Teaching Dance

Creative Process speech given at the President's Faculty Dinner and Lecture for Webster University at Bissinger's Historic Chocolate Factory in St. Louis on August 20, 2015.

In Making Your Life as an Artist , Andrew Simonet writes, “The scientific method and the artistic process are the two most robust problem-solving methodologies ever developed. Take either one away, and our world would be unrecognizable.” As an artist and educator, my life is built around the practice, study, and teaching of the artistic or creative process. I am passionate about it. It is what excites and energizes me to get up each day and walk into the classroom or studio. However, incoming freshman dance majors, students choosing to pursue fine arts degrees, often are more able to recite the scientific method, or even elements of critical thinking, than they are stages of the creative process. I imagine that this is partly because we do not give creative process much weight in our education systems and partly because these students often believe in the myth that creativity is something that starry-eyed, eccentrics are gifted with and the rest of us, the level-headed...

With the news of the passing of jazz dance legend Luigi , I dug up this online article I wrote 15 years ago about him. With a deep bow of reverence to the man and his contribution... Class with Luigi On the back cover of Luigi's Jazz Warm Up, movie star John Travolta says, "Luigi always defined Jazz dancing for me in the same unique form that Jack Cole did."  As I cut through Manhattan's Central Park on my way to Studio Maestro, where 75 year old jazz dance legend Luigi currently teaches, I am reminded of the movie Staying Alive - the sequel to Saturday Night Fever. In Staying Alive, John Travolta plays an ex-disco dancer who turns professional Broadway dancer. While the script and the acting of Staying Alive were poor (a tradition that has been carried on by other dance movies such as Showgirls and more recently, Center Stage), John Travolta, restrained to only a few small dance combinations and a loin cloth, looked surprisingly professional. As legend has it...

This Thursday and Friday (Mar 14 & 15, 2014) I will speak at the research symposium Transmodernism: Integrating the Art and Science of Movement at the University of Wisconsin-Milwaukee. I feel excited and privileged to be part of this community of movement artists and specialists that I deeply respect, exploring the potential of movement in the 21st century. When most people think of dancers, they envision fit, active, lithe creatures. They don't often think of dancers as nerds. But, if you define nerds as people inordinately passionate and mentally fixated on their particular interests, then dancers can be just as nerdy as anyone. And, I say this lovingly, this symposium promises to prove it. My presentation, Transmodernism in Dance , will explore my research of Dance Paradigms using the Gravesian Framework which I have outlined in this blog. I continue to find new depths and wrinkles in this area of research. Currently, I have been exploring its application in a variety...

Artist Molly Brennan installing sculpture At a faculty event recently one of my senior colleagues shared that she just doesn’t get art, or dance. While that disappoints me in some ways, I found her honesty refreshing. The natural urge to search for meaningful patterns in life, leads many, when looking at art, or dance, to the same exasperated revelation: “I don’t get it.” The truth is, more often than not, there is nothing specific to get. Art can be, but is not often, about communicating a clear, specific message. From my perspective, it is most often about the experience, the spark of connection, between the artwork, the viewer, and the artist—not the message. For example, a series of singular events, makes no attempt to convey a message. Rather, the work developed out of an exploration of three continuums: the micro to the macro, the biological to the technological, and the fragmented (singular) to the connected (series). If I arrived at any final me...

In a week I will premiere my first work for the Webster University Dance Ensemble. The piece, a series of singular events , began as the Singularity Project and I have shared elements of the creative process that went into its creation here on this blog. While movement phrases--and their development--have been posted here, I have not talked much about the technological aspects of the work. First, I created a soundscape by editing and mixing recordings of Tibetan singing bowls, electronic chamber music, and good old analog television static. Does digital cable television have static? I wonder if there soon will be a day where, when I use the word static, young kids will look at me as if I am speaking a foreign language—much like they do now when I mention a typewriter. Anyway, I used Logic Express software on a MacBook Pro to create the soundscape. In addition to the soundscape, I created a video collage from public domain footage I gathered from creativecommons.com. I edited th...

The CelloPointe concert went well; I am truly pleased with Dona and Morgan’s performance. As for the choreography, there are moments that intrigue me and others that I don’t like. Of course, this is typical. The creative process is, if anything, a process of revision. A piece is only finished when one stops working on it. And, sharing that aspect of dance-making here in this blog is part of my commitment to be open about the process. From my perspective, the successful aspects of the dance were (1) a handful of images I found intriguingly beautiful and (2) the flow of the phrasing. I am not going to point out the specific images I found intriguing here because I would like to get feedback (which I am going to ask for below) and I don’t want to influence authentic responses. What I will share right now, are some issues that I am struggling with in the dance. Below is an excerpt of the dance that includes the pas de deux (Bach Sarabande). Prior to the duet, there is a short solo (Gavot...

Last night was the premiere of a collaborative work between the Ridgefield Symphony Orchestra , the Ridgefield Guild of Artists , and the Ridgefield Conservatory of Dance . The event went beautifully and it was interesting to see these organizations working together, especially from the point of view of the Dance Paradigms . A strongly conventional, classical-minded audience supports the Ridgefield Symphony Orchestra. The current artists-in-residence at the Ridgefield Guild of Artists, sculptor Justin Perlman and performance artist Adelka Polak , are contemporary artists. My students from the Ridgefield Conservatory of Dance have a strong classical foundation in ballet balanced with experience in modern and contemporary dance, including exposure to contemporary composition and improvisation. I guess the biggest question for me going into this project was whether the gap between the symphony’s classical paradigm and the artists’ contemporary paradigm would be difficult to bridge. ...

I have been so silent on here recently--sorry. I promise that will end soon. I have been preoccupied with a variety of projects/events:  performance and residency at Scotland Elementary School,  rehearsals for a performance with the Ridgefield Symphony Orchestra ,  performances of the Ridgefield Rhythm Tap Ensemble,  being on a committee for Advancing Creative Thinking: Imagination to Innovation , students preparing their own choreography for Draw On! at the Aldrich Contemporary Arts Museum , and a whole lot of traveling.  Coming up this weekend is a premiere of a new work I created with Morgan Stinnett and Dona Wiley of Connecticut Ballet . I shared the first rehearsal in the last post …here is a clip from the third rehearsal . This Friday, the new work will debut in CelloPointe   and features choreography by Deborah Wingert , Emery Lecrone , Michele Gargan, and myself. If you are local and enjoy live music and dancing, please join us on Friday Marc...

So, how can the Graves framework be incorporated and applied to dance education? I think it can offer an organizational structure for college dance students that will introduce conceptual thinking toward their craft. While not all undergraduate students would care to understand the development of dance beyond the platitudes they often hear, some may gain a greater understanding of the ideas behind the movements.    Of all the arts, dancers are often saved from the rigors of intellectual thought because we are physical artists and not to be labored with such thinking. However, I believe that this is an old Cartesian modernist mind-body prejudice. Presenting the information will at least give those dancers that are interested the ability to grow into knowledgeable, passionate, thinking artists. And for those who would rather not consider it, we would just accept that they are in the state that suits their current psychological conditions. At the dance studio in Long Island ...