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DANCE – DRAMA – MUSIC – VISUAL ARTS. “I see the dance being used as a means of communication between soul and soul to express what is too deep, too fine.

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Presentation on theme: "DANCE – DRAMA – MUSIC – VISUAL ARTS. “I see the dance being used as a means of communication between soul and soul to express what is too deep, too fine."— Presentation transcript:

1 DANCE – DRAMA – MUSIC – VISUAL ARTS

2 “I see the dance being used as a means of communication between soul and soul to express what is too deep, too fine for words.” – Ruth St. Denis: the first dancer who successfully combined theatrical and concert dance traditions.

3 1. Abstract 2. Adagio 3. Classical Ballet 4. Collapse 5. Composition 6. Contractio n 7. Dimension 8. Dissonance 9. Distortion 10. Elevation 11. Extension 12. Flexion 13. Focus 14. Folk Dance 15. Force 16. Form 17. Grand 18. Impulse 19. Intensity 20. Jet é 21. Kinesthetic 22. Kinetics 23. Leap 24. Mazurka 25. Mood 26. Pas 27. Percussive 28. Pirouette 29. Plié 30. Premier 31. Production 32. Props 33. Proscenium 34. Strike 35. Suspend 36. Sustain 37. Syncopation 38. Tempo 39. Triplet 40. Vibratory 41. Wings

4  To appreciate the performing art of dance an understanding of the styles of dance is necessary.  While the styles are often combine and overlap, several distinct forms are recognized. State of Louisiana Department of Education A Fine Arts Survey 1992

5  The word ballet means “complete work,” a story with a beginning, development, and ending.  Themes of the early ballets were based on legends and myths and several basic ballet movements were repeated throughout the work. State of Louisiana Department of Education A Fine Arts Survey 1992

6  A step called “reverence” was choreographed in the late 1500s and is still used today to end all classical ballet classes.

7  Ballet developed in the royal courts of Europe.  Classical ballet features the turned out leg, pointed foot, lifted torso and regal movement.  Ballet was originally designed for the nobility, it later became a form of entertainment for the court. State of Louisiana Department of Education A Fine Arts Survey 1992

8  In early ballet, men assumed the major roles, because the costumes, jewelry and headpieces worn by the women impeded agile movement.  As the costumes became more simplified, women trained to take a more leading role in ballet.  Ballet eventually became the domain of professional dancers who trained for many years to develop their skills. State of Louisiana Department of Education A Fine Arts Survey 1992

9  Ballet shoe: a soft leather or canvas shoe that hugs the foot like a glove. It was designed to allow the dancer to feel the floor, show off the well- developed arch, and step and land softly and silently. State of Louisiana Department of Education A Fine Arts Survey 1992

10  Pointe shoe: a satin boxed shoe that allows the female ballet dancer to rise to the tips of her toes, creating an illusion of weightlessness in classical ballet. State of Louisiana Department of Education A Fine Arts Survey 1992

11 A professional ballet dancer in a ballet company may need 30 to 40 pairs of pointe shoes per year, while a ballerina in a major role may wear out two pairs in one evening’s performance. State of Louisiana Department of Education A Fine Arts Survey 1992

12  The tutu is a skirt made of many layers of filmy tulle that floats delicately as the female dancer moves. Like the pointe shoe, the tutu made the ballerina appear delicate. State of Louisiana Department of Education A Fine Arts Survey 1992

13  Romantic tutu  Classical tutu State of Louisiana Department of Education A Fine Arts Survey 1992

14  Pas de deux- a dance for a man and woman with the man supporting, partnering, and lifting the women. State of Louisiana Department of Education A Fine Arts Survey 1992

15  In classical ballet, viewers see elaborate stage settings and costumes. Dancers communicate the plot of the story ballet. State of Louisiana Department of Education A Fine Arts Survey 1992

16  Classical music is played by an orchestra in an orchestra pit or played over a sound system.  Classical pantomime is mixed with dance to convey the plot.  The lead roles are danced by a ballerina (leading female dancer) and a premier danseur (leading male dancer).  The ballet is divided into two or three acts with intermission between the acts.  The ballet stops briefly following variations by dancers in the major roles, who return to the stage to bow.  At the conclusion of the ballet the entire cast returns for a curtain call, which lasts as long as the audience continues to applaud.  No words are spoken onstage but there is usually a summary of the plot in the program or playbill. State of Louisiana Department of Education A Fine Arts Survey 1992

17  Dance is a means of communication with the body as the instrument of expression.  Dance uses space, force, and time to produce a desired effect.  This is not only true of ballet but of every form of dance.  Dance has evolved into an expression of the performing arts/artists. State of Louisiana Department of Education A Fine Arts Survey 1992

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