El presente trabajo busca visibilizar la responsabilidad ética del docente con relación a la salud mental y física del estudiante adolescente dentro del espacio formativo de la danza clásica. Se desea generar una reflexión respecto a los elementos que afectan directa o indirectamente a esta y los criterios que debe tomar el docente en estos para determinar su responsabilidad ética. De igual manera, la situación planteada discute en relación con los conceptos éticos de autonomía y beneficencia Hortal (2002) los cuales permiten abrir una percepción al docente respecto a su profesión. Se concluye que el docente tiene una responsabilidad ética en relación a la salud mental y física del estudiante ya que su deber como tal es velar por la integridad y vocación de este, considerando además que sin el goce de una salud apropiada este no podrá desarrollarse profesionalmente de manera exitosa. / The current work seeks to make visible thar it is the ethical responsibility of the teacher to take into account the mental and physical health of the adolescent student within the formative space of classical dance. It is intended to create a reflection regarding the elements that directly and indirectly affect the student and the criteria that the teacher must consider to determine their ethical responsibility. In the same way, the present situation discusses the relationship of the ethical concepts of autonomy and beneficence Hortal (2002) which allows the teacher to ponder their responsibilities regarding their profession. It is concluded that the teacher has an ethical responsibility in relation to the mental and physical health of the student since his duty as such is to ensure the integrity and vocation of mentoring the student as a whole. Also, considering that without the enjoyment of appropriate health, he will not be able to develop professionally successfully.

Ante la alta demanda de cursos de ballet para niños, cada vez se abren más de formación en danza clásica en la ciudad de Lima, pero estas no cuentan necesariamente con profesores capacitados para dicha labor. Esto trae consigo posibles perjuicios, específicamente, a nivel físico. Este trabajo busca informar sobre la importancia de la capacitación de los maestros para instruir a los infantes en el arte de esta danza, tomando como ejemplo un programa de certificación para profesores que ofrece la Royal Academy of Dance. Asimismo, se dialoga con el principio de beneficencia que propone Hortal (2002) para reafirmar la relevancia de un buen docente. A modo de reflexión, se busca visibilizar y generar consciencia en torno a la falta de capacitación y certificación adecuada de los profesores de ballet, ya que esto podría derivar en una mala enseñanza.

Dans ce mémoire, j’analyse les trois pièces composées dans le cadre de ma maîtrise en musique, option composition et création sonore, à l’Université de Montréal. J’y décris mon processus de création et j’y présente les enjeux au cœur de ma démarche, notamment en ce qui concerne le volet narratif de mes œuvres et les impacts polystylistiques de cette narrativité. J’explique notamment comment je réconcilie la pluralité des sources d’inspirations puisées selon les besoins narratifs avec un désire d’uniformité esthétique et de cohérence formelle au sein de mes œuvres. Celles-ci sont donc présentées en ordre chronologique et vont comme suit : 1 : La prison de glace. Cycle de quatre poèmes pour baryton et piano d’une durée d’environ 15 minutes. 2 : L’épinette noire. Pièce narrativement abstraite écrite pour quatuor à corde d’une durée d’environ 5 minutes. 3 : La Dame blanche. Ballet pour orchestre symphonique inspiré de la légende de La Dame blanche de la chute Montmorency d’une durée d’environ 55 minutes. / In this thesis, I analyze the three pieces composed as part of my master's degree in music, option composition and sound creation, at Université de Montréal. I describe my creative process and I present the challenges that I faced throughout, especially regarding the narrative side of my pieces and its polystylistics impacts. I especially explain how I reconcile the plurality of inspirations drawn accordingly to my narrative needs despite a desire for aesthetic uniformity and formal coherence within each piece. They are therefore presented in chronological order and go as follows: 1: La prison de glace. A 15 minutes cycle of four poems for baritone and piano 2: L’épinette noire. Narratively abstract piece written for string quartet of about 5 minutes. 3: La Dame blanche. A 55 minutes ballet for symphonic orchestra inspired by the La Dame blanche de la chute Montmorency legend, lasting about 55 minutes. Keywords: Polyscalar Continuum, narrativity, composition, polystylism, ballet, quartet, poem, music

François-Antoine-Valentin Riccoboni (1707-1772) représente un paradigme de la rencontre des cultures théâtrales italienne et française au XVIIIe siècle, du point de vue des pratiques scéniques, de la dramaturgie, de la poétique et de la théorie du jeu. Son travail d’acteur participe de l’esthétique italienne visant un jeu plus simple et naturel, qui aura plusieurs échos dans la réforme de la pratique scénique française, la critique contemporaine et la théorie du jeu. Son œuvre se développe dans le sillon de la tradition de la Comédie-Italienne de Paris, démontrant la persistance des processus de composition poétique typiques du savoir artistique italien. Danseur et maître de ballet, François expérimente les possibilités du ballet-pantomime au carrefour des influences choreutiques anglaises, foraines, et du jeu pantomimique italien. Son Art du Théâtre (1750) représente la translation de sa pratique scénique dans le domaine théorique et esthétique. Manuel à l’usage des aspirants acteurs, il revendique aussi une théorie fondée exclusivement sur la pratique du plateau. Aussi, définit-il pour la première fois une théorie du jeu qui repose sur les qualités rationnelles et imitatives de l’acteur, laquelle influencera notamment le Diderot du Paradoxe. Divisé en quatre parties, notre travail reconstruit la vie de Riccoboni (I Partie) ; essaie de saisir son jeu scénique en italien à l’impromptu, en français, dans le chant et dans la danse (II Partie) ; analyse son œuvre dramatique (III Partie) ; étudie l’Art du Théâtre (IV Partie). Deux volumes d’annexes rassemblent des documents d’archives inédits, le répertoire raisonné et l’édition des œuvres inédites de François. / François Antoine Valentin Riccoboni (1707-1772) exemplifies the intersection between Italian and French theatrical cultures in the 18th century in terms of staging practices, dramaturgy, poetics, and the theory of acting. Rooted in the Italian aesthetic, his acting aimed to achieve a style that was simpler and more natural and would be echoed in a number of ways in the reform of French stagecraft, contemporary criticism and the theory of acting. His work develops in alignment with the tradition of the Comédie Italienne in Paris, thus demonstrating the longevity of the process of poetic composition characteristic of the Italian artistic expertise. Dancer and ballet master, Riccoboni experiments with the possibilities of the ballet-pantomime at the juncture of influences from English dance, fairgrounds, and Italien pantomime. His Art du Théâtre (1750) proposes the transposition of his stage techniques in the areas of theory and aesthetics. A practical handbook designed for aspiring actors, it claims also to be a theory based solely on stage experience. It articulates, for the first time, a theory of acting based on the rational and imitative qualities of the actor, which will influence notably Diderot in Le Paradoxe. Divided in four parts, this doctoral dissertation retraces Riccoboni’s life (Part I); attempts to understand his stage craft in Italian all’improvviso, in French, in song and dance (Part II); analyzes his dramatic works (Part III); and studies his Art du Théâtre (Part IV). Two volumes of appendices offer previously unpublished archival sources as well as the annotated inventory and edition of previously unpublished texts by Riccoboni. / François Antoine Valentin Riccoboni (1707-1772) rappresenta un paradigma dell’incontro tra la cultura teatrale italiana e francese nel XVIII secolo, dal punto di vista della pratica scenica, della drammaturgia, della poetica e della teoria della recitazione. La sua arte attoriale partecipa dell’estetica italiana, tesa ad una recitazione più semplice e naturale, che avrà delle eco importanti nella riforma della pratica scenica francese, nella critica contemporanea e nella teoria della recitazione. La sua opera si sviluppa nel solco della tradizione della Comédie Italienne di Parigi, dimostrando la persistenza di processi compositivi tipici del sapere artistico italiano. Ballerino e maître de ballet, François sperimenta anche le possibilità del ballet-pantomime all’incrocio delle influenze coreutiche inglesi, foraines, e dell’arte scenica e pantomimica italiana. Il suo Art du Théâtre (1750) rappresenta la traslazione della sua pratica attoriale nel dominio teorico ed estetico. Manuale pratico all’uso degli aspiranti attori, esso rivendica inoltre una teoria fondata esclusivamente sulla pratica del palcoscenico e definisce per la prima volta un processo interpretativo basato sulle qualità razionali e imitative dell’attore, teoria che influenzerà particolarmente il Diderot del Paradoxe. Diviso in quattro parti, il nostro lavoro ricostruisce la vita di Riccoboni (I Parte); cerca di restituirne la pratica scenica nella recitazione all’improvviso, in francese, nel canto e nella danza (II Parte); analizza la sua opera (III Parte); studia l’Art du Théâtre (IV Parte). Due volumi di appendici raccolgono documenti d’archivio inediti, il repertorio ragionato e l’edizione delle opere inedite di François.

Cette thèse traite de la transposition de la littérature en danse, sujet presque inexploré par les chercheurs jusqu’à présent. Elle porte sur des textes servant de base à une intrigue de ballet – livrets et œuvres littéraires non conçus pour la danse – et sur les ouvrages chorégraphiques qui s’en inspirent. La comparaison des sources littéraires avec les livrets et ballets qui les transposent permet d’appréhender comment les librettistes et chorégraphes ont adapté la littérature depuis la naissance du „ballet d’action“ en tant que genre artistique indépendant. Il s’agit ici d’analyser les éléments „chorégraphiques“ dans plusieurs œuvres de la littérature universelle, ainsi que les possibilités de „traduire“ celles-ci en ballets. De cette manière, la thèse contribue aux recherches sur l’„intermédialité“. Cette étude démontre notamment que le milieu du XXe siècle voit la naissance d’une nouvelle forme de „ballet d’action“, qui se distingue par sa manière innovatrice de traiter les sources littéraires et d’utiliser les moyens d’expression du ballet. Ce genre, qu’en référence au terme „Literaturoper“ (opéra littéraire) nous baptisons „Literaturballett“ (ballet littéraire), est défini et décrit ici pour la première fois. Il prolonge et développe les revendications de la réforme du ballet menée au XVIIIe siècle autour de Jean-Georges Noverre, réforme qui ouvre notre étude. Ce n’est ensuite qu’au XXe siècle que la danse s’établit en tant que langage expressif, comparable au chant à l’opéra. Les chorégraphes réussissent alors pour la première fois à représenter des sujets littéraires complexes par le seul biais de la chorégraphie (soutenus par le décor, les costumes, les lumières et la musique), dans un flux ininterrompu de l’action. / This thesis deals with the transposition of literature into dance, a subject which has received very little attention from researchers up to the present day. It focuses on texts that constitute a base for a ballet plot, which includes libretti as well as works of literature not written for that purpose. The comparison of the literary sources with the libretti and ballets they have inspired serves to explore how librettists and choreographers have adapted literature since the birth of ballet as an independent art form. The case studies reveal „choreographic“ elements in several works of universal literature as well as different possibilities of „translating“ literary texts into a wordless medium. Therefore, the dissertation contributes to current research on „intermediality“.This study demonstrates that a new form of story ballet was created in the middle of the 20th century. It is characterized by the way in which it transposes the literary source and uses ballet’s means of expression. This genre is defined and described here for the first time. It is called „Literaturballett“ (literature ballet) in reference to the term „Literaturoper“ (literature opera). This new type of ballet continues and develops the 18th-century ballet reform around Jean-Georges Noverre which is discussed at the opening of this study. In the 20th century, dance finally became accepted as an expressive language, comparable for instance to singing in the opera. As a result, choreographers succeeded for the first time in representing complex literary plots in an uninterrupted flow of action exclusively through the means of choreography (supported by scenery, costumes, lighting and music). / Diese Arbeit beschäftigt sich mit dem bisher kaum erforschten Medienwechsel von Literatur zu Tanz. In ihrem Mittelpunkt stehen Texte, die als Grundlage für eine Balletthandlung dienen, sowohl Libretti als auch nicht für die choreographische Umsetzung verfasste literarische Werke. Der Vergleich der literarischen Quellen mit den von ihnen abgeleiteten Libretti und Balletten dient dazu herauszufinden, wie Librettisten und Choreographen seit der Entstehung des Handlungsballetts als eigenständiger Kunstform Literatur adaptiert haben. So werden zum einen „choreographische“ Elemente in einigen Werken der Weltliteratur analysiert. Zum anderen wird erforscht, welche Möglichkeiten es gibt, Literatur in das wortlose Medium Tanz umzusetzen. Damit wird ein Beitrag zur Intermedialitätsforschung geleistet. Die Dissertation zeigt unter anderem auf, dass um die Mitte des 20. Jahrhunderts eine neue Art des Handlungsballetts entstand, die sich von ihren Vorgängern durch ihren Umgang mit literarischen Quellen und durch ihre innovative Verwendung der Ausdrucksmittel des Balletts unterschied. Dieses in Anlehnung an den Terminus „Literaturoper“ „Literaturballett“ genannte Genre wird hier erstmals umfassend definiert und beschrieben. Die Geburt des „Literaturballetts“ stellt eine Fortsetzung und Weiterentwicklung der Ballettreform des 18. Jahrhunderts um Jean-Georges Noverre dar, mit der die Arbeit beginnt. Erst im 20. Jahrhundert etabliert sich Tanz als expressive Sprache, die mit dem Gesang in der Oper vergleichbar ist. Dadurch gelingt es Choreographen erstmals, komplexe literarische Themen in einem kontinuierlichen Handlungsfluss nur mit den Mitteln der Choreographie (unterstützt durch Bühnenbild, Kostüme, Beleuchtung und Musik) darzustellen.

Le répertoire profane imprimé dans la seconde moitié du XVIe siècle et au début du XVIIe siècle est riche de multiples objets musicaux, si l'on en croit tout du moins la diversité lexicale des titres de volumes publiés en France. Alors que dans la première moitié du XVIe siècle, le terme « chanson » est le titre incontournable placé en tête de volume par les imprimeurs de musique, à partir des années 1550 fleurissent de nouvelles appellations comme « chanson en forme de voix de ville », « ode », « chanson en façon d'air », « air de cour », « air », « dialogue », « sonnet », « Amours », « poésie », « quatrain », « chansonnette mesurée », « villanelle », « mascarade », « ballet », « récit » ou « vers mesurez ». Ces multiples dénominations ne renvoient toutefois pas nécessairement à des objets musicaux différents : pour exemple, au XVIe siècle, une même pièce peut être indifféremment appelée « chanson » et « ode » selon les publications. Cette observation amène à supposer que ces termes ne désignent pas des catégories s'excluant les unes les autres. Ces différentes rubriques sont au contraire poreuses, et leurs contours paraissent parfois vagues aux yeux du chercheur, notamment parce que les théoriciens de la musique, en particulier à la Renaissance, ne définissent pas les dénominations que l'on trouve dans les imprimés. Pour cette raison, l'enjeu de ce travail consiste à observer et à comprendre quelles sont les réalités éditoriales et musicales que recoupent les classifications et les termes utilisés dans les livres. Ce faisant, il s'agit de mettre en lumière le rôle clef de l'imprimeur de musique dans la fabrication matérielle du livre, et de se demander ainsi quelle est la part qu'il prend dans les mutations musicales. / The french repertory printed during the second half of the sixteenth century and at the beginning of the seventeenth century is rich of many musical objects. If in the first half of the sixteenth century, the term « chanson » is the only title used in the editions, other denominations appear from 1552 as « chanson en forme de voix de ville », « ode », « chanson en façon d'air », « air de cour », « air », « dialogue », « sonnet », « Amours », « poésie », « quatrain », « chansonnette mesurée », « villanelle », « mascarade », « ballet », « récit » or « vers mesurez ». These denominations don't designate necessarly differents musical objects : for exemple, during the sixteenth century a same work could sometime be named « chanson » and « ode ». This observation tends to suppose that these terms don't designate indepedant categories. On the contrary, these headings are porous, and their outlines seems sometime vague, in particular because the renaissance music theorists don't define the terms used in the prints. For this reason, the goal of this dissertation consist to observe and understand what are the editorial and musical realities which tally with the classifications and the terms used in the collections. Thus, we would like to highlight the role of the music printer in the making of the book, and to wonder what is the part he takes in the musical mutations.

Since the middle of the twentieth century, American dance artists have presented complicated images of American identity to world audiences, as dance companies traveled abroad under the auspices of the US State Department. This dissertation uses oral history interviews, archival research, and performance analysis to investigate how dancers navigated their status as official American ambassadors in the Cold War and the years following the 2001 terrorist attacks in the US. Dance companies worked and performed in international sites, enacting messages of American democratic superiority, while individual dancers re-interpreted the contours of American identity through personal encounters with local artists and arts practices. The dancers’ memories of government-sponsored tours re-insert the American artist into American diplomatic history, prompting a reconsideration of dancers not just as diplomatic tools working to persuade global audiences, but as creative thinkers re-imagining what it means to be American. This dissertation begins in the late 1950s, as the State Department began discussing appropriate dance companies to send to the Soviet Union, as part of the performing arts initiatives that began in 1954 under the direction of President Dwight Eisenhower. The dissertation concludes by examining more recent dance in diplomacy programs initiated in 2003, coinciding with the US invasion of Iraq. My analysis considers New York City Ballet’s 1962 tour of the Soviet Union, where the company performed programs that included George Balanchine’s Serenade (1934), Agon (1957), and Western Symphony (1954), and Jerome Robbins’ Interplay (1945) during the heightened global anxieties of the Cuban Missile Crisis. My analysis of Ailey’s 1967 tour of nine African countries focuses primarily on Revelations (1960), which closed every program on the tour. Moving into the twenty-first century, I analyze A Slipping Glimpse (2007), a collaboration between Margaret Jenkins Dance Company and Tansuree Shankar Dance Company, which began as a US State Department-sponsored 2003 residency in Kolkata. To explore each tour, I consider government goals documented in archived minutes from artist selection panels; dancers’ memories of the tours, which I collected in personal interviews conducted between 2007 and 2009; and performance analysis of the pieces that traveled on each tour. / text

In my diploma thesis I am focused on biography of polish composer Karol Szymanowski. In his biography I briefly analyze his major works of three different creative periods and I present what was he inspired of at those periods (eg. Wagner's harmony, oriental music, folk music of Podhale etc.). Afterwards, I detaily focus on analysis of the ballet "Harnasie", which is most inspired by the folklore music from Zakopané, where he lived for a part of his life. I analyze the ballet from music aspect, I also write about libretto, kostumes, scenography atc. I have added the ballet notes samples as a part of the musical analysis to facilitate orientation. I have included images of people, places, folk costumes, architecture and dance I am writing about. Annexes include notes samples and another images from composer's life and also a list of compositions, which are included on CD.

Made available in DSpace on 2016-04-28T19:58:39Z (GMT). No. of bitstreams: 1 Cleide Aparecida de Souza Cazarotto.pdf: 2380624 bytes, checksum: bf19532fdaf7b47a89b501f2e67f4b4a (MD5) Previous issue date: 2011-02-15 / The overall objective of the study of the short story "O Recado do Morro," the writer João Guimarães Rosa (1908-1963), integrated into the Corpo de Baile anthology (1956), to elucidate the work of hybridization of form, structure and language of the tale Using data from the traveler's field notebooks author and reported in narrative creation process. The understanding of the work designed by us as fictional trans interested in with regard to how the empirical reality is translated by the books (and Boiada 1 Boiada 2) and transformed by the antics of the fictional narrator-traveler, reader, creator and witness simultaneously. The emergence of history, from the perspective of the author diplomat, pointed to the difference reflected in latu and strict sense - the movement of time and space travel through the memory in fable flow of images and maps of the rich nature of the Hinterland Miner. Scenarios and field trials of poetic language in the telling of stories in sync. In this deployment of meta-narratives, the dialogism is the method that implements the parallel tale books and field - between the last collection (Travel, 1952) and present the report (in constant update.) The major effect is marked by the journey of the invention (Seven Stories and seven Messegers), through the other, human and geographical otherness that are meant to represent and refract the author's intentions in terms of a universal message: "O Recado do Morro , o Morro da Garça in the region of Cordisburgo in trans poetry to" The Scrap of Earth. " In the dynamics of travel, the polyphonic narrative finds its dual core, the poetic and linguistic identity uniqueness Rosa, once degenerated by the memory flow, point to the utopia of this unfinished the work in virtual coexistence and current. These are the basic principles raised by the reading of discovery and invention, crossing, contemplation and interactivity, this dissertation / O objetivo geral do estudo do conto O Recado do Morro , do escritor João Guimarães Rosa (1908-1963), integrado à antologia Corpo de Baile (1956), é elucidar o trabalho de hibridação da forma, estrutura e linguagem do conto com os dados das Cadernetas de Campo do viajante autor e a narrativa relatada em processo de criação. A compreensão do trabalho concebido por nós como transcriação ficcional interessou-nos no tocante à maneira como a realidade empírica é traduzida pelas cadernetas (Boiada 1 e Boiada 2) e transformada pelas artimanhas ficcionais do narrador-viajante, leitor, testemunha e criador simultâneos. O emergir da história, sob o olhar do autor diplomata, apontou-nos a diferença refletida, em lato e stricto sensu o movimento do tempo e espaço da viagem pela via da memória em fluxo fabular de imagens e da cartografia da rica natureza do sertão mineiro. Cenários e campos de experimentação da linguagem poética em relato de histórias em sincronia. Neste desdobramento de meta-narrativas, a dialogia é o método que concretiza o paralelismo conto e cadernetas de campo entre o passado da recolha (Viagem de 1952) e o presente do relato (em permanente atualização). O grande efeito final é marcado pela viagem da invenção (sete histórias e sete recadeiros), por meio do Outro, humano e geográfico, alteridades que têm a função de representar e refratar as intenções do autor em função de um recado Universal: O Recado do Morro , o Morro da Garça na região de Cordisburgo, em transcriação poética para O Recado da Terra . Na dinâmica das viagens, a narrativa polifônica encontra seu duplo centro, a singularidade poética e a identidade lingüística rosiana que, uma vez degeneradas pelo fluxo da memória, apontam para a utopia do presente inacabado na obra, em coexistência virtual e atual. Estes são os princípios básicos levantados pela leitura de descoberta e invenção, travessia, contemplação e interatividade, nesta dissertação

Ballet and somatic practice are two different fields with separate approaches regarding the body and its movement. Ballet in general is structured by a specific frame emerging from traditions and conventions which have effect on the dancer’s movement patterns and body. On the other hand, a somatic approach initiates movement from within which depends on the individual daily condition. The practitioners are encouraged to work from their own terms, therefore all bodies can be included in somatic practices. The aim of this study was to find out which somatic principles and perspectives ballet teachers use in their ballet teaching and how they relate it to their teaching methods. Our empirical material consist of observations and interviews with three different ballet teachers that took place in Stockholm, which later are processed with content analysis. The content analysis resulted in five main categories. Based on the data collection the result showed that the ballet teachers use somatic approach in their teaching. It also revealed three basic components in their teaching which are: anatomy, the use of language and the use of touch. These three components complement each other and provide the dancer tools to support their dancing as well as becoming more aware of their body’s function. A fundamental element in somatic is the dancer’s negotiation about their bodily needs. Through their choices the dancer can develop a deeper awareness that can maintain a physical balance which leads to a sustainable body.