• Ballet No Kata

      Oakes, Stephanie; DeLorme, Katherine J.; The College at Brockport (2015-05-12)
      The purpose of this this is to investigate the relationship between ballet and judo. Ballet and judo are movement practices that emerged from specific cultural contexts, are codified forms that maintain traditions of the origin while continuing to evolve to new generations of practitioners, and both require coordination between the body and the mind to be performed successfully. To gain a deeper understanding of these physical parallels between ballet and judo, I went beyond my daily practice to study the movement vocabulary. I learned the first three sets of the traditional judo kata, Nage No Kata, which served as inspiration for an original ballet movement study that I created and performed. It was important to my investigation that my choreographed work be a duet. Classical ballet is performed as an individual or with others in a duet, trio or group. However, judo cannot be done without a partner. In judo, whether in contest or kata, the uke and the tori are always facing one another; close contact is required for the throws to occur. When creating “Ballet No Kata’’, my initial inclination was to establish the same spatial relationship between the dancing bodies. Yet, while partnered dancers may be in an intimate proximity to one another, rarely do they stand face to face. Such a stance would not be consistent with classical ballet’s presentation of the body to the audience. As I created “Ballet No Kata”, I was also interested in how two dancing bodies could be in an established relationship without being physically connected. Relationship is critical in both ballet and judo; there must be trust, synchronization and understanding between the bodies no matter their orientation in space. During the course of this research, both the analysis and the performance, I was able to move beyond the expression of a personal journey to show the interdisciplinary link between practices. There is a lack of connection between the world of dance, and the other physical disciplines that fall under the dichotomy of sport. By analyzing the movements in the ballet vocabulary and the judo vocabulary and finding parallels, I hope to present greater acknowledgement that these two worlds are closely related. Moreover, movers of any kind are informed from their lifetime of physical work. When parallels are made between past and current experiences, the information can be drawn upon to supplement growth.
    • Conscious Conversations: An Experiential Study of Improvisation in Sound and Movement

      Maloney, Mariah; Gonzalez, Maya S.; The College at Brockport (2015-06-16)
      Art is a conscious practice. It is a method of live manifestation and a process of creative and individual expression. We perceive art and its meaning both physically and metaphysically through the vessels of body and mind, bridging connections between the abstract and the explicit. Creative process offers a method through which we may open our minds and channel inspirations so that we can explore and manifest greater meaning than ourselves. Art is the connective tissue of consciousness. Art offers truth beyond what we seem to know, and it intrigues us in ways that pull us deeper into the void of being. As it manifests, art is all one mechanism of life. Knowing that art operates from a place void of distinction, we can recognize opportunities to close the circle on differentiations we have defined—even within art itself. Artistic expression has been categorized into separate entities, defining lines between music, dance, poetry and theatre, among many other self-proclaimed forms. Different channels of creativity are segregated by form, restricted to their world of creative expression. But bringing forms together in free-flowing play illuminates the universal language of creativity and inspires personal creative exploration. This project operates on two levels of creative conversation: it seeks to diminish those lines through collaborative improvisational explorations between music and dance, and, through a synthesis of research and practice, establishes awareness of the bodymind- spirit relationship in improvisation. By bringing music and dance into one creative space while investigating the conversation between body, mind and spirit, the creative process is altered, freeing expression from form and offering new palettes for play.
    • Dance Integration Professional Developments: Impacts of Dance in Teaching

      Carson, Christian; Cogovan, Haylee; State University of New York College at Brockport (2020-09-14)
      Imagine you are back in elementary school. What is the first memory that comes to mind? Are you drawing a picture of your pet? Are you playing your favorite game in gym? Are you working on fun projects? It is likely that the significant knowledge you gained was not reinforced through routine worksheets or standardized tests. Students recollect information more readily and clearly when their learning is engaging and fun. A great way to get students involved and engaged in learning is through arts integration. “Arts integration is an approach to teaching in which students construct and demonstrate understanding through an art form” (Silverstein & Layne, 2010, p. 1).
    • Math in Motion: How Integrating Dance and into a Math Classroom Affects a Student’s Ability to Learn

      Van Wormer, Vanessa; Buranich, Rebecca; The College at Brockport (2016-05-13)
      This research explores how placing dance and whole body movements into the math classroom at an elementary level help children better understand and develop a greater appreciation of basic mathematical concepts. More specifically, it looks at what effect the muscle memory that is developed while moving has on retaining information in a scholastic setting. Due to decreased funding in schools, programs in the arts are disappearing. I look at the positive effects of the arts in schools and how the integration and implementation of them with a core subject can be essential to a child’s learning experience. With the help of research from Karl Schaffer and Erik Stern, specialists in the field of math and dance for over thirty years, connections are made between the studies of mathematics and dance. Lesson plans focus on dance concepts with pattern recognition, symmetry, and basic geometry at an elementary level to improve mathematical thinking in children through the methods of the Multiple Intelligences Theory and Arts Integration.
    • The Contemporary Continuum: Intertextualizing Concert and Commercial Dance

      Oakes, Stephanie; Williams, Christina Rose; The College at Brockport (2017-05-11)
    • The Dance of Politics: “All for One, and None for All”

      Mahon, Caitlin E.; The College at Brockport (2014-05-06)
      This senior honors thesis considers the connection between dance and political science. Within the text, the author shows how dance can be used as a means to express political view. This is shown through three parts, each part using a different example to illustrate this. In the first part, the author shares her experiences and feelings creating and performing her own dance piece of political expression. The second part explores David Dorfman Dance, and their political expression through dance. A particular piece relating to the Weather Underground, an extremist left-wing radical group is detailed. The final part relates historical protests as being choreographed similar to dances, however with unwitting co-performers and audience.