure your research
This document provides guidance on structuring a dissertation or practice as research project. It discusses that research projects typically require sections and plentiful headings, while arts/humanities theses develop an argument through core chapters. Standard sections include an introduction, literature review, methodology, results, discussion, and conclusion. Arts/humanities theses may combine the introduction, literature review and methodology into one chapter and have topic-focused discussion chapters. The document provides detailed guidance on writing each section, such as summarizing the research in the abstract and citing sources using the Harvard referencing style.
07.03.22 Analysing Performance - Denotation and Connotation
1. The document discusses concepts from semiotics including denotation, connotation, and how signs can have multiple meanings. It focuses on the work of theorists Ferdinand de Saussure, Charles Sanders Peirce, and Roland Barthes.
2. Barthes believed that signs are polysemic (having multiple meanings) and that myth-making involves second-order signification or connotation, which can be ideological.
3. Barthes identified two types of second-order signification - connotational conjunction when signs reinforce each other, and connotational disjunction when signs have opposing meanings.
21.02.22 Working in the performance sector - Lighting, sound and video
The document discusses lighting, sound, and video design for theatrical performances. It covers the aims and tools of lighting design, including illumination, sculpture, selectivity, mood, atmosphere, interaction, fluidity and style. It discusses the roles and elements of sound design, including reinforcement, sound effects, music, levels, direction, fades, time and location. It also covers various elements of video design like content, placement, size, shape, amount and diegetic/non-diegetic qualities. The document provides information to help readers make informed creative decisions for lighting, sound and video design based on source material and production needs.
21.02.22 Analysing Performance - Nexus of the four strands
This document discusses the four strands of dance performance: performer, movement, sound, and space. It provides information on notable movement theorists Rudolf Laban and Valerie Preston-Dunlop. It then examines each of the four strands in detail, describing various elements of performers, types of movement, uses of sound, and aspects of performance space. The goal is to understand the nexus between these four interconnected strands that comprise the medium of dance performance.
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Week 2 Lecture - Dance in Popular Culture: From Hollywood to MTV
- 1. Dance in Popular Culture: From Hollywood to MTV PER007-1 Applied Choreography: Dance and Innovation Dr Louise Douse
- 2. Hollywood and the Musical • 1930s – 1950s • MGM, RKO, Warner Brothers • Gold Diggers of 1933 (1933), Dames (1934), The Gay Divorcee (1934), Top Hat (1935), Shall We Dance? (1937), Singing in the Rain (1952) • Busby Berkeley, Fred Astaire & Ginger Rogers, Gene Kelly, Donald O’Connor, Debbie Reynolds, Cyd Charisse • Forms of dance? • Relation to narrative? • Camera action? University of Bedfordshire 2
- 3. Dance Films • 1970s – 1980s • Paramount Pictures, MGM, Vestron Pictures • Saturday Night Fever (1977), Dirty Dancing (1987), Fame (1980), Flashdance (1983), Staying Alive (1983), Footloose (1984) • John Travolta, Patrick Swayze, Jennifer Grey, Jennifer Beals, Kevin Bacon, Olivia Newton-John • Forms of dance? • Relation to narrative? • Camera action? University of Bedfordshire 3
- 4. MTV Dance Videos • 1980s onwards • VJ’s • Forms of dance? • Relation to narrative? • Camera action? University of Bedfordshire 4
- 5. Next Lecture Teaching week 3 Calendar week 43 Week beginning Monday 20th October Lecture 3: Avant-Garde Film Practices Greenfield, A. (2002) ‘The kinesthetic of avant-garde dance film: Deren and Harris,’ in Mitoma, J., Zimmer, E., Steiber, D. A., Heinonen, N. and Zuniga Shaw, N. (eds.) Envisioning dance on film and video. London: Routledge, pp. 21-26 University of Bedfordshire 5
- 6. References • Blanco Borelli, M. (2012) ‘Dancing in music videos, or how I learned to dance like Janet… Miss Jackson,’ The International Journal of Screendance, 2, pp. 52-55. • Dodds, S. (2001) ‘Histories of dance on screen,’ in Dance on screen: genres and media from Hollywood to experimental art. Basingstoke: Palgrave, pp. 4-16. • Vize, L. (2003) ‘Music and the body in dance film,’ in Inglis, I. (ed.) Popular music and film. London: Wallflower Press. University of Bedfordshire 6
- 7. References • Blanco Borelli, M. (2012) ‘Dancing in music videos, or how I learned to dance like Janet… Miss Jackson,’ The International Journal of Screendance, 2, pp. 52-55. • Dodds, S. (2001) ‘Histories of dance on screen,’ in Dance on screen: genres and media from Hollywood to experimental art. Basingstoke: Palgrave, pp. 4-16. • Vize, L. (2003) ‘Music and the body in dance film,’ in Inglis, I. (ed.) Popular music and film. London: Wallflower Press. University of Bedfordshire 6