Thesis (Ph. D.)--University of Wisconsin--Madison, 1937. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1937. / Typescript. Title from title screen (viewed May 9, 2006). Includes bibliographical references. Online version of the print original.

Cette étude aborde le thème de la quête de vérité menée par l’acteur. Partant du « paradoxe de l’acteur » qui met en lumière la tension qui se joue entre Forme et Spontanéité, ainsi que sa difficulté à être simultanément artiste et œuvre d’art. Or une recherche comparative sur le théâtre Occidental/Oriental, et d’autres sources telles que les pensées de Georges Gurdjieff et de François Delsarte nous ont conduit à considérer le travail du comédien d’un point de vue trinitaire, en prenant en compte les trois éléments essentiels que sont son corps, son émotion et son esprit. La quête de vérité que mène l’acteur tout au long de sa vie doit s’enraciner dans une compréhension de sa propre nature trinitaire et d’un éventuel manque d’harmonie qui peut résulter dans des comportements automatiques et stéréotypés. Cette vision nous a servi de base pour mener une étude de la pensée de certains grands réformateurs du théâtre du XXe siècle. Ainsi, les méthodes de Jerzy Grotowski et d’Etienne Decroux sont analysées à partir des approches de l’organicité et de l'artificialité selon la perspective de Grotowski. Notre but est de trouver une possible complémentarité entre les travaux de ces deux investigateurs, dans la quête de l’équilibre du trinôme corps-émotion-esprit. Finalement, l’acteur doit cultiver simultanément ses trois centres pour unifier le créateur, l’artisan et la matière de son œuvre, et retrouver ainsi sa vraie Présence sur scène. / This study begins with the actor’s quest for truth. Starting from the « actor’s paradox » which shines light on the tension that plays between Form and Spontaneity, and the difficulty of being simultaneously artist and work of art. A comparative research of Occidental/Oriental theatre, and other sources such as the thoughts of George Gurdjieff and François Delsarte led us to consider the work of the actor from the point of Trinitarian view, taking into account the three essential elements that are his body, his emotion and his mind. The quest for the truth that drives the actor has to begin with the comprehension of his own nature of this human trinity; before the understanding of its fragmentation, that is, the lack of harmony that can exist between these three principle functions and the danger of falling into automatic and stereotypic behaviors and reactions. This study allows us to observe the thought of certain great theatre reformers of the 20th century. Therefore, methods of Jerzy Grotowski and Etienne Decroux are analyzed using approaches of organicity and artificiality from the perspective of Grotowski. Our objective is to find a possible complementarity between the works of these two researchers in the quest for balance of the trinity body/emotion/intellect. Finally, the actor must simultaneously cultivate the three centers in order to unify the creator, the artisan and the matter of his work, and find his true presence on stage.

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Dissertação (mestrado)—Universidade de Brasília, Instituto de Artes, 2011. / Submitted by Shayane Marques Zica (marquacizh@uol.com.br) on 2011-10-17T09:58:46Z No. of bitstreams: 1 2011_ElisaTeixeiradeSouza.pdf: 5895328 bytes, checksum: b4af31db2c780db698d29cb78efc4dc1 (MD5) / Approved for entry into archive by Leila Fernandes (leilabiblio@yahoo.com.br) on 2011-10-18T10:54:07Z (GMT) No. of bitstreams: 1 2011_ElisaTeixeiradeSouza.pdf: 5895328 bytes, checksum: b4af31db2c780db698d29cb78efc4dc1 (MD5) / Made available in DSpace on 2011-10-18T10:54:07Z (GMT). No. of bitstreams: 1 2011_ElisaTeixeiradeSouza.pdf: 5895328 bytes, checksum: b4af31db2c780db698d29cb78efc4dc1 (MD5) / Aborda idéias de dois importantes provocadores da dança moderna: François Delsarte e Émile Jaques-Dalcroze, bem como influências exercidas por suas idéias e práticas sobre a dança cênica nascida no início do século XX, considerando o papel desempenhado nesse processo pela cultura física chamada Delsartismo Norte-Americano. Fornece dados e informações biográficas referentes a Delsarte e Dalcroze, assim como informações menos aprofundadas relativas a outros personagens da história da dança moderna, como Isadora Duncan, Ruth Saint Denis, Ted Shawn, Mary Wigman, Rudolf Laban e Vaslav Nijinsky. Apresenta o sistema filosófico de Delsarte para a expressividade gestual e o método de Dalcroze de aprendizado rítmico corporal. Ao discutir o Delsartismo Norte-Americano, ressalta e contextualiza a participação de Steele Mackaye e Genevieve Stebbins no processo de gestação da dança moderna norte-americana, bem como a reflexão de Ted Shawn a respeito da influência delsarteana nessa dança e a participação de Henrietta Hovey na Denishawn School. Por fim, relaciona o sistema de Delsarte com o método de Dalcroze e explora conexões existentes entre estes e inovações expressivas trazidas por emblemáticos representantes da dança moderna norte-americana e européia. _______________________________________________________________________________ ABSTRACT / It addresses the ideas of two provocative modern dance: François Delsarte and Emile Jaques-Dalcroze as well as influences exerted by their ideas and practices on the new dance born in the early twentieth century, considering in this process the role played by the physical culture called North American Delsartism. Provides biographical information and data relating to Delsarte and Dalcroze as well as less detailed information relating to other personalities involved in the history of modern dance, like Isadora Duncan, Ruth St. Denis, Ted Shawn, Mary Wigman, Rudolf Laban and Vaslav Nijinsky. Presents the philosophical system of Delsarte for gestural expressiveness and Dalcroze method of rhythmic body learning. In discussing the North American Delsartism, highlights and contextualizes the participation of Steele Mackaye and Genevieve Stebbins. It also deals with the reflection of Ted Shawn about the delsartist influence and participation in this dance, as well as the Henrietta Hovey participation on the Denishawn School. Finally, it relates the Delsarte system with the Dalcroze method and explores connections between these and expressive innovations brought by significative representatives of North American and European modern dance.

Orientador: Marilia Vieira Soares / Acompanha 8 cartões, plastificados, das figuras analisadas, em bolso / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-08T14:33:23Z (GMT). No. of bitstreams: 1 Andrade_CarolinaRomanode_M.pdf: 5008133 bytes, checksum: ffaec0bdde12d9fac3b269708ea409b1 (MD5) Previous issue date: 2006 / Resumo: A presente dissertação baseia-se no legado de François Delsarte, para estudar analiticamente e procurar entender a dramaticidade e expressividade do gestual humano nas pinturas barrocas de igrejas de Ouro Preto-MG. Analisamos minuciosamente o forro da Igreja Nossa Senhora da Conceição, pintado por Lourenço Petriza. Procuramos relacionar as idéias de Delsarte para entender as emoções impressas nas pinturas deste forro. Ademais, elaboramos uma composição cênica que procura sintetizar a poesia de tudo que vivemos nesta pesquisa, que examinou e agregou elementos pictóricos, pesquisa de campo e a subjetividade artística como inspiração fundamental para nossa criação coreográfica / Abstract: This essay is based on the works of François Delsarte to study analytically and understand the dramatic nature and expressiveness of human gesture on the Baroque painting of the Ouro Preto's churches. We analised minutely the ceiling of Nossa Senhora da Conceição's church painted by Lourenço Petriza. To understand the emotions impressed on this ceiling we report to Delsartes's ideas. We organize a scenic composition that resume the poetry of all moments that we lived in this essay, that examinated and added pictorial elements, search and artistical subjectivity to our coreografic creation / Mestrado / Artes Visuais / Mestre em Artes

The purpose of this study lies in investigating the embodied learning of applied aesthetics in our sense of balance in the educational space and how it can contribute to change one of a present major public health related problem, the problem of sedentary behaviour in school and society. The investigation is not an effect study, but aims to question our sensorial cultural practice of applied aesthetics, by looking at how we use our ability to balance in the educational space.  Introducing and including elements from the field of art, the aesthetics field of knowledge and life science, the question of acknowledging embodied learning is explored mainly in the sensorial cultural praxis of our ability to balance. Embodied praxis is represented by the Alexander Technique and Elsa Gindler’s concept, with relation to modern neuromechanics. An educational view of knowledge that unilaterally enhances and rewards abstraction as well as theoretical thinking, by validating matrices and merit points, creates unbalance. Treating this unbalance solely with physical exercises enhances the conflict of how to use learning time in school and seems not to lead to a solution. By seeing the educational space as a space of embodied practice the investigation is built around participants’ sense of balance in embodied learning during a school day. The established sensorial cultural practice of how we are using our sense of balance in movement responses is observed during a school day and in a complementary inquiry explored and discussed with the children. Also the time of sitting is measured. The qualitative analysis or reading in this research of embodied learning is done by analysing directions or pointing in poise in momentum for finding inclusive or exclusive corresponsive sensorial tendencies in relation to sensorial cultural practice, including individual, social and regulative aspects. The minor quantitative part in this investigation is looking at the time spent sitting during the school day in the given conditions for defining the pupils’ sedimentary behaviour. The found embodied learning was not noticably acknowledged and not commented by the teacher.  The learning sessions were varying in space, form and in their content. In spite of the attempt of the teacher to create moveability, the children were sitting 54%  or more of the day in school. Inclusive dynamic responsiveness gave ability to balance and promoted embodied learning. Isolated or excluded responsiveness did not noticably engage the sense of balance and did not promote embodied learning. It resulted into pointing or directing downwards and leaning forward, backward or inwards into supportive furniture in accordance with gravitation. The study finds that inclusive responsiveness increases aligned balancing in poise in momentum. In its conclusion the study recognizes the value and effect of physical activity, but argues that moving to be healthy is not effectively changing sedentary behaviour. It argues instead for embodied health sufficient moving on a general sensorial level.  To be able to use our sense of balance as function of intelligence, we still need to increase acknowledgment of our evolutionary inherited skill further. / Studiens syfte ligger i att undersöka möjligheten, att med embodied learning, lärandet genom estetisk sensorisk kommunikation och förtrogen inlärning, finna möjligheter att påverka ett av de stora folkhälsoproblemen, stillasittande beteende i skolan och i samhället. Arbetet utgör ingen effektstudie, utan syftar till att ifrågasätta vår sensoriska kulturella praxis och estetik, genom att undersöka hur vi använder oss av vårt balanssinne i skolan.  En pedagogisk syn på kunskap som ensidigt främjar och belönar abstraktion liksom teoretisk konception, genom meritpoäng och bedömningsmatriser, skapar obalans. Att genom enbart fysisk aktivitet försöka lösa denna obalans, förstärker konflikten om hur tiden i skolan ska fördelas och verkar inte leda till en tillfredsställande lösning av problemet.  Studien har en tvärvetenskaplig karaktär, där utbildningsvetenskapliga aspekter, konstnärlig forskning och naturvetenskap först presenteras och sedan inkluderas i frågan om hur embodied learning i relation till vår färdighet att balansera är igenkänd i skolans sensoriska kulturella praxis och estetik. Embodied praxis och dess användning, representerad genom Alexandertekniken och Elsa Gindlers koncept, är sedan närmare diskuterad, samt dess relation till modern neuromekanik. Genom att se skolan som en plats för embodied praxis, estetisk sensorisk praktik och förtrogenhetspraktik, bygger undersökningen på deltagarnas användning av balanssinnet, sett i hållningen i ögonblicket under en skoldag. Etablerad sensorisk kulturell praxis om hur vi använder vår förmåga att vara i balans observeras från ett intersubjektivt perspektiv. Detta kompletteras med samtal och enstaka explorationer, som utgör endast en mindre del i undersökningen. Även tiden för stillasittande mäts.  Den framtagna empirin av embodied learning analyseras kvalitativt. Detta sker genom att analysera riktningar i hållningen i ögonblicket, för att hitta inkluderande eller exkluderande motsvarande sensoriska tendenser i relation till individuell, social och reglerande sensorisk kulturell praxis. Den mindre kvantitativa delen i denna undersökning består av att mäta tiden som eleverna sitter under skoldagen, för att kunna analysera elevernas sedimentära beteende.   Resultaten visar att embodied learning inte var märkbart igenkänd och inte kommenterad av läraren. Undervisningspassen var varierande i rum, form och innehåll. Trots lärarens ihållande försök att skapa rörlighet, satt barnen minst 54 % av skoldagen. Inkluderande dynamisk sensorisk korrespondens resulterade i en väl fungerande funktionell användning av balanssinnet och främjade embodied learning. Isolerande eller uteslutande respons främjade inte den funktionella användningen av balanssinnet eller embodied learning märkbart. Resultatet visar också att elevernas hållningar största delen av tiden, visade riktningar som pekade nedåt, de lutade sig framåt, bakåt eller inåt och sjönk ner i möblerna i enlighet med tyngdlagen. Visade de en inkluderande korrespondens, ökade balanssinnets fungerande i hållningen i ögonblicket. Studien tillstår i sin slutsats att fysisk aktivitet är nödvändig och har effekt, men argumenterar, att röra sig för att vara frisk är inget effektivt sätt för att förändra stillasittande beteende. Resonemanget i studien leder i stället till att vi behöver röra oss generellt på ett införlivat hälsofrämjande sätt. För att kunna använda oss av vårt balanssinne på ett intelligent sätt, behöver vi fortfarande fördjupa förståelsen av vår evolutionärt nedärvda färdighet ytterligare. / <p>This interdisciplinary study in educational science includes elements from the field of art and aesthetics as well as life science.  The investigation is not an effect study. It is about our sensorial cultural use of balance, from the perspective of an embodied practitioner.</p>

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