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Weber State University
A History of the Dancing Body on Film:
The Prudes, The Tramps and The Rebels
Honors Fall 2015
HNRS CA-1530
T/TH 12:00pm-1:15pm
Stewart Library Room 227
Co-instructors:
*Office hours by appointment.
Joanne L. Lawrence
Office: BC213, C
Phone: 801.626.6479
[email protected]
Amanda Sowerby
Office: BC213, A
Phone: 801.626.7674
[email protected]
Required Texts:
Dance Film: Choreography and the Moving Image,
Erin Brannigan
A Concise History of the Origins of Cinema, Chris J. Mitchell
Available for free download at:
https://play.google.com/store/books/details/Chris_J_Mitchell_A_Concise_
History_of_the_Origins_?id=o7UnAwAAQBAJ
Additional handouts will be made available in class and on Canvas.
*All students will need to purchase (at the smallest) one 8GB SD card for
video projects.
Course Description and Objectives
Dance and film meet on screen to reveal the body as text,
imaging/imagining the values, desires and strongholds that societies and
cultures cast upon the moving image. Course students will be provided
with in-depth readings and time for film/video analysis through in-class
discussions. Students will be expected to complete written research papers
on course content and critical reviews of selected dance films. Students
will explore hands-on video capture and editing through creatively driven
assignments. All coursework will provide students with a greater
understanding of the history and role of the dancing body, in this twodimensional medium, against the backdrops of culture, entertainment/art,
politics, religion and education.
Creative Arts and Humanities General Education
Foundational Principles
1. We believe the arts and humanities play a fundamental role as tools
for the analysis, interpretation, creation, and expression of human
ideals, challenges, and desires across cultures.
2. Perspectives from the arts and humanities apply to other academic
disciplines and to society at large.
3. We value open inquiry into complex problems, and the ability to
reflect on, analyze, and appreciate diverse viewpoints and schools of
thought.
Although the broad foundational principles outlined above are explored in
both Creative Arts and Humanities courses, important distinctions of
emphasis characterize these two branches of knowledge. The specific
learning outcomes for the two areas are as follows.
Creative Arts General Education Student Learning Outcomes
1. Students will create works of art and/or increase their
understanding of creative processes in writing, visual arts,
interactive entertainment, or performing arts.
2. Students will demonstrate knowledge of key themes, concepts,
issues, terminology and ethical standards employed in creative arts
disciplines. They will use this knowledge to analyze works of art
from various traditions, time periods, and cultures.
Assignments
#1 Three page paper discussing Loie Fuller in the context of her time, her
contribution to early film technology and the field of dance. *Due date 9/17
#2 Create outline of salient points from the website:
www.choreovideo.com You will refer to this outline when working on video
project (s). *Due date 9/24
#3 Make a one-minute dance for the camera work around the theme of
“close-up”.
#4 Three-page paper on the role of gesture in cultural movement
vocabulary and it’s effect and use in film.
#5 Make a one-minute dance for the camera work around the theme of
“gesture”.
#6 Three page paper on editing/editors of Dance for the Camera work.
Describe strategies for editing Dance for the Camera and the artists who
were leaders in the field.
#7 Make a one-minute dance for the camera work around the theme of
“continuous phrase in varying locations”.
#8 Three page critical review of movie musical of your choice.
#9 Three page paper discussing Post Modernism in Dance Film and Video.
#10 Final Video Project
Attendance
Attendance is mandatory. Please come on time ready to work and
participate fully. Please turn all cell phones to silent.
Schedule: Fall 2015
Week
1
Dates/Location
9/1
Meet in Stewart Lib.
227
9/3
Lib. 227
Topic
Introduction to people
and text. Alternate
space walk-about.
Exploring the Elements
of Dance; Time, Space
and Energy.
(Doing, Seeing and
2
9/8
Lib. 227
Assignment #1 due
9/10
Dance Space TBD
3
9/15
Lib. 227
9/17
Lib 227
4
9/22
BC322
Assignment #2 due
9/24
Lib. 227
5
9/29
Meet in Lib. 227,
then walk-about.
Assignment #8 due
10/1
Lib. 227
6
Assignment #3 due
10/6
Lib 227
10/8
Lib 227
7
10/13
Writing)
Discuss Intro. to
Brannigan text.
Garelick Handout.
Let’s Watch Some
Dance! Review/Watch
Loie Fuller
Let’s Play with
cameras!
Brannigan Chpt. 1
Modern Movement,
Dance and the Birth of
Cinema.
Discuss Mitchell Text.
Look at
Choreovideo.com and
watch examples there
and in film.
An introduction to nonlinear video editing.
Discuss Desmond
handout (appropriating
styles) and watch
examples.
Continue play with
cameras and explore
site specific capturing.
Brannigan Chapt. 2:
The Close-Up.
Watch examples
Share “Close-up”
studies and write in
class descriptions to be
turned in. Use
qualitative words
describing Time, Space
and Energy to review
studies.
Butoh. Watch and write
in class.
Discuss Stein handout
Brannigan Chpt. 3
Lib 227
Assignment #4 due
8
Assignment #5 due
9
10/15
BC 322
10/20
BC322
10/22
Lib 227
10/27
Dance Space
10/29
Lib 227
10
11/3
Assignment #6 due
11/5
Meet in Lib. 227 then
go on-location
11/10
Lib. 227
11
Assignment #7 due
12
11/12
Lib 227
11/17
Lib227
11/19
13
14
Assignment #8 due
15
Assignment #9 due
11/24
BC Dance Space
11/26
12/1
Lib 227
12/3
Meet in Lib 227
12/8
BC322
12/10
“Gesture” watch
examples and discuss.
Capturing Gesture.
What is your intent?
Work Day in Video Lab
Share gesture videos,
write in class reviews
and discuss.
Let’s Move!
Brannigan Chpt. 4
Maya Deren
Watch and discuss.
Discuss Greenfield
handout and continue
watching and
discussing examples.
Capturing a continuous
phrase in varying
locations.
Understanding the cut.
The enhancement of
editing.
The Musical
Brannigan Chpt. 6
Brannigan Chpt. 7
Lyotard and Post
Modernism in Dance.
Mise en scene in
Contemporary Dance
Film
Hargraves handout and
watch/discuss
examples.
Let’s Move!
No Class
Pairing up, planning
and storyboarding for
Final Video Project
On location shoots
Edit Final Video
Projects
Watch Final Video
Projects in class and
discuss.
Handouts
1. Electric Salome; Loie Fuller’s Performance of Modernism. Rhonda K.
Garelick. Chapter One, Fuller’s Performance Aesthetic. P. 19-62.
2. Embodying Difference; Issues in Dance and Cultural Studies. Jane C.
Desmond. P. 29-54 in Meaning in Motion: New Cultural Studies in
Dance. Jane C. Desmond, editor.
3. Butoh: ‘Twenty Years Ago We Were Crazy, Dirty, and Mad”. Bonnie
Sue Stein p. 376-383 in Moving History/Dancing Cultures: A Dance
History Reader. Ann Dils and Ann Cooper Albright, editors.
4. The Kinestetics of Avant-Garde Dance Film: Daren and Harris. Amy
Greenfield p.21-26 in Envisioning Dance on Film and Video. Judy
Mitoma, editor.
5. Europeans Filming New Narrative Dance. Kelly Hargraves p. 163167 in Envisioning Dance on Film and Video. Judy Mitoma, editor.
Evaluation and Grading
Perfect Attendance-90 points
5 Written Papers- 100 points each= 500 points
4 Video Projects- 100 points =400
1 outline-10 points
Divide total points by 10 to get final score.
A 93-100%
A 90-92%
B+ 87-89%
B 83-86%
B 80-82%
C+ 77-79%
C 73-76%
C 70-72%
D+ 67-69%
D 63-66%
D 60-62%
F 0-59%
Grading Rubric
Unsatisfactory
Basic
Proficient
Excellent
0-50%
65%
80%
100%
Attendance
Missed 3 or
Missed 2 class
Missed 1 class
Perfect
and
more class
meetings and
meeting and did
attendance and
Participation
meetings and
rarely
not fully engage
fully engaged in
failed to
participated in
in class
class meetings.
participate in
class
discussions.
class
discussions.
discussions.
Writing
Paper
Paper
Paper
Paper
demonstrated a
demonstrated a
demonstrated a
demonstrated
poor level of
basic level of
good level of
an excellent
research,
research,
research,
level of
critical
critical
critical
research,
evaluation and
evaluation and
evaluation and
critical
organization.
organization.
organization.
evaluation and
Paper contains
Paper contains
Paper contains
organization.
numerous
some spelling
very few
Paper does not
spelling and
and
spelling and
contain spelling
grammatical
grammatical
grammatical
or grammatical
errors.
errors.
errors.
errors.
Language uses
Language uses
Language uses
Language uses
conventional
slightly
academic tone.
academic tone.
tone. Content is
conventional
Content is
Content is fully
not complete.
tone. Content is
mostly
complete.
not fully
complete.
complete.
Creative
Surface
Work has some
Work is original
Work is
projects
attempts at
creative
and interesting,
original,
creativity, lack
elements and
solid
interesting,
of thought and
shows an
organization
well organized
organization.
attempt towards
and some risk
and engaging.
thoughtfulness
taking.
and
organization.
CORE BELIEFS: According to PPM 6-22 IV, students are to “determine,
before the last day to drop courses without penalty, when course
requirements conflict with a student's core beliefs. If there is such a
conflict, the student should consider dropping the class. A student who
finds this solution impracticable may request a resolution from the
instructor. This policy does not oblige the instructor to grant the request,
except in those cases when a denial would be arbitrary and capricious or
illegal. This request must be made to the instructor in writing and the
student must deliver a copy of the request to the office of the department
head. The student's request must articulate the burden the requirement
would place on the student's beliefs.”
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: In compliance
with the American Disabilities Act (ADA), Weber State University seeks to
provide equal access to its programs, services, and activities for persons
with disabilities. Any student requiring accommodations or services due to
a disability must contact the Services for Students with Disabilities (SSD)
office. SSD can also arrange to provide course materials (including the
syllabus) in alternative formats if necessary. For more information about
the SSD contact them at voice: (801) 626-6413, TDD (801) 626- 7283,
[email protected], or http://departments.weber.edu/ssd
EMERGENCY CLOSURE: In the event of an extended campus closure the
course will continue with instruction by utilizing Canvas. Instructors will
provide illustrated, text-based mini-lectures two times each week and will
expect you to login to the system on a regular basis to keep up with
coursework. Discussions will be made available to allow you to interact
with other students and instructors about course material. Instructors will
check email on a daily basis should you need to communicate with us
personally.
PLEASE NOTE: Any disclosure by a student, orally or in writing, whether
related to class assignments or not, that communicates the possibility of
imminent danger to the student or others will be shared with the
appropriate authorities.