Saturday, July 23, 2011

Vitalizing Dance Legacy Through the Use of Labanotation as a Staging Tool

Vitalizing Dance Legacy Through the Use of Labanotation as a Staging Tool
Submitted by Mei-Chen Lu – July 23, 2011

Elizabeth McPherson, Assistant Professor at Montclair State University, wrote an article about the process of staging Helen Tamiris's Negro Spirituals and Donald McKayle's Games from Labanotation scores and the benefit of using the scores as a tool.  Her article is published in Journal of Dance Education, Volume 11, Issue 1, 2011. © 2011 Taylor & Francis (Journal of Dance Education is available online at: www.tandfonline.com).

In her abstract, she stated: 

In the 21st century, carrying dance legacy forward and exploring it to provide depth and understanding of the continuum of dance helps ensure that our current and future practice has a scaffold on which to grow and thrive. This article begins by exploring the importance of staging dances from the past to keep dance legacy alive as well as the unique benefits of employing Labanotation as a tool. This discussion is followed by a description of the process of staging a dance from Labanotation from the director's perspective with the specific examples of the author's stagings of Donald McKayle's Games (1951) and Helen Tamiris's Negro Spirituals (1928–1942) at Montclair State University.

To view the full article, please go here.

Thursday, June 9, 2011

János Fügedi’s Comments on the February 9, 2011 Theory Meeting Minutes (Response to Billie Mahoney)


Submitted by János Fügedi - June 9, 2011

Some Remarks to Billie Mahoney’s e-mailed comments [posted in the February 9, 2011 minutes] on the November 2010 minutes titled
“To the DNB Theory Discussions. (written last week, Feb 1-6, 2011)”


1.  First of all I have to thank Billie her comments, especially because her analysis and notations enlightened for me that the tap “brush” should NOT be regarded a transient touch. I will discuss this approach in detail later.

2.   I also owe thank to her for calling my attention to Lucy Venable’s paper (with examples by P. Heale and B. Mahoney) discussed at the 1969 ICKL (see Conference Proceedings 1959-1977, ICKL 1969, 13). Unfortunately the examples, which could be relevant from the point of the present discussion (17-21), are missing from the cited edition of ICKL Proceedings.

3.  I will refer to certain sentences of Billie Mahoney’s comments by paragraph numbers - even if such numbers are missing from the document - like this: BM, page 1. par. 4., and notation examples as e.g. BM Ex.3d.

4.   BM, page 1. par. 4.: “Jańos’ paper to change transit contacts to accommodate his beginning students”
I have never mentioned beginning students, especially not in connection with “transit contact”. (Nota bene: the movement Billie is referring to is called “transient touch”, see Hutchinson Guest Labanotation 2005, 183. In the following I will use Hutchinson Guest’s term, even if Billie keep on calling it “transit contact”.) Quite the contrary, I reasoned for system simplification because (almost) all the advanced students made mistakes when they had to follow the convention of exact timing to notate touching gestures.

5.  BM, page 1. par. 4.: “His supposed knowledge of tap dance from watching an internet video is not acceptable!”
I have neither supposed nor any other (e.g. definite) knowledge of tap dance beyond I just like watching it as a spectacular and virtuoso dance form. I showed and analyzed some sections of tap recordings in Mexico, which I found on the net to illustrate tap “brush”. The source was indicated on the slides of my presentation. Gianin Loringett, French dancer, choreographer, dance teacher was dancing, who is a professor of jazz dance at the Centre OFFJAZZ in Nice, also professor of the Conservatoire national e Région de Nice (source of information:
When Billie saw his dancing in my presentation in Mexico, she stated that the clips were sloppy tap performances. I can’t judge it, Billie is the expert. Anyone can watch and form an opinion; the lessons still can be seen here:
http://www.offjazz.com/vid-tap.htm - under the title “Get into the tap!”
After some search on the net I used these examples because I could download them free. Other sites I found with tap dance content needed money transfer for downloads. I’d be happy if anyone (e.g. Billie) could offer visual representation of tap “brush” to analyze.

6.  BM, page 4. par. 8 and BM, page 7. Ex.3 and 4: Let me call your attention to a terming difficulty. Billie stated on page 4, that “All examples are written in ‘unit’ timing”, while the writing method of BM Ex. 3c, 3d follows Knust’s convention (first published in his Abriss 1956, 60): the hooks are placed where (when) the contacts really happen, that is these indications represent specific (exact) timings. We have to know from agreement that while specific timing is used for the hook, unit timing is used for the direction sign, the two together are meant to indicate a movement (a “brush”) regarded as a transient touch. In Ex.3e, Ex.3f, and Ex.4 the hooks appear at the end of the direction symbols. Now we have to know from agreement that this placement intends to indicate terminating touch and – here really – unit timing is used.

7.  The conflict of simultaneous use of the two notation concepts is more obvious in Hutchinson Guest’s Ex. 292a (Hutchinson Guest Labanotation 2005, 183). The right leg must be moved from its side low starting direction to reach the ground on beat 1 prior the beat, but notation of the direction symbol starts on the beat, therefore the method used is unit timing. However the transient contact must happen on the beat, which is represented by the hook in specific (exact) timing. Understanding the intended movement content certainly needs special convention.

8.  Timing of direction and contact signs is a difficult problem of Labanotation, heavily conventiona­lized in other notation situations as well, not just in the one mentioned above. When we, Gábor Misi and I discovered this fact, we started to investigate the problem of indicating touching gestures. During our work I had to realize sadly that my paper presented in Mexico was rather a brave than a really established sortie in this field. So we compiled a paper which Gábor presented at the 2009 ICKL conference in Bangkok, and a revised version of his presentation was completed for the 2009 ICKL Proceedings. Since the proceedings should have been printed by now, but has not been yet, we made a PDF version of the paper which is enclosed here.

9.  The complexity of the problem forced me to reconsider my former, 2009 findings. The enclosed paper doesn’t give any solution, only summarizes the types of floor contact with the foot, compares usages, points out difficulties, calls attention to certain advantages or disadvantages. It is not an easy reading, perhaps even advanced notation practitioners need to focus as well to follow its line. From the point of view of the present arguing, let me call your attention to some of the main points:

10. Entry 5: The present understanding of indicating touching gestures stems from Albrecht Knust (see his Abriss 1956, 60). He introduced his rule of giving timing significance to the place of a hook on a direction sign in 1963 to ICKL, where it was recognized as “useful and comprehensive” (Conference Proceedings 1959-1977, ICKL 1963, 24).

11. Entry 10: After comparing exact timing, unit timing, and what I proposed in Mexico, we came to the conclusion, that none of them is capable to meet the three visual requirements raised in Entry 6, 7 and 8, which can be expected from the positions of foot hooks and direction signs compared to the musical order or to each other to indicate touching gestures.


12. Entry 19: Here we accepted the requirement for a transient touch – as a movement intention, just as the Minutes February 9, 2011 stated. (If we have a closer look Ann’s transient touch presentation on the embedded YouTube video, we can find that the first performance showed two opposite movements. Direction opposition separates movements. If at the end of one the touch is terminating, no matter how fast we move away from the point of contact, that contact would not be transient. In the second performance Ann made a ritardando-accelerando pair – a performance method similar to separating two consecutive non-legato movements. Worded another way, she left a possibility open for those, who rather avoid transient touch indication and prefer indicating it as a separate action.)

13. Entry 20: We questioned whether it is worth reserving a simple and easily understandable notation indication for transient touches. We stated that the transient touch is an “uncommon and almost unperformable movement phenomenon”. I still think so.

14. Entry 48: In our concluding paragraph we wrote, that “A special research is also needed to discover the difference between the execution and mental perception of movements”. We meant the timing difference, of course. This was the subject of a survey with dance student made during the last months, and which I will present at the next ICKL conference in Budapest. In this survey I was searching the reason of the already mentioned constant mistakes in notating touching gestures. The research hypothesis is, that not the physical process, but the result of movement gets conscious attention, of which a consequence is, that movement rhythm is represented in our mind as if it was “mind-notated” in unit timing.

15. Now let me investigate Billie’s notation as an outsider, whose field is analyzing traditional way of European dancing (though as far as I know tap dance is rooted in and originated from Irish tradition and Juba, see e.g. Hill’s Tap Dancing America: A Cultural History, 2010).

16. In BM Ex.3b. Billie states the tap is a result of a dynamic folding of the ankle (and, of course, of some lowering of the leg, because at the indicated level the toe would not reach the floor). Both the forward folding and the contact are cancelled right after their first appearance to withdraw their validity.

17. (A side note: as I learnt from Mária Szentpál, the cancellation of a dynamic contact is unnecessary, since in most dance practices the rebound – as a result of the hit – is automatic, especially in traditional dancing. I think it is the same in tap as well. Billie can tell us, is or is not a usual practice a kept contact in tap after a dynamic touch. We in Hungary indicate the rare case of the contact-keeping hit with a body hold above the hook.)

18. In BM Ex.3d we can see the same notation for the dynamic contact with the toe, with the same ankle folding-unfolding. The only difference between the two examples is, that the leg was moving place low (back, below the ankle), from its forward low position.

19. Notation of BM Ex.3d clearly states, that two movement concepts (a tap and a leg gesture), which might be performed separately as well, are performed at the same time, more accurately stated, the two movements are in superimposition.

20. Conclusively, BM Ex.3d, the “brush” – and let’s forget about the name implying sliding – has nothing to do with the concept of the transient touch, even if it may look so. With this approach it is all the same, how much the toe is sliding (sloppy) or how fast the tap is (brilliant), the point is the exact rhythm of the sound and the performing the direction with the leg.

21. Superimposition of movements is a favorite “tool” in traditional dance creation (and tap, again, can’t deny its roots in this respect either). I discovered the practice of movement super­imposition, when I realized that springs can be classified by three different, but not exclusive ways, since the concepts are frequently mixed (I published it as “Springs in Traditional Dance: An Analysis and Clarification. Studia Musicologica 1999, 159-188.” A former, less elaborated version was released in the 1997 ICKL Proceedings, 40-76.)

22. If we have a closer look at BM Ex. 3b, 3b’, 3d and 4d’, we can notice that the hook is not attached to the direction sign. Even this way of notation indicates clearly the two different movement concepts, the tap with the specific timing of the floor contact, and the direction into which the leg arrives (well, in practice slightly later than the contact is performed).

23. (I would like to avoid now the extremely difficult notation philosophical question of what a direction sign means in our system, because direction sign use definitely doesn’t follow the commonplace-close topos of “start of movement = start of direction sign, end of movement = end of direction sign”.)

24. Conclusively, Billie can’t lose any of the validity of her former notations, no matter how we conduct or conclude our research with Gábor. Quite the contrary, her usage of separating the hook from the direction sign to indicate exact timing for contact is a long desired possibility for me, but before proposing it, we really would like to investigate all the possible ways of notating touching gestures. And - as we stated at the end of our joint paper enclosed here – we do “not feel possessing the competence to solve the … tasks in all genres of dance. … Completeness in genre can be achieved only in cooperation with representatives of other genres of dance”.


References

Conference Proceedings 1959-1977, An ICKL Publication, 1996
Fügedi, János & Misi, Gábor: Ways of notating floor touching gestures with the foot. Unpublished manuscript.
Fügedi, János: Springs in Traditional Dance: An Analysis and Clarification. Studia Musicologica Academiae Scientiarum Hungaricae 40/1-3, 1999, 159-188.
Fügedi János: An Analysis and Classification of Springs. Proceedings of the Twentieth  Biennial Conference of the International Council of Kinetography Laban, August 9 – August 14, 1997, held at the Hong Kong Academy for Performing Arts, p.41-76.
Hill, Constance Valis. Tap Dancing America: A Cultural History, Oxford University Press, 2010
Hutchinson Guest, Ann: Labanotation. A System of Analyzing and Recording Movement. (Fourth edition) Routledge, New York and London, 2005
Knust, Albrecht: Abriss der Kinetographie Laban. Verlag Das Tanzarchiv, Hamburg, 1956

Ways of Notating Floor Touching Gestures with the Foot

Ways of Notating Floor Touching Gestures with the Foot
Submitted by János Fügedi - June 9, 2011

János Fügedi and Gábor Misi have made their paper "Ways of Notating Floor Touching Gestures with the Foot" available on the Bulletin Board.

To see the paper  go here.

Monday, May 23, 2011

Minutes for the Open Theory Meeting, February 9, 2011

Minutes for the Open Theory Meeting, February 9, 2011

Following are minutes for the Open Theory Meeting held at the Dance Notation Bureau, February 9, 2011. The minutes were written by DNB Staff.

Present: Sandra Aberkalns, Keisha Bolden, Zack Brown, Ray Cook, William Kiley, Caity Gwin, Ann Hutchinson Guest, Oona Haaranen, Alice Helpern, Mira Kim, Lynne Weber, Charlotte Wile.

TOPICS
1)  Ann Guest’s Lecture on “Weight”
2)  Timing and Placement of Symbols in Relation to Ticks
3)  November 2010 Minutes - Comments from Billie Mahoney
4)  ICKL

1.1 TOPIC # 1: Ann Guest’s Lecture on “Weight”

1.2  The first part of the meeting was used to make an experimental video of Ann giving an advanced level lecture on “Weight.” The DNB is exploring the idea of using such videos for advanced notation study materials.

1.3  Ann’s presentation was extremely thorough and included many of the topics in Center of Weight: Advanced Labonotation, Issue 7, by Ann Hutchinson Guest and Joukje Kolff. The lecture was too long to be described here in detail.  An example of what Ann talked about is shown in Video 1 below. (Here and elsewhere in the minutes, to make a video larger, click the "YouTube" icon on the right bottom of the video.)


2.1   TOPIC #2: Timing and Placement of Symbols in Relation to Ticks

2.2  This discussion was a continuation of the discussion in the November 17, 2010 minutes (Topic #2) concerning the placement and timing of symbols in relation to tic marks.

2.3   Charlotte asked Ann to clarify two issues: 1) Where should a direction sign in the support column be written in relation to the tic mark? E.g., is it written on the tic mark or just after it? 2) Where does the timing for the direction sign begin? Does it coincide with the tic mark? In other words, any gaps between the tic mark and direction sign (due to hook placement, separation of direction signs, or some other reason) would not be included in the timing. Or does it coincide with the beginning of the direction sign (even when the direction sign is written after the tick mark?).

2.4  Ann said that the direction sign should touch the tick mark. It looks better if the direction sign has its own bottom line, but if it covers the tick mark, the meaning is the same. If there is any space between symbols, it is so minor that its time value is insignificant.

2.5  In discussing this issue, Ex 2a was considered. The gap is needed to show that there are two separate directions in the movement. Without the gap (Ex 2b) the notation would have a different meaning.
2.6  Everyone agreed that the first symbol in Ex 2a has the same time value as the second symbol. In other words, the gap is included in the overall time value of the indications.

2.7  However, there still remained some confusion about where the beat occurs in the notation. Ray said that if there were no symbols on the staff, the beat would happen on the tick mark. Ann replied that it occurs immediately after it, not on it. She said a tic mark is like a fence in a garden. It is used to divide the garden.

2.8  The orthography of 2c was discussed. Caity wondered if the gap was needed. Lynne said the gap is used for clarity of reading. Sandra said the gap would only be needed when you have two flat edged symbols sitting on top of each other. In forward steps, as in 2c, you don’t have that problem and the gaps are not necessary. Ann said the gap is needed so that the tic marc can be seen.  Without a gap, as in 2d, tic mark may not be visible.


3.1  TOPIC #3: November 2010 Minutes - Comments from Billie Mahoney

3.2  Just before the meeting Billie Mahoney e-mailed comments on the November 2010 minutes.  Unfortunately, it was not possible for Billie’s comments to be distributed before the meeting and there wasn’t enough time to read them thoroughly during the meeting or to respond to all the issues that she discussed. The group decided to just focus on the issue of transient foot contacts without sliding.  Billie’s entire e-mail can be seen here.

3.3  On page 4 Billie wrote, “For clarification, ex. 3a-d) explain tap dance movements in contrast to János’ understanding. THERE IS NO SLIDING IN FOOT CONTACTS! (only with sloppy execution, which takes many hours of class time drilling to overcome.)The detailed execution is shown first, with the prime (’) examples showing the simplified way of writing.”  [Billie’s examples are shown here below, reformatted for the blog]

 [end of Billie’s comments]

3.4  At the meeting Ann said the indication for a leg gesture with a single contact hook, as in 3e below, indicates a leg movement that ends free of the floor (a “V” shaped path, as in 3f). The untrained person would probably touch and then do a tiny bit of sliding before they lift the leg (the path would be curved at the bottom, as in 3g). Billie wants such indications to represent a single touch, without sliding (as in 3f).
3.5  Charlotte said that in János Fügedi’s 2007 ICKL paper “Unit Timing of Touching Gestures” he says a single touch without sliding is not possible. There would always be some sliding, even in tap dance. [See this online copy of the paper, p. 6. The paper is also in the 2007 ICKL Proceedings, pp. 33-48].

3.6  Ann asserted that doing the movement as a single touch without sliding is possible. It requires skill, a special flexibility in the ankle so you can touch and then let go. You need to be trained in the [tap dance] style.

3.7  Zack said that in terms of physics, it is impossible to not slide a little when you touch. He asked Ann what she meant by “touching.”

3.8  Ann again said it is possible for Billie to touch without sliding because of what happens in her ankle. See Ann demonstrating this in Video 2 below. (Unfortunately, the video doesn’t show the ankle movement very well, but hopefully it will still help clarify what she said. Starting on the left side of the screen, going around the table, it shows Lynne, Ann, Caity, Zack. Also, Ray and Charlotte are heard in the back ground.)



3.9  Charlotte said that awhile back, when the group was discussing János’s papers, she, Mira Kim, Mei-Chen Lu, and Emile Way did an experiment to explore transient touches vs. sliding touches. They videotaped themselves doing a transient leg gesture. First they did the movement attempting to not have any sliding, and then they did it with slight sliding. Unfortunately, on the video it was hard to see whether or not there was sliding in the “non-sliding” movements. However, they felt the sliding and non-sliding movements did look and feel different. In other words, even if there was some sliding in the “non-sliding” movements, performing them with different intents affected the execution of the movement. We had originally planned to put the video on YouTube, but decided not to because the subtlety of differences between movements was not visible when the video was put online.

3.10  Ann said she and Billie disagree about the use of the single hook. Billie wants Ex 3e to always mean no sliding, as in the way she uses it for notating tap dance. In contrast, Ann says in 3e a bit of sliding is permitted, as in the way people without tap training would do the movement.  If you want to specify sliding, you write it as in 3h. If you want to specify no sliding, you write it as in 3i.
3.11  Ray: Regardless of how much training you have had, according to the meaning of the touch sign, 3e should not be read as “it’s OK to slide.” If there is always going to be sliding, why do you need a symbol for touch? If 3e can be interpreted in two different ways, then you are in trouble.

3.12  Ann clarified that she feels the single hooked symbol indicates that you intend to do a single touch, but without special training you will end up doing a tiny slide. If you definitely want to have no sliding, then you would write 3h.

3.13  Sandra: When you wear point shoes it is easier to touch without sliding, as in tap. If you are on demi- pointe, it becomes harder.
3.14  Charlotte: We should keep in mind János’s perspective on the issue, including his exploration of gestural touching in “Ways of Notating Floor Touching Gestures with the Foot,” by János Fügedi & Gábor Misi” (I believe the article was written for the 2009 ICKL conference, but I’m not sure if it has been published yet). As I understand it, among other things, the paper proposes using a release sign, as in 3i, to indicate transient touches (without sliding).  This would mean the single hook symbol without a release sign (as in 3e) could be used for other purposes (e.g., see János’s paper “Unit Timing of Touching Gestures”).

3.15  Sandra: If a dancer does a tendu several times, each one will be different. But the underlying movement is the tendu. That is what you are writing.

3.16  Zack reiterated that according to physics the movement will always have a slide. What you are writing is what you intend to do, regardless of whether or not it in fact contains sliding. So it doesn’t matter whether or not there is sliding.

3.17  Ann said it does matter, because, as she said earlier, in Billie’s performance of tap there is indeed no sliding because of the foot and ankle action.

3.18  Sandra said that such style issues should always be glossarized to make sure it is clear what is meant by the symbols.

3.19  Ray said that it may be that in order to do the movement without the slide, you need to flex the ankle. If you do it without the foot action, you would slide.

3.20  Lynne said the surface you are moving on also makes a difference. If you have a harder surface, such as a tap shoe, the movement is more likely to have a bounce to it, without sliding. The movement will rebound off the floor. (The discussion in paragraphs 3.16 -3.20 can be seen in Video 3 below. The video shows, from left to right: minute .10 - Caity, Zack, Charlotte; minute .45 – Ann; , minute 1.21-Sandra talks in the background; minute 1.42 – Zack, Ray, Charlotte, Oona; minute 2.05 – Lynne.)


3.21  Charlotte said that if intending to slide produces movement that is different from when you do not intend to slide, then there should be a way to show those different intentions. The question we are struggling with is, how should those different intentions be indicated? 

3.22  Lynne: Composers sometimes write things that are impossible for the musicians to do. They are written to show intent rather than what can actually be done. And then sometimes in the future people acquire phenomenal technique and can actually do them.

3.23  Sandra: Also, the tempo of the music is going to determine a lot because the faster the music is, the more bound you are muscularly, which means you will probably rebound more. When the music is slower the muscles react differently.

4.1  TOPIC #4: ICKL

4.2  The last few minutes of the meeting were devoted to bringing everyone up to date on plans for the upcoming ICKL conference. The idea of having Motif Notation included in ICKL theoretical discussions was promoted at the last meeting. Charlotte intends to follow through by submitting a Motif Notation theory paper on “altitudes.” Also, the possibility of having long distance participation in the conference via Skype is being investigated.

4.3  Charlotte said the project of scanning all the ICKL technical papers is coming along. Eventually the facsimiles will be posted on the Theory Bulletin Board so that the papers will be more widely available.







Tuesday, May 10, 2011

African Dance

African Dance
Submitted by Doris Green – May 10, 2011

In 1964, President Lyndon Baines Johnson signed the Civil Rights Act that mandated the inclusion of courses on Black and minority studies into the curriculum of colleges and universities on a nationwide level. Any educational institution not in compliance would risk the loss of Federal funding.

At that time I was an undergraduate student in Brooklyn College where I studied Labanotation. Department chairmen scrambled to find what courses they could offer to be in compliance with the federal mandate. When questioned I suggested that African dance and music be offered. The department was familiar with my work on the campus in music, dance and theater. Thus they began to groom me to teach a course or courses in African dance. Therefore in 1969 when I graduated, I became the first person to teach African music and dance in Brooklyn College.

As the first teacher of traditional African music and dance in the College, I faced many situations that needed my immediate attention, such as the lack of a textbook; lack of terminology that would define the area of specialization; lack of instruments and written documentation. I immediately began to corral the information I gleaned from years of studying African dance with African students who came to New York and shared their culture with us. I went to Africa not only to hone my skills but also to conduct research
and share my knowledge with Africans. I would bring home new dances and instruments to use in my classrooms.

African music is largely percussive in nature and cannot be written with the western system of notation. Africans were making dire efforts to find a way to write music of their instruments. They were mesmerized when they discovered that I had created a system wherein percussive music could be written and aligned with the corresponding dance movements.

For more than 41 years I have been conducting research in countries from Tanzania to Senegal. Not only have I written and published my autobiography No Longer an Oral Tradition: My Journey Through Percussion Notation, but also a textbook Greenotation: Manuscripts of African music and dance, which has yet to be published.

The O.A.U. [Organization for African Unity] examined my work and suggested that it be adapted and included in all schools throughout Africa. My textbook is the most definitive work in the field and has been used in Ivory Coast and Ghana. French copies of this text were deposited in Senegal for use in the theater. Until all colleges and universities, public and private in Africa and the diaspora that teach Africa music and dance have a textbook that defines its music and dance parallel to how a dictionary defines its words, their teachings cannot be assessed, and what is flamboyant will continue to rule.

It is unfortunate that people are dancing what they call West African dance, which is a rehashing of the choreography of Maurice Sonar Senghor of Senegal, and Keita Fodeba, who were the two principal leaders of the post-colonial cultural awakening movement that was premiered in France in 1953 producing the Guinea Ballet. Therefore “West African dance is essentially the dances of Senegal, Mali and Guinea. But people dance throughout Africa. What about Cameroon, Nigeria, Benin, Togo, Ghana, Ivory Coast, Liberia and Sierra Leone as these countries are also in the West African region? Of course Senghor after being successful with the National Ballet of Senegal, and the Mali Dance Company would bring the National Ballet of Senegal to Brooklyn in 1971and completely revolutionize how African music and dance was practiced and performed forever.

I am retired now, but in the words of Bob Marley, stand up for your rights, don’t give up the fight. I will continue to push for the use of Greenotation in all schools and colleges. In the absence of a textbook, academia does not recognize such courses as valid courses within the curriculum.

For Black History month I did a performance, book signing and presentation of my autobiography entitled  No Longer an Oral Tradition: My Journey Through Percussion Notation - From the streets of Brooklyn to the continent of Africa. Cablevision saw the advertisement and came to the Uniondale Library to tape the show.

The program aired on Channel 118 - Neighborhood Journal, to Nassau and Suffolk residents for more than two weeks, seven times a day. 

The Jones family is a group of six musicians and dancers who I am training as the next generation in African music and dance notation. Of course the field of African music/dance has a long way to go to the fruition of my plans for the comprehensive study of African music and dance, which includes the publication of the textbook Greenotation: Manuscripts of African Music and Dance.

I will work with the Library to produce more shows that can be used for Black History and women's  months.    

A reminder the 34th year of DanceAfrica will  showcase at the Brooklyn Academy of Music on May 26-May 29th. 

If the readers want to know more about my work they can view my website.

Tuesday, March 8, 2011

Adowa Dance – A Traditional Dance, Music & Song – Ghana, West Africa

Adowa Dance – A Traditional Dance, Music & Song – Ghana, West Africa
Submitted by Doris Green - March 8, 2011 

The Ashanti Adowa is the funeral dance of the Akan people of Ghana. This dance is also practiced along the eastern border of Ivory Coast that has an Akan population. Although the word 'Adowa' means antelope, an antelope has no significance in the dance movement, not even in the eloquent hand movements.

Death is generally associated with the elderly therefore, most of the time when we view this dance, we see the elderly population performing this dance. But the youth also attend these funerals and they perform a much more energetic version of the dance with jumps.

You will notice the practice of 'dashing' giving money or pasting money on the head of a good performer. 

The instruments used in the ensemble are Dawuro split pea bell, Mmerima drum, (played with forked sticks) Mprentia drum played with the hands, and the Atumpan drums - two drums played with forked sticks by one player. Occasionally the Atumpan drummer will play the rhythm on one drum only. When he makes this change, in order for me to notate this in Greenotation, I use the horizontal bow (support) to show that the left stick is now playing on the right hand drum.They also use a tension drum  called "Lunga" in northern Ghana and Donno in southern Ghana.

[For an example of Greenotation that contains the horizontal bow, go here.]

This dance was introduced to the United States through Professor Albert Mawere Opoku and the Ghana National Dance Ensemble that came to New York in the late sixties.
---
Enjoy.

Doris Green
Ethnomusicologist
Fulbright Scholar to Africa
Certified teacher of Labanotation
US State Department Cultural Specialist to Ghana
ISBN: 978 -1-60911-458-9

Monday, February 14, 2011

Ashanti Adowa rare footage

Ashanti Adowa rare footage
Submitted by Doris Green - February 14, 2011

Traditional music and dance in Africa are inseparable. Akin Euba defined the classes of music found in Africa. Accordingly he listed five types of music played in Africa. I, using his writings, created the Categories of African dance, for teaching purposes, so the students could become familiar with African dances. Consequently Traditional African music is connected to the writings of Akin Euba. Neo -Traditional African dance are connected to my writings.  One source for Traditional African music would be an article “African Music Adapts to a Changing Society” that appeared in African Report, November, 1970, p24.

Traditional African dance is the oldest and most indigenous form of African dance. There is an inseparable relationship between the music and the dance. The music of these dances is rooted in drum languages, which are replicas of the spoken language of the people. Obviously the category of Traditional African dance has as many different "Traditions" as there are spoken languages of the people numbering more than 2000. Events that relate to the cycles of life, birth, initiation, puberty, death and other rituals have prescribed dances that have been in existence for centuries. The Ashanti Adowa is played at funerals. 

According to Maurice Senghor, creator of the National Ballet of Senegal, a happening or event that the people choose to remember must occur before a dance can be created. The people create the movement and set it to the existing music of the group. 

From my experience the majority of traditional dances occur in the "bush" as part of ceremony and are rarely seen outside the social ceremonies, which they express.

Neo-Traditional dances are traditional dances performed outside the context of social ceremonies. They make use of elements of  the traditions but not as they are found in traditional culture. Examples of neo-traditional dances are those dances that have been altered to fit on the proscenium stage. Since these dances originated as the result of a 'happening" they are pieces of history reenacted through movement, communicated by the musicians and acted out by the dancers. These dances have had aspects of the theater applied to them.  For Neo-Traditional dances, see "Categories of African Dance", Traditions Journal, Volume 6 #4, Jan. 2008, p6.

The majority of National Dance Companies use neo-traditional dances. African dance as a classroom activity entered the curriculum in Africa in 1962 when Professor Albert Mawere Opoku was asked to come to the University of Ghana at Legon to teach dance and to create a national dance ensemble of Ghana.

In the USA traditional African dance came into the curriculum of schools across the nation with the signing of the Civil Rights Act in the sixties by President Johnson. I became the first person to teach African dance in Brooklyn College.

Kimati Dinizulu, the son of the late Alice Dinizulu, principal dance of Asadata Dafora, the first person to bring African dance to the shores of the United States. He is an ethnomusicologist, gifted percussionist. He has made extensive trips to Ghana studying his craft.  He also specializes in the preservation of endangered African American musical instruments. 

Doris Green
Fulbright Scholar
Creator of Greenotation
Certified teacher of Labanotation

If the readers want to know more about my work they can view my website which gives a global image of me and my work.