Okay, everyone. Today I would like to post some materials from a book which some chapters I've translated to Indonesian. However, this i...

Dancing: A Starting Point of a Theme

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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