Okay, everyone. Today I would like to post some materials from a book which some chapters I've translated to Indonesian. However, this is the English version. I'd also like to post the Indonesian version in the future. This book is about dance. The author appeared to be some kind of teacher who was into the concept of creativity in dancing. They also have interviewed some students related to the concept. So here we go.
Dancing: A Starting Point of a Theme
The color, shape, texture and
movement centered around plant life can be a source of ideas visualized in
terms of physical movement – every child will interpret in her own way. Record
the movement of flowers and the patterns of leaves and branches – the rhythmic
clusters of light and shade. Study the structure of growing things – the
interpretation of plant life.
Is the space enclosed or is it
expansive – opening out – a tight area – circular or radiating outwards from
the center? Are lines thrown out in a linear projection? Expanding or contrasting?
Is the design stretched and tall or hanging – (as in the weeping variety of trees)
– twisting and turning (as in the curling willow)?
Light or heave in appearance.
Surfaces – connected. Flowing, uneven, disjointed, sticky, lumpy, cold, warn,
smooth, tough, fragile. Colors – muted, translucent, brilliant, opalescent.
From one of our creative experiences
in seeing things around us on Observatory Hill, we produced a piece of creative
work. The roots of the giant Moreton Bay Fig Trees had risen above the ground.
They were so large and rough, with deep, gnarled, indentations – creating an
appearance of figures twisted in tortuous shapes. One of the students devised a
study about Andromeda – the figure in Greek mythology who was chained to the
rock and later rescued by Perseus.
The integration of the bare contours
of tree from and the sculptural human shapes, in pulling, resisting, writhing,
hanging, twisting, and falling movements with the emotional implication of
being chained, reflected dramatic visual interest, and originality of the idea.
We have used our own method of
approach in the way in which we have interpreted the themes. Should you wish to
develop your own imagination and confidence in what you want to say and how you
want to express your ideas then try to evolve your own distinctive approach, “Those
teachers who from first to last have the task of caring and feeding creativity
in young minds” help the individual to discover themselves as a person. As you
draw out from the child what he or she is capable of giving you will find
yourself becoming concerned with motivation, stimulation, drive, curiosity, hard work, tenacity, conviction; all requirements
for creative achievements.
I have often been asked, ”What led
you to the dance?” as a school pupil, I saw a performance by the Bodenwieser
Dance Group. They visited our school to perform for the students. This was part
of our cultural education to acquaint us with the performing arts. This
inspiring group made such an impact on me that I was determined to study if
ever the opportunity presented itself and to my great joy, eventually I was
able to do so.
I hope that our approach to the
creative endeavor outlined here, which has been so enlivening to us at Fort
Street Girls’ High School, during our times of working together, will stimulate
those who are concerned with providing an environment in the classroom for our
future painters, writers, dramatists, poets, dancers, inventors and scientists,
setting up an even more independent and unique approach to “making-up”.
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