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Interviews, essays and commentary published by The Dance Current.

Saturday, August 28, 2010

Feature: Dancing in School, Public Education Curricula

Summary | Sommaire

In August 2009, the Ontario Ministry of Education released its revised arts curriculum. This document directs teachers of grades one through eight on what they are expected to cover in dance, drama, music and visual art over the course of a school year …

En août 2009, le ministère de l’Éducation de l’Ontario publie son programme d’éducation artistique révisé. Le document explique aux enseignants de la première à la huitième année la matière qu’ils devraient couvrir en danse, en musique et en art dramatique au cours de l’année scolaire …

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In August 2009, the Ontario Ministry of Education released its revised arts curriculum. This document directs teachers of grades one through eight on what they are expected to cover in dance, drama, music and visual art over the course of a school year. It marks the first time in Ontario that dance has been recognized as a separate subject and worthy of the equivalent study as all other subject areas in public school. As of 2010, dance and drama will be evaluated separately on report cards, and this is making some elementary classroom teachers nervous. The new curriculum document addresses this by providing a more explicit and detailed framework for teaching dance. When it comes to actually implementing the dance curriculum, however, teachers in Ontario’s public schools struggle to dedicate time, secure adequate space, gather useful resources and develop the confidence of their students (and themselves). Nevertheless, a strong curriculum document provides a solid foundation. The situation differs vastly across the country. In some provinces, dance is considered a separate subject area and is effectively addressed in curricula; in other cases, dance remains barely embedded in the physical education curriculum. Ontario’s new elementary dance curriculum is a huge leap forward for public dance education in this province. The next generation of students, in grades one through eight, will dance on a regular basis, will use their bodies to solve problems, will employ dance as a form of creative expression, will appreciate the cultural significance of dance around the world and will benefit from the joy of movement.

En août 2009, le ministère de l’Éducation de l’Ontario publie son programme d’éducation artistique révisé. Le document explique aux enseignants de la première à la huitième année la matière qu’ils devraient couvrir en danse, en musique et en art dramatique au cours de l’année scolaire. C’est la première fois que la danse est reconnue comme domaine d’étude à part entière et qui mérite une étude égale à toutes les autres matières dans le système scolaire public. Dès 2010, la danse et l’art dramatique seront évalués séparément dans le bulletin ; cela rend nerveux certains enseignants au primaire. Le nouveau programme tient compte de possibles craintes en fournissant un cadre explicite et détaillé pour enseigner la danse. Pour la mise en œuvre du programme de danse, toutefois, les enseignants des écoles publiques de l’Ontario peinent à trouver du temps, un lieu adéquat et des ressources pertinentes, ainsi qu’à développer la confiance des élèves (et la leur). Néanmoins, le robuste document de programme offre une base solide. La situation est très différente d’un endroit à l’autre au pays. Dans certaines provinces, la danse est une matière intégrale, bien adressée dans un programme ; dans d’autres, la danse s’inscrit à peine dans le programme d’éducation physique. Le nouveau programme de danse en Ontario est un progrès considérable pour l’enseignement de la danse dans le système public de la province. La prochaine génération d’élèves, de la première à la huitième année, apprendront à danser sur une base régulière, se serviront de leur corps pour la résolution de problème, utiliserons la danse comme forme d’expression créative, apprécieront la signification culturelle de la danse dans le monde et profiteront de la joie du mouvement.

Learn more | Pour en savoir plus >> www.thedancecurrent.com



Read the full article by Kate Cornell in the September 2010 issue of The Dance Current print magazine. | Lisez l'article intégral de Kate Cornell dans l’édition imprimée de septembre 2010 du Dance Current.

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Profile: Heather Ogden & Guillaume Côté

Summary | Sommaire

Long before they fell in love and decided to marry, National Ballet of Canada (NBoC) principal dancers Heather Ogden and Guillaume Côté were a ballet match made in heaven …

Longtemps avant qu’ils tombent amoureux et décident de se marier, les premiers danseurs du National Ballet of Canada (NBoC) Heather Ogden et Guillaume Côté étaient un couple mythique en ballet …

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Long before they fell in love and decided to marry, National Ballet of Canada (NBoC) principal dancers Heather Ogden and Guillaume Côté were a ballet match made in heaven. Ogden is known for her laser-sharp technique and delicate appearance; Côté, for his bravura leaps and artistic temperament. Both artists have come to creative maturity with the National, working their way up very quickly through the ranks of the company. Ogden, born in Toronto, joined in 1998 after training in Richmond, BC; she was promoted to principal dancer in 2005. Côté, who grew up in Lac-Saint-Jean, Québec, studied at Canada’s National Ballet School (NBS) and was promoted to principal in 2004, a mere five years after entering the company. You get the sense, with Ogden, that she lives to dance. It’s a bit more complicated with Côté, though he’s every bit as gifted and driven and skilled. The man’s artistic path has many branches: he choreographs, composes, and plays piano and guitar, and is clearly interested in more than a strictly classical flavour to his ballet career. Long after the confetti from their July 2010 wedding has settled, Ogden and Côté’s career arcs will likely continue to unfurl on parallel tracks, separate yet symbiotic, and, without a doubt, spectacular.

Longtemps avant qu’ils tombent amoureux et décident de se marier, les premiers danseurs du National Ballet of Canada (NBoC) Heather Ogden et Guillaume Côté étaient un couple mythique en ballet. Ogden est connue pour l’exactitude rigoureuse de sa technique et son apparence délicate ; Côté, pour ses sauts brillants et son tempérament artistique. Les deux artistes développent leur maturité créative au sein du NBoC, et gravissent rapidement les échelons de la compagnie. Née à Toronto, Ogden se joint à la compagnie après une formation à Richmond, C.-B. En 2005, elle est promue au rang de première danseuse. Côté, qui grandit au Lac-Saint-Jean, Québec, étudie à l’École nationale de ballet du Canada et devient premier danseur en 2004, seulement cinq ans après ses débuts dans la compagnie. Avec Ogden, on a l’impression qu’elle vit pour danser. C’est un peu plus compliqué avec Côté, même s’il est tout aussi doué et motivé et versé. Son parcours artistique compte plusieurs trajectoires : il est chorégraphe, il compose, il joue le piano et la guitare et, de toute évidence, il s’intéresse à plus qu’une saveur proprement classique pour sa carrière. Longtemps après le déferlement des confettis de leur mariage en juillet 2010, Ogden et Côté verront sûrement leur carrière se déployer en parallèle, individuelles mais symbiotiques et, nul doute, spectaculaires.

Learn more | Pour en savoir plus >> www.thedancecurrent.com



Read the full article by Kathleen Smith in the September 2010 issue of The Dance Current print magazine. | Lisez l'article intégral de Kathleen Smith dans l’édition imprimée de septembre 2010 du Dance Current.

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ASTUCES POUR PROFESSEURS : TIPS FOR TEACHERS

Les assistants en studio
De Katharine Harris de l’École nationale de ballet du Canada
Traduction de Marie Claire Forté


Avec la reprise des classes et des activités parascolaires, septembre lance une vague d’enthousiasme. En tant que professeur de danse, vous gérez l’arrivée d’élèves et les exigences administratives de début de session. Sachant que vous aurez besoin d’aide pour bien réussir, profitez du mois de septembre pour vous pencher sur le rôle de l’assistant dans le studio de danse.

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Certains professeurs confient à l’assistant les tâches simples de l’enseignement : aider les jeunes élèves à mettre leurs chaussons de danse, accompagner les élèves aux toilettes et prendre les présences. D’autres voient la tâche de l’assistant dans le prolongement de la leur ; l’assistant aide à montrer correctement les exercices, ainsi qu’à faciliter l’écoute et l’apprentissage des élèves. Dans un cas comme dans l’autre, il est important de reconnaître que l’assistant d’aujourd’hui est l’enseignant de demain. Un peu d’effort et de communication assurent une relation bénéfique pour les deux parties.

Lorsque vous travaillez avec un assistant, souvenez-vous que c’est souvent une jeune personne qui travaille dans cette capacité pour défrayer ses propres classes de danse. Pour vous mettre au diapason avec votre assistant, songez à tenir une classe dédiée uniquement aux assistants sur une base régulière, avec une première rencontre avant la rentrée. Vous pourriez profiter de ces cours pour les aider à travailler sur les façons de montrer un exercice et de faciliter l’apprentissage des autres. Discutez avec l’assistant de vos attentes en studio. Que vous vouliez qu’il aide à maintenir la concentration de plus jeunes élèves ou qu’il propose des corrections, soyez clair. Il est important que vous aidiez l’assistant à bâtir sa confiance en studio. Prendre le temps de communiquer vos objectifs et d’assurer un consensus avant le début des classes peut vous éviter des malentendus plus tard.

Une classe régulière consacrée aux assistants est aussi l’occasion pour tous d’apprendre à se connaître. Elle permet à l’assistant de se familiariser avec votre enseignement. Au fur et à mesure de votre travail ensemble et au fil de son progrès, vous pouvez lui ajouter de nouvelles tâches.

Peut-être vous avez commencé vous-même comme assistant et vous vous souvenez exactement de l’expérience. L’assistant a une soif d’apprendre, tout comme vos élèves. Il est très bénéfique de travailler avec lui en privé en plus des classes régulières. L’assistant est là avant tout pour faciliter le bon déroulement de la classe ; plus vous communiquez sur des stratégies, plus l’assistant et vous profiterez de votre temps ensemble.


Assistants in the Studio
By Katharine Harris, Canada’s National Ballet School

September brings a wave of excitement as both school and extracurricular activities start up afresh. As dance teachers, you’re dealing with the influx of students as well as the administrative requirements that the beginning of term brings. Knowing you’ll need help to do it all successfully makes September a perfect time to focus on the role of assistants in your dance studio.

Some teachers rely on assistants for the “simpler” tasks of teaching: helping younger students change from street shoes to dance shoes, accompanying students to the washroom and taking attendance. Other teachers see their assistants as extensions of themselves, individuals who will not only help demonstrate exercises correctly but will also help students listen and learn. In either case, it’s important to acknowledge that assistants are the teachers of tomorrow. With a little effort and communication, the relationship can be beneficial for both parties.

When working with assistants, it’s helpful to remember that they are often young and working in this capacity to pay for their own dance lessons. To ensure that you and your assistant are on the same page, consider holding a regular “assistants-only” lesson, with your first meeting before a new term of classes begins. During this time you can help them work on their demonstrating and assisting skills. You can also discuss exactly what you expect of your assistants in the studio. Whether you want them to focus on keeping younger students engaged or giving hands-on corrections, be clear. It’s important to help your assistant build his or her confidence in the studio. Taking the time in advance to communicate your expectations and ensure agreement can help prevent misunderstandings down the line.

A regular assistants-only lesson is also a chance for you to get to know each other as people, and for them to gain familiarity with your teaching style. As you work together and their abilities increase, you can gradually add new tasks.

Perhaps you yourself started as an assistant and can remember what that experience was like. Assistants are keen to learn, just as your students are. It is extremely worthwhile to work privately with them in addition to having them join you in classes. Assistants, above all else, are there to help you make your classes run more smoothly, so the more communication you exchange about how to do this, the better the experience will be for you both.

Pour en savoir plus | Learn more >> www.nbs-enb.ca




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Dance in Public Schools: A Study (excerpt)

Finding the Key To Dance in Elementary Schools:
A study of the current status of dance education in one Ontario school board


By Mark Richard

The following is an excerpt from the concluding chapter of Mark Richard’s MA thesis, titledFinding the key to dance in elementary schools: A study of the current status of dance education in one Ontario school board.Richard conducted qualitative research involving 100 elementary teachers from the Halton District School Board who answered surveys or were involved in small group round-table forums. The teachers’ perceptions of the curriculum are based on the 1998 version of the arts curriculum, as the 2009 curriculum was just being released as this research concluded. The newest arts curriculum is much more teacher friendly and holds great potential for the status of dance in education.


Excerpt from Chapter 5 – Conclusion

From the results of this study, it is very clear that the barriers to dance education in elementary schools are the teachers: their perceptions of dance, of themselves as dancers (and artists), and their perceptions of the curriculum …

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Teachers appear to be reliving the lessons that they themselves learned about the arts, as students. These students of the lost generation (Upitis 2005), who received very little education in any of the arts, learned that the arts are not important as authentic education, but may be used to engage their students as fun, but frivolous activities. As for dance, it does not seem to exist in a formal capacity in many schools in the Halton District School Board. Some of the schools where dance does appear have hired professionals to deliver the program, i.e. specialists from local dance schools teaching a unit on hip hop dance or ballroom dance. Unfortunately, these professionals often are not any more equipped to teach creative dance than generalist teachers.

As frustrated as I may be with teachers at times, I also sympathize with them. Having worked as a generalist teacher, I do get the sense that they are aware of the need for the arts, but seem to feel helpless in attempting to deliver the arts in a dense curriculum within an education system focused on standardized testing. I would like to propose a series of next steps for dance education to support teachers, students, and parents in helping them understand and embrace dance as a core curricular subject.

As suggested by several teachers in the round table forums, generalists need to see the product of dance education before they are willing to steal time from other curricular areas to teach it. They must see the possibilities for student engagement and creativity, as well as students’ responses to dance, in order to take the necessary steps to teach it themselves. I propose the creation of DVDs of students’ work in creative dance as well as clips of students undergoing and discussing their creative process and the development of their artistic intelligence. I think teachers, if they see the product, will then ask: How do I get my students there? How can I create the structure or scaffold for my students to do that? This would inspire teachers to learn about the process. I think the first place to begin is with dance lessons that are integrated into, not subservient to, other areas of the curriculum – the areas viewed as core subjects such as math, science, language arts, and social studies. These DVDs also could be used for many other purposes, such as presenting sample work for other students or for advocacy efforts with parents, board members, and community.

Professional development for generalist teachers is crucial to the survival of dance education. I suggest an ‘infusion model’ as proposed by Patteson, Smithrim, and Upitis, in which teachers develop their own artistic intelligence as well as learn to support and provide scaffolds for their students. The development of teachers as artists could have far-reaching implications for the education system. For teachers to understand the relationship between the many learning processes, such as the creative process, the writing process, and the inquiry process, and to look at all of these as artistic pursuits, could drastically affect the way curriculum is developed and delivered.

Finally, for a school board to embrace the arts and dance education, I feel that they need a coalition group of teachers, parents, and community members, as well as dedicated dance advocates, who understand dance education as it is articulated in the elementary curriculum documents, i.e. as creative dance.

In his chapter in The Handbook of Research and Policy in Art Education, Samuel Hope recognizes the instability of arts education. He has outlined questions for arts advocates to consider, and I will attempt to answer those questions with respect to the state of dance education in this province.

What choices does the field of dance education make about dealing with conditions that appear to be beyond its control?

I would suggest that dance advocates must learn to overcome those conditions that appear to be beyond their control. After all, who among us ever thought that dance would find a place in the core curriculum? Perhaps by finding ways to give both students and parents a taste of what is possible in dance education, the multiple benefits dance offers to students and the community will draw more advocates. At the same time, dance advocates need to ‘woo’ government officials with product such as student-created dances and the publication of positive qualitative changes in schools as a result of dance education and arts education in general.

How well does the field of dance education delineate and then protect those things that are essential to its survival?

Advocates need to be aware of and protect those elements already discussed by providing more information and support for generalist teachers. Teachers are the source for the potential of dance education in schools, and, if we can convince teachers that they are capable of thinking artistically and delivering artistic scaffolding to their students, we will protect a valuable resource. Students seem to have an innate interest in dance, as outlined by researchers such as Bond and Stinson, so it is the teachers and other adults who must be the focus for advocates.

How does the field manage the relationship between decisions in areas it cannot control and decisions in areas it can control?

Advocates need to be constantly pro-active and creative in a climate where funding seems to drive most programs and funding in the arts seems to be sporadic. Advocates need to find ways to sell dance as a program that needs very little in terms of resources.
Advocates need to find creative ways to solve the problems of space and time, perhaps forming school partnerships with local community recreation centres to help solve space needs. Dance education, and creative dance in particular, need to be seen by the community as something important for students and the community in general.

How much and what kind of thinking is being done about the short and long-term ramifications of real and prospective changes?

Stinson (2005) said that education seems to need dance more than dance needs the education system, and I agree. We need to realize, as advocates, that the very real and dramatic changes which our current education system is undergoing, preparing students to be creative and innovative thinkers, is part of the core of what Eisner (2002) called an artistic intelligence. The field of dance education is a rich source for information about creativity and engagement of learners in problem solving and the building of new ideas. In many respects, we need to continue to do what we do best and allow others to see it and come to the realization on their own terms.

What lies ahead that represents a challenge, an opportunity, or a significant danger?

There are always challenges with respect to arts education. The protection of the elements (as outlined by Hope) that are essential to our survival is our greatest challenge. The motivation and artistification of our generalist teachers, encouraging them to change their current practices to include far more arts experiences and arts integration, is our primary goal. I feel the greatest significant danger for dance education is the low profile of creative dance as a genre within the overall dance community. Dance education advocates must make greater strides to educate both the dance and the education communities on the inherent benefits of this form of dance.

References
Eisner, Elliot W. The Arts and the Creation of Mind. New Haven: Yale University Press, 2002.
Hope, Samuel. “Art Education in a World of Cross-Purposes.” Handbook of Research and Policy in Art Education. Ed. Elliot W. Eisner and Michael D. Day. Mahwah, N.J.: National Art Education Association, 2004.
Stinson, Sue. "Why Are We Doing this?" Journal of Dance Education 5.3 (2005): 82-89.
Upitis, Rena. "Experiences of Artists and Artist-Teachers Involved in Teacher Profesional Development Programs." International Journal of Education & the Arts 6.8 (2005): 1-12. < http://ijea.asu.edu.>


Mark Richard (BEd, MA) is a PhD candidate in the Faculty of Education at York University. He is a qualified elementary school teacher, private arts consultant and a faculty member in Sheridan College’s Performing Arts Programs.




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Friday, August 27, 2010

IN THE STUDIO | EN STUDIO: Louise Moyes

St. John’s Women & other docudances | et autres docudanses

Interview by/de Megan Andrews

Louise Moyes in “St. John’s Women” / Photo by Justin Hall


“I call my own work ‘docudance’; it tells my own and others’ life stories/oral histories in a multidisciplinary form that draws from dance foremost, as well as theatre, video and performance. My process involves gathering stories through video and audio recordings and my own writings, improvising with them through dance in the studio and then framing a show’s through-line by what comes out in studio, discovering whether a story is best told in ‘pure’ dance, choreographed monologue, theatrical monologue or video. The result is a very contemporary take on what are sometimes traditional, yet extraordinary lives.”

« Je nomme mon travail “docudanse” ; je conte mon histoire de vie/mon historique oral ainsi que ceux d’autres dans une forme qui puise avant tout dans la danse, ainsi que dans le théâtre, la vidéo et la performance. Dans mon processus, je recueille des histoires avec des enregistrements vidéo et audio, et en écrivant. J’improvise en danse avec ce matériau en studio et ensuite, je cadre le fil conducteur du spectacle avec le résultat de ces explorations. Je découvre si une histoire se compose mieux en danse “pure”, en monologue-chorégraphie, en monologue théâtral ou en vidéo. Il en résulte une lecture très contemporaine de vies parfois traditionnelles, néanmoins extraordinaires. »


Growing up a Newfoundlander of Cockney parentage who later lived in Québec, Louise Moyes most often performs docudances: shows she researches, choreographs and performs, working with the rhythm of voices, language and accents like a musical “score”. She is currently working on dance and interdisciplinary projects by choreographers Jo Leslie and Eryn Dace Trudell. Moyes studied at Studio 303 in Montréal and developed her craft through the Festival of New Dance and Sound Symposium, St. John’s. She has performed throughout Canada and in Germany, Italy, Iceland, New York, Australia and Brazil.



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Louise Moyes in “A propos of nothing / A propos de rien” / Photo by Doug Allen

MA: You call your work docudance, explaining that, “it tells my own and others’ life stories/oral histories in a multidisciplinary form that draws from dance foremost, as well as theatre, video and performance.” How did you come to begin making this kind of work?

LM: In the early nineties, I was studying at Studio 303 in Montréal and starting to make work. When the first Gulf War started and innocent people were being killed, I urgently felt the need to respond in some way. George Bush Senior’s State of the Union address at the start of that war became the “score” for the opening of unraveling the borders. The piece ended with three friends discussing war from a feminist perspective and Bessie Hurley, a midwife from Change Islands, Newfoundland (interviewed by Rhonda Pelley and Sheilagh O’Leary for their book Island Maid), simply stating there was nothing so beautiful as seeing a baby being born. Since then I have not stopped working with interviews or some form of text.
We still come from an oral culture in Newfoundland and Labrador. Many dancers from here work with text, and because of the nature of our culture and size, interdisciplinary work in general is strong.

Louise Moyes in “St. John’s Women” / Photo by Justin Hall

MA: I imagine that in the creative process you discover connections and reveal possibilities through improvisation with your material that lead to potentially fictive plot points or lines. I am wondering about the connection between docudance and documentary film, for example. In weaving together your own and others’ stories, how concerned are you to stick to the facts?

LM: The facts are very important when telling others’ stories, because I do feel a responsibility to portray them as truthfully as possible, in a way that the person interviewed would be proud of. When Florence Leprieur’s daughters came back to see the show Florence two and three times and told me I made their mother’s stories new again, and a man from l’Anse à Canard said he never thought he’d see a show that talked about all the places and people he knew, well, I couldn’t ask for more than that.

Now if the people interviewed stray from the facts a little, as we can all embellish sometimes, well, I don’t mind that! And it is a relief sometimes when doing non-docudance pieces to not have to concentrate on the truth so much …

Louise Moyes in “Florence” / Photo by Justin Hall

MA: What kinds of characters are you drawn to “docudance”, or alternately, are you more interested in issues, events and situations like the cod moratorium (Thinking About the 10-Year Anniversary of the Cod Moratorium) or your experiences in New York City (In a New York Second) or Newfoundland history (The Port-au-Port Story/ L’Histoire du Port-au-Port)?

LM: I would say that generally people attract me first, and then their issues emerge as an integral part of the world they are living in. I also love their stories: about trying to quit smoking (Annie Dollimount, Interrupted Cycles), a recently released prisoner looking forward to a Twinkie (In a New York Second), or making moonshine to try to generate some money in a virtually cash-less society in rural Newfoundland’s merchant system, which existed in many areas until the 1960s (Florence).

Louise Moyes in “St. John’s Women” / Photo by Justin Hall

MA: Your new piece, St. John’s Women, tells the stories of “four generations of St. John’s women in their twenties, forties, fifties and sixties. They SCRUB: one Sells, one Cleans, one Rents and one Buys – houses.” You also recently made a work, titled Florence (2007), about a ninety-three-year-old woman who raised nine children on her own. Do you have a particular concern or interest to perform women’s stories?

LM: Absolutely I have a particular interest in women’s stories, above all those that are not told enough – in the media, in academia, etc. Florence Leprieur sang “chin music”; essentially she sang jigs, a completely respected form of music. She sang, danced and played accordion alongside well-known Newfoundland fiddler Émile Benoit for decades, had a huge repertoire of French Newfoundland music in her head and was the matriarch of a musical family that includes three members of the world-touring Carlton Showband and Toronto-based composer-percussionist Romano DiNillo – her wonderful grandson who composed half the music for Florence. But she herself was not known. She was so proud when I would come and record her music and stories.

Louise Moyes in “Florence” / Photo by Justin Hall

MA: You’ve taken your work into public schools and performed for student audiences. You also go into schools and develop workshops and projects specifically for the classroom. The bilingualism and historical and cultural emphases in your work seem particularly suited to an educational context. Is this something that’s important to you as an artist?

LM: I am very happy that my work has an educational angle. It is rewarding bringing Newfoundland, Québecois and other cultures to students either through performing my shows for them or working directly in the classroom telling excerpts from shows, making ties to curriculum in language arts or social studies. I have worked extensively in the French schools of the Port-au-Port to get children making work integrating local dances, music and stories that are at risk of dying out. The French element works well with tours to French immersion schools, as I did with Florence through the Newfoundland and Labrador Arts Council’s School Touring program last year. That show has a French version and an English version. Taking in Strangers (2001) starts in Montréal and ends up in St. John’s via Lac-St-Jean, the isolated Lower North Shore, Québec and the south coast of Newfoundland, seen through projected images and twenty different characters. A multidisciplinary travelogue, it can become a living geography, folklore and history lesson.

Louise Moyes in “A propos of nothing A propos de rien” / Photo by Doug Allen

MA: What’s your perspective on the importance of professional artists working in the public school system versus teachers themselves being mandated (in various provinces) to teach dance in the school system?

LM: I have been working with a Department of Education program that very successfully brings basic dance, visual art, music and theatre skills to teachers around the province. I think this is important. Folk dancing is being taught through physical education now. But nothing can eliminate the need for direct contact with real, creating dancers in the schools. For three years, I was the coordinator of Neighbourhood Dance Works’ outreach program to high school theatre students, teaching “The History of Dance in 3 Easy lessons”. We then offered a free show of three contemporary pieces. Not all the students at the show had taken the classes. The follow-up feedback was clear – those who had taken all three classes with a live performing artist had a clearer understanding of and desire to see new dance again.

Louise Moyes in “St. John’s Women” / Photo by Justin Hall

MA: I understand that you write your own scripts based on audio and video interviews with your subjects. I’m curious about how your works come together in the studio in terms of the layers and crisscrossing of ideas, stories and disciplines of expression. Can you briefly describe a typical early rehearsal or the steps you take in your creative process?

LM: When I first go into the studio I have already started listening to and transcribing the material. Video excerpts that tell a story better than I ever could stand out very quickly – the gestures, language and lighting. Jo Leslie was in the studio with me directing Florence and I could not have done it without her. Jo was adamant that my relationship with Florence be included, something I had not done before (I interviewed her over three years). We talked through the material and then Jo would choose a story to improvise with. Or sometimes I would improvise without consciously choosing and one would come out spontaneously in the dance. I would speak, too, and, in the speaking and the moving, relationships came out between Florence and I that I hadn’t been fully aware of – such as how her own experiences having thirteen babies and losing four in infancy helped me in my own fertility struggles. She empathized with losing a pregnancy at seven months in a way that many women of my generation could not (because it is not so common anymore). When my son Gabriel was finally born she loved holding him in her arms.

The dance sections in a docudance generally express sentiments or situations that words cannot do justice to – the beauty of dance. In Florence, one is called “The Wildness”, referring to the wildness of this place on the Port-Au-Port where you can see the ocean on either side of a narrow strip of land – imagine raising children there in the winter! And the wildness of the music and dance sessions they would have, one of the few forms of relief from the work. Walking fifteen miles to play at a dance, playing all night and walking home was nothing to them.

When we had developed all the stories as spoken, danced or mixed sections and chosen video, Jo Leslie and I wrote them all out on pieces of paper and a wonderful, non-linear way of telling this fierce and funny woman’s life story came out. I still get tears in my eyes in the first section when I see Florence up there on the screen. Florence died in 2007, singing jigs in her bed.

Regarding my work with musicians, I have collaborated for over twenty years with composer Lori Clarke from St. John’s. She was musical director on Florence and will compose for St. John’s Women. We know each other so well that she will come in to the studio, see what is being worked on, and go home and create what she hears going on. When I go into the sound studio with Lori we tweak together, but invariably there is not much work for me to do.

Like Lori, Romano DiNillo is a multi-instrumentalist from here (he is now based in Toronto). Combining traditional and contemporary music for the show was a natural concept for them – we are all children of the Sound Symposium, the biennial New Music festival. Romano is a percussionist who plays piano – many dancers will know him from TDT classes and Dancemakers. Romano and I have had to work long distance, on Florence and on Portscape, choreographed by Eryn Dace Trudell. While distances may add some extra challenges, we send stuff back and forth and the results are always gorgeous.

Louise Moyes in “Florence” / Photo by Justin Hall

MA: The multidisciplinary nature of your work – and particularly the ease with which you integrate and play between disciplines in your solo performances – obviously requires a high level of skill and technique. How did your training prepare you for the kind of work you make?

LM: It all seems by accident to me, but it does add up to a road to interdisciplinary work. My parents are ballroom dancers, there was always dance at home. My father, as well as being a marine engineer, is an actor and director. I studied gymnastics as a child and later dance, but my career ambitions were to be a doctor. I did study medicine here for two years but at the end would cry when I saw dance shows. So I left, not an easy decision, and finished my BA in French and English literature, including creative writing. Then Jo Leslie told me about this studio she was co-starting in Montréal, Studio 303, and that’s where I made a beeline. In fifteen years as a nomad between St. John’ s and Montréal, I did seven years part-time as a researcher and writer for documentary film for the National Film Board and Discovery Television, among others. So yes, I think I do feel supported by all these influences when I am in the studio.

Louise Moyes in “A propos of nothing A propos de rien” / Photo by Doug Allen

MA: You’re known for the wit and humour of your works, and particularly for your subtle plays on words that are not only verbal but also physical. This is something I love about your performances, and something I also find in Vancouver-based Tara Cheyenne Friedenberg’s work (which also integrates movement and text). Humour is not very common in contemporary dance. Do you feel that using language opens up the possibility for humour in dance-based work?

LM: I come from a theatrical family; not just my father, but my sister, too, is an actor and director, and both are very funny people. I was the serious one in the family for a long time. I remember the first time I showed an early work, My Secret Pig, at Studio 303 and people laughed. I was really surprised. Making work actually helped me find my sense of humour!

Language is a fabulous inroad to making humourous work. Lois Brown, Anne Troake, Alison Carter, Deborah Jackman, Lisa Porter, the list of dance artists who make and have made humourous work with text is long here. The physical is very important in comedian Andy Jones’ work and he has worked with local choreographers to create his shows. Andy comes to see our Festival of New Dance. It is interesting when you perform outside of Newfoundland; some audiences feel like they need permission to laugh at a dance show. Here the audiences have no problem. In fact the dancers in Toronto choreographer Denise Fujiwara’s No Exit, based on Sartre’s existentialist play, felt their performances came up 300% in front of a Newfoundland audience – because we know when to and aren’t afraid to laugh and cry. And for sure, different aesthetics appeal to different cultures.

Louise Moyes in “Florence” / Photo by Justin Hall

MA: You’ve recently premiered a commissioned solo, A propos of nothing/A propos de rien, by Montréal’s Jo Leslie, and you are also working with Montréal-based Eryn Dace Trudell. What draws you to the work of other artists such as these women? What or who else inspires or influences you as an artist?

LM: I have been thinking about Jo and Eryn a lot lately and why I am drawn to them in particular. Now Jo came to St. John’s regularly in the eighties and early nineties to teach and perform; she was a large part of the development of new dance here. I followed her to Studio 303. We lost touch a bit between 1995 and 2005, but when it came to making Florence, I knew she was the perfect person to direct, with her dance and theatre background. (Jo has been a movement coach and choreographer at the National Arts Centre, Stratford and the National Theatre School among others.) And she knows my performing so well! While we were making Florence she suggested that she create a piece for me and I jumped. A propos of nothing/A propos de rien involves both text and movement and is very funny and fun to do. How often do you get to eat a bag of chips on stage?

Jo and Eryn inspire me because of their extensive knowledge of both choreography and improvisation, and, though it may sound corny in writing, because of their commitment to truth. They aren’t afraid to make work about issues, and with heart, humanity and humour. For a long time I worked on my own, but it is infinitely better when you find artists with whom you can have conversations about your work in the studio and who push you to take the ideas and the movement as far as you can.

Other influences include my father and sister, John and Rebecca Moyes; Simone Forti and Kazuo Ohno, whom I saw talking and moving at ages sixty-five and eighty-three, respectively; performers and teachers Valerie Dean (Halifax), Lee Saunders (New Brunswick), Martha Carter (Vancouver) and Benoît Lachambre (Montréal) – all met through Studio 303. Learning grounds for me have been Neighbourhood Dance Works’ Festival of New Dance and the Sound Symposium, both in St. John’s.



A photo essay on Louise Moyes appears in the September 2010 issue of The Dance Current print magazine. | Un photo reportage sur Louise Moyes paraît dans l’édition imprimée de septembre 2010 du Dance Current.
www.thedancecurrent.com/back.cfm


Louise Moyes presents St. John’s Women at the twentieth anniversary Festival of New Dance from September 16th through 25th, St. John’s. | Louise Moyes présente St. John’s Women au vingtième anniversaire du Festival of New Danse du 16 au 25 septembre, à St. John’s.


De famille cockney, Louise Moyes grandit à Terre-Neuve et vit ensuite au Québec. Elle présente surtout des docudanses : des spectacles qu’elle développe, crée et interprète, travaillant avec le rythme de voix, de langues et d’accents comme « partition » musicale. Elle œuvre actuellement à des projets de danse et interdisciplinaires des chorégraphes Jo Leslie et Eryn Dace Trudell. Moyes étudie au Studio 303 à Montréal et développe son métier à St. John’s par l’entremise du Festival of New Dance et du Sound Symposium. Elle présente son travail au Canada, en Italie, en Islande, à New York, en Australie et au Brésil.


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http://www.docudances.com/






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