MOVING MUSIC: DIALOGUES WITH MUSIC IN TWENTIETH-CENTURY BALLET

Similar documents
Movement Culture and Modern Dance in Germany: Ausdruckstanz (1910s 1930s) Rudolph Laban, Mary Wigman, Kurt Joos

The Evolution of the Modern Movement: Some Recent German Dance Scholarship

BA single honours Music Production 2018/19

(1) Writing Essays: An Overview. Essay Writing: Purposes. Essay Writing: Product. Essay Writing: Process. Writing to Learn Writing to Communicate

Years 9 and 10 standard elaborations Australian Curriculum: Drama

READING GROUP GUIDE. The Ghetto Swinger: A Berlin Jazz-Legend Remembers By Coco Schumann Translated by John Howard. Introduction

Categories and Schemata

Eng 104: Introduction to Literature Fiction

Introduction. Critique of Commodity Aesthetics

Course Outcome B.A English Language and Literature

APHRA BEHN STAGE THE SOCIAL SCENE

Necessity in Kant; Subjective and Objective

Reconstruction of Nijinsky s choreography: Reconsider Music in The Rite of Spring

Hebrew Bible Monographs 18. Colin Toffelmire McMaster Divinity College Hamilton, Ontario, Canada

Visual and Performing Arts Standards. Dance Music Theatre Visual Arts

Ibsen in China, : A Critical-Annotated Bibliography of Criticism, Translation and Performance (review)

THE ARTS IN THE CURRICULUM: AN AREA OF LEARNING OR POLITICAL

Aristotle on the Human Good

The Human Intellect: Aristotle s Conception of Νοῦς in his De Anima. Caleb Cohoe

A Letter from Louis Althusser on Gramsci s Thought

Kęstas Kirtiklis Vilnius University Not by Communication Alone: The Importance of Epistemology in the Field of Communication Theory.

MODEL ACT SYNOPSIS AND ANALYSIS TOOL

History of Modern Germany

Statement on Plagiarism

Kansas Standards for English Language Arts Grade 9

Years 5 and 6 standard elaborations Australian Curriculum: Drama

MU 100 INTRODUCTION TO MUSIC LITERATURE SPRING 2004 DR. MARGERY WHATLEY OFFICE: B208 ROBERTS HALL PHONE: ,

A Brief Guide to Writing SOCIAL THEORY

Visual & Performing Arts

The Public and Its Problems

The Influence of Chinese and Western Culture on English-Chinese Translation

Performing Arts Minors

Family Plays. Excerpt Terms & Conditions. This excerpt is available to assist you in the play selection process.

Conclusion. One way of characterizing the project Kant undertakes in the Critique of Pure Reason is by

Political Economy I, Fall 2014

Writing an Honors Preface

House Style for Physical Geography at Keele. Updated 25 th September 2012, Peter G Knight

Action, Criticism & Theory for Music Education

America Needs its Nerds Common Errors

Theatre Standards Grades P-12

Hypatia, Volume 21, Number 3, Summer 2006, pp (Review) DOI: /hyp For additional information about this article

A-LEVEL DANCE. DANC3 Dance Appreciation: Content and Context Mark scheme June Version/Stage: 1.0 Final

Communication Studies Publication details, including instructions for authors and subscription information:

Spatial Formations. Installation Art between Image and Stage.

7. Collaborate with others to create original material for a dance that communicates a universal theme or sociopolitical issue.

A Guide to Peer Reviewing Book Proposals

RUSKIN S EDUCATIONAL IDEALS (Ashgate, 2011) vii pp. learning especially among those bent on reforming education and teaching young women as

Grade 4 Overview texts texts texts fiction nonfiction drama texts text graphic features text audiences revise edit voice Standard American English

CONRAD AND IMPRESSIONISM JOHN G. PETERS

IF REMBRANDT WERE ALIVE TODAY, HE D BE DEAD: Bringing the Visual Arts to Life for Gifted Children. Eileen S. Prince

Writing to Inform and Explain. Developing a Research Paper

Panel: Starting from Elsewhere. Questions of Transnational, Cross-Cultural Historiography

REVIEWS. FOLKLORICA 2007, Vol. XII

1/6. The Anticipations of Perception

The Humanities and Dance: The Contemporary Choreographers' Response in the Arts to Aesthetic and Moral Values

Introduction: Mills today

Culture and Aesthetic Choice of Sports Dance Etiquette in the Cultural Perspective

German Associate Professor Lorna Sopcak (Chair, on leave spring 2016)

Grade 6 Book Reports

The Transformation of the National Theatre as a Prerequisite for Further Development Brno / November 21, 2014

The Concept of Nature

The mission of Richmond Ballet is to awaken and uplift the human spirit, both for audiences and artists.

by Edward A. Edezhath Supervisor: Dr. P. Geetha, Reader, School of'letters, M. G. University ABSTRACT Narrative poems, especially the dramatic

托福经典阅读练习详解 The Oigins of Theater

WHOSE LIFE STORY INSPIRES YOU? WHY? HOW WILL YOU PUT THAT INSPIRATION TO WORK?

1/8. Axioms of Intuition

Sabolcik AP Literature AP LITERATURE RESEARCH PROJECT: ANNOTATED BIBLIOGRAPHY

CHAPTER I INTRODUCTION

WHAT IS THIS COURSE ABOUT?

10 Point Projects. Map. Three-Dimensional Timeline

CHAPTER 2 THEORETICAL FRAMEWORK

VISUAL ARTS. Overview. Choice of topic

History Admissions Assessment Specimen Paper Section 1: explained answers

1/8. The Third Paralogism and the Transcendental Unity of Apperception

Narrating the Self: Parergonality, Closure and. by Holly Franking. hermeneutics focus attention on the transactional aspect of the aesthetic

Humanities 4: Lecture 19. Friedrich Schiller: On the Aesthetic Education of Man

Hegel's Absolute: An Introduction to Reading the Phenomenology of Spirit

Guidelines for Thesis Submission. - Version: 2014, September -

Final Projects. For ANY Novel. Unique & engaging projects with rubrics!

Chapter. Arts Education

Critical Analytical Response to Literature: Paragraph Writing Structure

BPS Interim Assessments SY Grade 2 ELA

Royce: The Anthropology of Dance

MIRA COSTA HIGH SCHOOL English Department Writing Manual TABLE OF CONTENTS. 1. Prewriting Introductions 4. 3.

School of Drama Courses

Self Esteem. The Essential Ingredient for the Artist, the Teacher & the Learner

The Scientific iemper

Long Island University Palmer School of Library and Information Science Humanities Sources and Services LIS # Summer 2010

HIST The Middle Ages in Film: Angevin and Plantagenet England Research Paper Assignments

Summer Reading for Rising 5 th Graders Due: 1 st day of school.

Guidelines for Reviewers

The Doctrine of the Mean

Vol 4, No 1 (2015) ISSN (online) DOI /contemp

Course Syllabus: MENG 6510: Eminent Writers, Ralph Waldo Emerson

Correlated to: Massachusetts English Language Arts Curriculum Framework with May 2004 Supplement (Grades 5-8)

Allegretto we are the leaders in culture an eisteddfod with a difference

The Critical Turn in Education: From Marxist Critique to Poststructuralist Feminism to Critical Theories of Race

What makes me Vulnerable makes me Beautiful. In her essay Carnal Acts, Nancy Mairs explores the relationship between how she

Travel, Middle East and Asia Minor

2. THE MAN FROM THE THIRD ROW

Transcription:

BOOK REVIEWS GRET PALUCCA. TANZ UND ZEITERFAHRUNG IN DEUTSCHLAND IM 20. JAHRHUNDERT: WEIMARER REPUBLIK, NATIONALSOZIALISMUS, DEUTSCHE DEMOKRATISCHE REPUBLIK [Gret Palucca. Dance and experience of time in Germany in the 20th century: Weimar Republic, National Socialism, German Democratic Republic] Katja Erdmann-Rajski Hr. vom Deutschen Tanzarchiv Köln, Georg Olms Verlag AG, Hildesheim 2000, Paperback, 420 pages, ISBN 3-487-11143-8 This book is really two very different works, uncomfortably and loosely squeezed together. One is a theoretical disquisition on the nature of bodily motion and the other a biography of Gret Palucca (1902 93), the well-known German modern dancer. The author s opaque style makes the link even more difficult to perceive. English-speakers may get a sample of the murkiness of the author s prose from the following citation in English which appears on the dust jacket: Taking Palucca as an example, the book describes dancing through methods and questions of historical behaviourism as an expression of specifically social and epochal perception, the experience of time. Palucca was one of those people who, in spite of political constraints and generally dominating (artistic) tendencies, courageously plead for a new glimpse ahead and a new way of perception of the surroundings and of themselves Nothing is lost in the translation. The author s German is equally incomprehensible and contorted. As far as I can derive any coherent meaning from the author s reflections, they seem to suggest that she claims to be able to trace movement-patterns through history. She proceeds in three stages in the following order: I. Interactions in dance in the eighteenth/nineteenth century; II. Interactions in dance in the twentieth century; III. Interactions in Palucca s dance. 128

book reviews Section I deals with dance around 1750 and 1770. The author starts out by declaring that as, in the 1750s stage and social dancing belonged to the same world, it is in order to speak about social dancing only (which, of course, it is not). Folk dance, which had lost its contours (p. 13), was also more or less integrated into social dance. Around 1770 a change in stage dance became evident. It moved from an intellectual to a more emotional activity. The reform of ballet (though no ballets are ever presented or discussed), undertaken by Noverre, Hilverding or Angiolini, consisted in reevaluating technique. Dance had become an exercise significant only in itself, with empty and soulless figures; it needed to be enlivened as an art form. According to the author, this liberation was accomplished by freeing the dancer from the old style of costume. In addition, the waltz transformed things by replacing the erect posture of the dancer; thus began the development of an endless figure in dance, the rotating swinging movement. An even broader analysis deals with the next historical period, the nineteenth century. In the mid-nineteenth century an emphasis on athletics had, she argues, exhausted the artistic content of dance. Bournonville s inclusion of folkloristic elements in his compositions was one effort to lead ballet out of stagnation. But it was the stimulation from somewhere completely different, outside the theatrical realm, which suggested a way out of the crisis and led to the rise of modernity on stage and in social dancing. None of this is explained or supported by evidence. Bournonville, Delsarte, Fuller, St. Denis and Duncan are names simply thrown at the reader. The names act like convenient stepping stones to the evolution of the art of Mary Wigman. And she, after all, was Palucca s teacher. During this historical excursion, the author has developed three ways of movement ( Bewegungsweisen ), though what the term means is never clear. A set of properties that determines the ways of movement : 1. body posture, 2. body movement, 3. time that is experienced by the dancing body, 4. space that is conquered by the dancing body, 5. the acting together of dancers and 6. the carrier of the dynamics in the acting together. With all these elements at hand, the author evaluates the waltz as the first way of movement (p. 56), establishes Wigman s dances as the second way of movement (p. 90) and derives the third way of movement (p. 113) from the Charleston. A summary of the three ways of movement 129

dance research concludes that the first is a movement orientated towards time spaces, the second a movement performing time sequences and the third a movement, which produces time changes. These movements apparently flow into Palucca s work. Perhaps this is a fourth way of movement? The biography starts at this point. Gret Palucca began her career in the Weimar Republic. She danced through the Nazi years and directed her school under the socialist state of the German Democratic Republic. Regimes came and went but Palucca flourished right into unified Germany in the 1990s. She was an adept at survival. The biographical notes are unsatisfactory; they are often vague, unsupported by context. and subscribe to the legend and the selfglorification, which Palucca herself so carefully erected. The really interesting questions are thus missed: How did Palucca manage to survive from one regime to another with such apparent ease? Was it something in her dancing? Did she generate some magical or mysterious property which only art can provide? To tell that story properly the author must accept that Palucca requires a political biography in which the interaction of politics and art is addressed. If Palucca is understood to have danced in spite of political constraints and generally dominating tendencies (back cover), the real story cannot be told. The truth in Palucca s case is exactly the opposite. She danced because she had the ruthlessness, absence of principle and flexible opportunism to change with each regime. No dancer ever dances in spite of political circumstances but within them. To survive the way Palucca survived one needs very particular qualities and it is precisely those characteristics that the author ignores. The author would have had to address the question of personality, psyche, character and the ability to save conflicts. Wigman s portrayal of her former pupil might have been helpful: Palucca, thought the teacher, was caught up in a thick web of lies (p. 252). Palucca knew when and with whom to take sides; she knew whom to approach for help and whom to ignore. (Her correspondence with her Jewish agent Bernstein (pp. 400 6) could have served as an example of individual behaviour in an historical situation.) The accounts of both the Nazi years and the years in the socialist state of Germany are consequently very weak and do not illumi- 130

book reviews nate the peculiar position Palucca acquired in both systems. The author does not explain how Palucca could achieve popularity in two such different political systems An artistic mission is not a sufficient explanation Two examples, which do not appear in the book, will serve as illustration: Palucca dismissed the Jewish headmistress of her school long before the Nazi laws would have forced her to do so. But Palucca was, according to the Nazi racial laws of 1935, herself half Jewish. She applied directly to Goebbels and Hitler for an exemption from the laws to allow her to dance and received it. Hence the editors of the SS journal Das schwarze Korps promoted her to their highest accolade: the most German dancer. The author merely remarks that Palucca was careful and thoughtful in her actions (p. 266); she was capable of adapting to difficult conditions (p. 268). Many of the observations about the nature of the dance in the late 1920s and 1930s are contradictory. In one place the author claims that German dance had stabilised rather than stagnated in the late 1920s (p. 237), and that Palucca, at the same time, reached her peak and took one step back. Palucca is said to have been averse to the dominating aesthetic principles of the Nazi state (p. 249), yet the Nazis established their ideal dance aesthetics by integrating the existing dance styles, including Palucca s dance. On the other hand, the aesthetic criteria that suited the Nazis and which they incorporated into their state aesthetics were identical with those Palucca represented (p. 254). Later, Palucca became part of the pact between the communist government and the intellectuals. She profited from the deal just as much as the government. She managed to escape punishment for her Nazi past and dominated cultural politics even more than during the Nazi years. As a member of the highly prestigious Academy of Arts, she was involved in making and taking decisions. She was responsible, for instance, for the exclusion of many modern dancers from socialist politics. She personally saw that Wigman was removed from the list of prospective Academy members; she insisted that Kurt Jooss was only a minor artist, not to be invited to East Berlin. Whatever these artists thought of socialism, Palucca made sure that they would not become her rivals. A centralised socialist system suited her ambitions very well. The author either does not know these facts or suppresses them. 131

dance research Palucca deserves a real biography, an honest one, which tries to say how much her success rested on her political manipulation and how much grew out of her artistic audacity. Then there is the broader effort to look at German dance and its relation to modernity. Katja Erdmann-Rajski fails on both counts but she deserves credit for a certain daring ambition and for an intuition that there is a problem to be faced. Marion Kant MOVING MUSIC: DIALOGUES WITH MUSIC IN TWENTIETH-CENTURY BALLET Stephanie Jordan London: Dance Books 2000 There is a wood-preserving product advertised as doing exactly what it says on the tin. Moving Music is the first book on the analysis of choreo-musical relationships to be written by a dance scholar and it provides an excellent and much-needed contribution to the discipline but it does not do exactly what it says on the back cover. In one instance this is a fairly trivial failure to match up to a piece of promotional writing in which we are told that the different musical concepts of a number of choreographers, including Merce Cunningham, are included. Admittedly it does say in a broad overview but, in fact, Cunningham is given only one paragraph and a sentence pointing out that his extreme method of independence has had no obvious impact on the ballet world (p. 60). The other misleading claim, however, is of fundamental importance since it reflects a misconception about choreo-musical relationships that has pervaded thinking in the subject throughout its development. The cover says that using ideas drawn from recent dance theory and musicology, Jordan proposes a new way of understanding musical-choreographic meanings and of analysing the style and structure from which they arise. My contention is that, on the contrary, a large part of the value of the book is that Jordan is engaging in the same sort of detailed structural analysis of dance as was undertaken in music through the last century. In so doing, she has gone a long way towards redressing a previous imbalance in choreo-musical analysis and it is important for the discipline that this is recognised. 132