Wednesday, December 2, 2015

Ballet Class Teacher Evaluation

Today's class was interesting; three students taught in replacement of our teacher in order to fulfill an assignment required for another class. Each student took turns teaching a different combinations. 

It was...different. I have taught classes before: pre-ballet, jazz, open ballet, advanced ballet and pre-pointe. I don't want to say that I am an "expert" teacher but I do have some experience. 

They used classical renditions of well-known pop songs but I thought that took away from the class. Yes, the music was enjoyable to listen to, but actually dancing and figuring out the timing of the songs were a bit challenging to both dancer and guest teachers.  One of the student teachers, Laura, explained that she chose this type of music to make it easier for the dancers to "dance" to the music (put more energy or feeling to our movements.) At the same time, it's difficult to dance with ballet counts to non-ballet music. 

The combinations at the beginning of barre were way too fast. Plié combination is one of the most important combinations; pliés are the basic building block of ballet. Because the combination was so fast, I don't think any of the dancers had a chance to do pliés correctly. 

Tendus, dégagés, and a couple of the following combinations were the same. TOO FAST. Yes, sometimes dancers should be challenged with speed but speeding up the combination detracts from proper technique. The class was a work out, yet I had a feeling most of what I was doing wasn't entirely correct, which set me off a bit.

The partner corrections was nice. I believe that does help all the students out in a lot of different ways. The corrections were a bit time consuming, though, and some students (like me) would much rather go on with the class. The teacher's corrections were helpful, some were repetitive, but overall the corrections were nice. 

Overall, the students successfully did what they were supposed to, which was to teach the class. If there were three things that I could advise for the next class they teach, they would be:

  1. Keep it professional: The teacher is a teacher, not a best friend. 
  2. Slow it down: Barre can be "boring" when slow but it's for the best. There's a smaller chance for injury later on in the class.
  3. Make sure the combinations go well with the picked music: Awkward timing of music can get confusing, even for the teacher. 
Thank you guys for the class, at least it was enjoyable!

Monday, November 23, 2015

"The Four Temperaments" Analysis

“The Four Temperaments” is a ballet choreographed by George Balanchine, co-founder of the New York City Ballet, in the 1940’s. This piece references to humorism from the medieval era; humorism was a system of medicine which attempted to explain the makeup and the workings of the human body with four different bodily fluids, or “humors.” Philosophers theorized that a sickness and disease are influenced when there is too much or too little of any of the four humors. Thus, they believed that humors directly influenced a person’s temperament and health.

            The four humors include blood, yellow bile, black bile, and phlegm. Each humor is related to a temperament: sanguine, choleric, melancholic, and phlegmatic respectively. These temperaments were considered the four fundamental personality types at the time. The sanguine temperament represents courage, optimism, freedom, and carefree aspects of a person. The choleric temperament associates with aggression, ambition, passion and egocentric aspects. The melancholic temperament depicts analytical, serious, introverted, and cautious aspects. Finally, the phlegmatic temperament embodies patient, tolerant, calming, and peaceful aspects.

            In Balachine’s piece, the titles of the four variations reflect each of the principles. Just as the the concept of humorism is based on the idea that different personality traits are associated to the health and balance of the body, Balanchine combines the balance physicality and emotion in the same way in this ballet.

            The ballet is split up into five different movements: Theme, Melancholic, Sanguinic, Phlegmatic, and Choleric. The theme section is separated into three parts. In Theme 1, the principal dancers include Majorie Spohn and Stephen Caras. In Theme 2, the principal dancers include Renee Estopinal and David Richardson. In Theme 3, the principal dancers are Heather Watts and Kipling Houston. After the themes come the four variations. Bart Cook is the principle dancer in the first variation, Melancholic. Merrill Ashley and Daniel Duell are the principal dancers for the second variation, Sanguinic. Adam Luders is the principal dancer for the third variation, Phlegmatic.  Colleen Neary and the ensemble are the principle dancers for the fourth and final variation, Choleric.

            The “Theme” movement introduces the themes of music and emotion that are to come in the rest of the piece. In the first section, the music is a type created by only stringed instruments. The pas de deux movements are long and slow and consists of many extensions of leg. This and the dark blue lights in the setting set a soothing and calming mood. In a dramatic contrast, the second section music plays abruptly, composed with mostly piano with some strings in the background. The staccato of the piano is represented accordingly with the sharp movements in allegro by the dancers. In combination with the red background light and fast movements, this section sets of a very tense and aggressive mood. In the final section, the music is composed with a balanced combination of both piano and strings. It combines the moods of both the first section and second section by doing so. The section includes both flow-y adagio movements and sharp allegro movements. It represents the balance of the two previous section, just how the idea of humorism is the balance of all four humors/temperaments. The theme section successfully portrays the idea of the whole piece in this sense.

            The first variation, Melancholic, represents all the aspects of it’s title: serious, despondent, analytical, and cautious. In theory, philosophers believed that those that are associated with melancholy are susceptible to depression and moodiness and become engrossed with tragedy. Melancholy is associated with black bile, or the color of black. The energy of the first couple measures in the variation displays the same dreary theme with slow exaggerated movements and dark light settings. The dancer “throws” his body about as if he is in turmoil or distress. Later on, you can feel the cautious tension as the music picks up. This variation is not “happy” in any means; Balanchine definitely set a serious mood by combining big, exaggerated actions and dark tones of composition.

            The second variation, Sanguinic, deviates entirely from the first mood of the previous variation; the dance is far more light hearted, playful and carefree. There was an idea that people whom were more sanguine were more sociable with others. Even though the first variation included other dancers, the principal dancer started alone and then ended alone, adding more to the somber theme.  In opposition, this second variation started with two people dancing with each other or being “playful” with each other and the ended the variations with just the two, as well. The juxtaposition of the variations allows the movements to become easier to understand when watching, so even though they are completely different, they compliment each other. The light, quick steps of the first variation seem more light compared to the first variation.

            The third variation, Phlegmatic, seems as though it would be like the first variation but as the piece goes on there are clear differences in the mood: calm, patient, and thoughtful. In theory, people who are phlegmatic appear to be more ponderous or clumsy. Similar to the idea of the theory, this variation is clumsier than the other two; dancers often drooping over the upper body in smaller, slow movements. The positions and actions are far less sharp than the other too and it’s almost as if the dancer is hesitant of his movements, like he is “thinking.” The principal dancer starts by himself, and then other dancers join in. Unlike the other two pieces, the principal exists with the other dancers.


            In last variation, Choleric, the first individual female principal dancer appears with a strong, dramatic piqué to fourth position, setting off the mood for the rest of the variation: energetic, impulsive, and excitable. The immediate change of music successfully portrays what the piece will be like, fast and furious. Balanchine included the sharpest movements in this piece; it was like it was a long petite allegro, with a ménage and many different turns. By far this the most energy fill variation, even the amount of people adds to that amount of energy. Overall, piece was emotionally filled and expressed through with choreography matching each temperament.

Wednesday, October 28, 2015

Ballet Midterm Analysis

When Richard explained how the camera consumes energy away from dancers, he wasn't lying. 

Today, the class watched video clips of our "midterm" class. While I was watching myself, I remembered specific moments when I really did put forth energy (for example, I love fondu combinations, so I always put a lot of energy in my movements) and other times where I thought, "I am doing this correctly." For the most part, I was. Whether it be a tendu or a dégagé, I felt as though I was technically correct. Watching the video of myself, however, showed that there was a huge difference in combinations where I put more energy and in combinations where I didn't put in as much energy. I was surprised how flat I looked in some combinations. I noticed that I could be using the floor to my advantage for more energy when I tendu. 

I just have to think...

First position...demi pointe...tendu

Missing that demi pointe stops the flow of energy going down into the floor and out away from the body. It amazes me that even small details such as these can change the dynamic of the whole movement entirely. 

After the video, some girls asked how they could become more aware with their hyper-extended legs. Of course, "the use of energy" was the answer. I have hyper-extended legs, as well. I , too, noticed that in some combinations the flow of energy in my working leg weakened. When this happened, my knees bend whenever they were supposed to be straight. The video made me realize that I was bending my knees too much to counterbalance the hyper-extension. 

The energy in my second position arms lacked, too. I personally dislike when the elbows are lower in placement than the hands. My arms were not so bad but the elbows definitely could have been a little higher. 

All this talk of energy raises a question: If there should be more energy in my movements, then how do I create it? 

The easiest way I do this is to think about the specific thing I want to put more energy into. For instance, if I want to put more energy into my arms, I would have to constantly remind or think to myself, "arms, arms, arms." But there's always a catch. As simple as that may sound, there are what seems to be a billion other things that dancers have to keep in mind: lift up, shoulders down, rotate working leg, point toes, squeeze core, and etc. With good practice, eventually these actions become second nature. It's how dancers transition from thinking to "doing."

That's another thing I need to work on. In all my dancing years, I'm so used to "thinking" about dance. Sometimes, I think too much and everything becomes rigid. It's always good to think about something when you want to correct it but to really dance, you just do. I know this sounds weird, but I want to get better at not thinking. 

I believe I have improved a lot since the first class and I will try to continue to improve throughout of the semester.