Esta pesquisa tem como objetivo organizar uma histÃria do ensino das artes plÃsticas em Fortaleza a partir da experiÃncia de alguns artistas plÃsticos que se tornaram professores. Optamos por um recorte temporal que se inicia em 1944 com a criaÃÃo da Sociedade Cearense de Artes PlÃsticas (SCAP), e termina em 2005 com a formatura dos primeiros artistas plÃsticos graduados numa instituiÃÃo pÃblica de Fortaleza. Nosso objetivo principal foi investigar o significado que os artistas plÃsticos conferiam Ãs suas experiÃncias docentes. Interessava-nos identificar alguns espaÃos de formaÃÃo de artistas plÃsticos em Fortaleza; saber como esses artistas percebiam o ato de ensinar/aprender artes; como lidavam com as expectativas pessoais e familiares sobre a profissÃo artÃstica, sobretudo, como outros saberes de sua prÃxis social e polÃtica se incorporavam à prÃtica docente. Para alcanÃar tais objetivos, trabalhamos a histÃria oral como recurso metodolÃgico, entrevistando dez artistas cujas narrativas sÃo o eixo principal que sustentam nossa organizaÃÃo historiogrÃfica. Estas narrativas nos permitem conhecer como era a cidade no perÃodo estudado, as oportunidades socioculturais que lhes eram acessÃveis e os contextos escolares nos quais os artistas se iniciaram como alunos. O desejo por uma escola de formaÃÃo profissionalizante para artistas plÃsticos em Fortaleza foi acalentado por vÃrias geraÃÃes desde a dÃcada de 1950, e se consolidou no inÃcio dos anos 2000. Nesse Ãnterim, vÃrias tentativas de escola foram alocadas em instituiÃÃes pÃblicas e privadas com a participaÃÃo de artistas mais experientes que discutiam um modelo de ensino de arte. Constatamos que o desafio atual para as escolas de artes plÃsticas à definir rumos para a formaÃÃo do artista, nos quais a profissionalizaÃÃo via educaÃÃo nÃo seja compulsÃria. Para isso à fundamental que o artista plÃstico que deseja ser professor seja orientado para produzir reflexÃes mais consistentes sobre suas experiÃncias estÃticas. Saber articular tais experiÃncias com os gerentes, coordenadores e demais professores da escola formal, talvez seja o maior desafio para o artista que se propÃe a ser professor. / The objective of this paper is to trace the history of the teaching of plastic arts in Fortaleza, taking into account the experience of some plastic artists who became teachers. We have opted for a time span which starts with the creation of the Plastic Arts Society of Cearà (SCAP), and ends in 2005 with the graduation of the first plastic artists from a public institution in Fortaleza. Our main goal was to investigate the meaning the plastic artists conferred to their teaching experience. It was our interest to identify some of the venues for the vocational training of plastic artists in Fortaleza; to learn how these artists perceived the act of teaching/learning arts; how they dealt with family and personal expectations on the artistic career, especially, how other knowledge of his social and political practice have incorporated to the teaching activity. In order to reach such objectives, we made use of oral history as a methodological resource by interviewing ten artists whose narratives are the main axis that support our historiographic organization. These narratives allow us to know how the cities were in the period of study, the social-cultural opportunities to which they had access and the school context when the artists started as students. The eager wish for a career training school for plastic artists in Fortaleza has been suppressed for several generations since the 1950Âs, but it has been carried out in the early 2000Âs. In the meantime, several attempts for a school have been allocated in public and private institutions, with the participation of the most experienced artists who discussed a model for teaching arts. We got to the conclusion that the present challenge for the plastic arts schools is to set goals for the training of an artist, where the career through education is not compulsory. For this, it is essential that the plastic artist who wishes to become a teacher be guided to produce more consistent reflection on his aesthetic experience. Knowing how to articulate with managers, coordinators and other teachers at the formal school, perhaps is the greatest challenge for the artist who proposes to be a teacher

Esta tese se propõe a investigar como o conceito de ação cultural, aliado à ideia de formação artística se manifesta no âmbito teatral da cidade de São Paulo nos dias de hoje. Examino, para isso, a trajetória do conceito de ação cultural, seus ideários, sua relação com as políticas públicas de cultura e as influências a que esse tipo de prática está submetida no contexto paulistano contemporâneo. Da mesma maneira, analiso a evolução da ideia de formação e as relações entre arte e educação. Relaciono esses conceitos aos projetos públicos de São Paulo que têm a formação artística e o desenvolvimento cultural da cidade como objetivos principais. O foco na atividade teatral se dá a partir de práticas artístico-pedagógicas relacionadas à ação política, entre grupos de teatro subsidiados pelo poder público. Investigo assim as correspondências entre os grupos fomentados e os programas de formação da Secretaria Municipal de Cultura, que constituem uma rede de ações, proposições artístico-pedagógicas e interferências no espaço da cidade, na amplitude das suas periferias. Procuro, dessa maneira, iluminar a reflexão sobre a ação cultural e a formação artística empreendidas pelos grupos de teatro como síntese arte-política, confrontando os espaços, culturas e instituições da cidade em encontros transculturais. A partir desse objeto e dos contextos investigados, proponho a reflexão sobre o papel dos artistas de teatro na cidade de São Paulo como formadores e agentes culturais, ampliando o debate sobre as políticas públicas de cultura e o entendimento sobre a prática artística enquanto ação pedagógica e política. / This thesis proposes the investigation on how the concept of cultural action, connected to the idea of artist\'s education is manifested in the theater field, in São Paulo city nowadays. It analyzes the history of cultural action as a concept, its ideology and relation with the public policies of culture and the influences that this kind of practice is submitted in the contemporary context of São Paulo. Likewise, it analyzes the evolution of the idea of formation as a training [formação] and the relation between arts and education. I relate these concepts to the public projects in São Paulo that have the artist\'s education, and the cultural development of the city as main goals. The theatrical activity is focused upon its artistic and pedagogical practices related to the political action undertaken by companies that are sponsored by the Estate. I investigate this way the correspondence between these companies and the artist\"s education programs by the Culture Department of the City Hall, which constitutes a network of cultural action, arts education and artistic interferences in the city, all along its limits. This way, I try to illuminate the analyzes on cultural action and artist\"s education undertaken by the theatre groups, as an arts-politics synthesis, which confronts different spaces, cultures and institutions of the city, understood as transcultural encounters. From this object of study and its contexts, I propose to reflect on the role of the theater artists in São Paulo as educators and cultural agents, contributing to the debate on public cultural policies and the understanding of artistic practices as a pedagogical and political action.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-23T17:16:48Z No. of bitstreams: 1 AlineNascimento.pdf: 2696407 bytes, checksum: 665ba8238aae99a193a05082c01bc8a5 (MD5) / Made available in DSpace on 2017-05-23T17:16:48Z (GMT). No. of bitstreams: 1 AlineNascimento.pdf: 2696407 bytes, checksum: 665ba8238aae99a193a05082c01bc8a5 (MD5) Previous issue date: 2016-07-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This narrative and autobiographical nature research addresses the formative processes of a theater teacher / artist / researcher and her initiation into the practice of teaching. It describes the steps taken and the experiences accumulated over the life course, from basic education to vocational training, with an emphasis on the teaching practice in a public elementary school education in São Luís (MA). The memory taken up work led to the construction of a retrospective look at the rethinking of education, artistic practice and teaching, inspiring reflections on events, conditions and subjectivities leading up to and at the same time staked out an investigative process developed for the professional master's degree in Education of Arts. From the participant observation of a school theater group - Behind the scenes, the UEB Prof. Sa Valle - involving documentation of rehearsals and registration of images, among others, and a dialogue with the literature, the focus turns narrative to attempt to contribute to the knowledge on the formation of theater teachers, giving emphasis on artistic production and research on creative behavior. / A presente pesquisa narrativa, de natureza autobiográfica, aborda os processos formativos de uma professora/artista/pesquisadora de teatro e sua iniciação ao exercício da docência. Descreve os passos percorridos e as experiências acumuladas ao longo da trajetória de vida, desde a educação básica à formação profissional, dando ênfase à prática docente em uma escola pública de educação fundamental, em São Luís (MA). O trabalho de retomada da memória propiciou a construção de um olhar retrospectivo sobre o repensar da formação, prática artística e docência, suscitando reflexões acerca de ocorrências, circunstâncias e subjetividades que antecederam e ao mesmo tempo demarcaram um processo investigativo desenvolvido durante o mestrado profissional em Ensino de Artes. A partir da observação participante de um grupo do teatro escolar – Por trás do pano, da UEB Prof. Sá Valle – que envolveu a documentação de ensaios e o registro de imagens, entre outros, além do diálogo com a literatura especializada, o foco da narrativa volta-se para a tentativa de contribuir com o conhecimento referente à formação de professores de teatro, dando ênfase a produção artística e pesquisa sobre as condutas criativas.

Made available in DSpace on 2016-03-15T19:44:12Z (GMT). No. of bitstreams: 1 Denise Araujo Meira.pdf: 4418242 bytes, checksum: eef5fd4bf2aa53d1a001e05a38be7155 (MD5) Previous issue date: 2013-08-26 / Universidade Presbiteriana Mackenzie / Taking into account that researchers who study Franklin Cascaes work and life dissociate the artist from the professor, I have chosen his life trajectory, as an artist and as a professor, the object of analysis. The importance of such choice lies on the fact that his work as an artist/professor is almost unexplored in the academic literature, especially, from the point of view of his lack of traditional formal education. So, the aim was to show that there was a Franklin before and after his own autobiographical narratives, where he portrays himself as an outsider. Thus, the research was carried out through the examination of his academic works, autobiographical fragments, notes on his academic daily life, letters sent to journalists and politicians, interviews, photos, magazines, as well as his drawings, sculptures, and stories. All of these documents have provided hints of who Franklin Joaquim Cascaes was. This thesis departs from the common principle of the Elisian studies about the relationship between the individual and the society (especially in the case of Mozart, which prompted Nobert Elias to observe the possible forms of relationship, while studying the man), in order to understand Franklin Cascaes within the limits and possibilities of his own time. The opposition between the concepts of outsider and established were crucial in the analysis of Franklin s trajectory. These concepts are seen within an approach that embraces him as a deviant artist and professor. Thus, this work is divided into three sections, which one aiming at answering the following working question: how social tensions work on individual trajectories? In the first section, that covers Franklin s trajectory up to 1948, I analyses different factors in the experience of the man that have contributed to the construction of his mission: to keep up the culture of the inhabitants of the Isle of Santa Catarina. In the second section I try to understand the limits and the possibilities for him to carry out his project, taking 10 into consideration the determinants from the environment over his trajectory. Furthermore, I try to understand the strategies used by Franklin to face the rules and the attitudes that were imposed on him in the Escola Industrial as a professor and as an artist in the city of Florianópolis. In the last part I question how it was possible for the Museum Oswaldo Rodrigues Cabral of Archeology and Ethnology to keep up with Franklin s work of art. I also analyses the creation of other places devotes to his memory. In both cases, I have identified the strategies used for the recognition of the importance of Franklin as a catarinense artist. If the condition of established/outsider illuminates the power relations of a social dimension, defined by values, such as recognition, belonging, and exclusion, in the 1970s Franklin Cascaes begins to participate of spaces in the past open only to those who had an academic degree or a privileged social condition, the established. It is in the local political and social context of those years that the açoriana identity turned into a strategy for the invention of a city , which desired to become a tourist site. In 1977, the researcher and paranaense arts critic, Adalice Maria de Araujo, in her thesis Franklin Cascaes, The Myth of an Island: myth and magic , turned the artist in the big wizard of the island of Santa Catarina. Franklin, appearing frequently at the pages newspapers, especially, the O Jornal, the main local paper, and with the help from the students of the Industrial at the town hall and at the Federal University of Santa Catarina (UFSC), was able to secure the keep up of his works by the Museum Oswaldo Rodrigues Cabral. It is in this atmosphere that Franklin goes from the condition of an outsider to the established one, although, in the following years, in different autobiographic narratives, he had never seen himself as such. / Partindo do pressuposto que ao tratar de Franklin Cascaes os pesquisadores que estudam a sua obra e vida, dissociam o artista do professor, foi eleita a trajetória do professor/artista como objeto de análise, sobretudo porque ela possibilitaria uma trajetória praticamente inexplorada nos trabalhos acadêmicos, sobretudo do ponto de vista de um professor/artista que não teve uma formação escolar tradicional. Objetivou-se, assim, mostrar que existe um Franklin anterior e um posterior as narrativas autobiográficas em que o mesmo busca representar-se como um sujeito outsider. Para isso, estudos acadêmicos, fragmentos autobiográficos, escritas do cotidiano escolar, correspondências enviadas a jornalistas e políticos, entrevistas, fotografias, revistas, bem como os desenhos, esculturas e contos por ele produzidos, foram tomados como documentos-monumento fornecendo indícios de quem foi Franklin Joaquim Cascaes. Parte-se do princípio comum aos estudos Elisianos sobre a relação indivíduo/sociedade, em especial o caso de Mozart, em que Norbert Elias estudando um indivíduo, espreita as formas de relações possíveis, buscando compreendê-lo dentro dos limites e das possiblidades do seu tempo. Os conceitos de outsiders e estabelecidos foram fundamentais na análise da trajetória de Franklin, na abordagem que o acolhe como um professor/artista desviante. O trabalho esta dividido em três partes, objetivando responder a seguinte questão: como as tensões sociais se operam em trajetórias individuais. Na primeira parte que compreende a trajetória de Franklin até 1948, analiso as diferentes experiências do personagem procurando identificar alguns fatores que contribuíram para a construção da sua missão: guardar a cultura dos moradores da Ilha de Santa Catarina. No segundo momento, busco compreender os limites e as possibilidades para a realização do seu projeto, levando em consideração as determinações do meio sobre a sua trajetória. Além disso, busco entender as estratégias utilizadas para Franklin fazer frente às normas e condutas que lhe foram impostas no espaço da Escola Industrial como docente e, na cidade de Florianópolis, como artista. Na última parte, problematizo de que forma foi possível a guarda da obra do professor/artista pelo Museu de Arqueologia e Etnologia Oswaldo Rodrigues Cabral. Problematizo, também, a criação de outros lugares de memória. Nos dois casos busco identificar as estratégias utilizadas para reconhecer a sua importância como artista catarinense. Se a condição de estabelecido/outsider ilumina relações de poder de uma dimensão social definida por valores como reconhecimento, pertencimento e exclusão, então, o professor e artista Franklin Cascaes, nos anos 70, passa a partilhar espaços antes só destinados aos portadores de uma formação acadêmica ou de uma condição social privilegiada, os estabelecidos. É no quadro social e político local, daqueles anos, que a identidade açoriana torna-se uma estratégia para a "invenção de uma cidade" que desejava se fazer turística. Em 1977, a pesquisadora e crítica de arte paranaense Adalice Maria de Araujo, na tese "Franklin Cascaes, o Mito Vivo da Ilha: mito e magia na arte catarinense", transforma o artista no grande bruxo da Ilha de Santa Catarina. Franklin, ocupando com frequência as páginas dos jornais, especialmente o Jornal O Estado, principal periódico local e; contando com o apoio dos alunos da "Industrial" na Prefeitura e na UFSC, consegue a guarda da sua obra pelo Museu de Arqueologia e Etnologia Oswaldo Rodrigues Cabral. É neste contexto, que Franklin passa da condição de outsider à de outsider/estabelecido, embora nos anos seguintes, nas diferentes narrativas autobiográficas ele não se perceba como tal.

Made available in DSpace on 2016-04-28T20:38:44Z (GMT). No. of bitstreams: 1 Daniela de Oliveira Mattos.pdf: 15763375 bytes, checksum: 699aead56c914acdb58ff39ea6e04ef1 (MD5) Previous issue date: 2013-08-23 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis is as much an academic investigation as it is a work of art. It is constituted by text and image mutual crossings, problematizing the artist s writing as a poetic-performative device that produces itself by means of the contiguities that mediate discourse and visuality (and beyond). Conceived of as a space composed of sucessive rectangles, like those filled with words and velocity in the same way as a book , this work also configures itself as a sort of exhibition space or in-between space, which opens room for activations: from the ones, here analyzed, effectuated by the artist s gestures, to the singular experiences that will be generated by each one of the readers, when in contact with what is presented here. The heterogeneous parts that embody this text establish relations to each other, but don t configure a whole; they are not even submitted to hierarchization or evolutive enchainments of any sort, like the ones occurring in accordance with the traditional organization by chapters. Therefore, the research intends to implement and open relations among certain productions of the art field, both from my authorship and from other s, bringing them close to certain works from literature, poetry and philosophy / Esta tese é tanto uma pesquisa acadêmica quanto uma obra de arte. Constitui-se por atravessamentos entre texto e imagem, problematizando a escrita de artista como um dispositivo poético-performativo que se produz por meio das contiguidades entre enunciados e visualidades (e além). Pensado como um espaço composto por retângulos sucessivos, desses repletos de palavras e velocidades assim como um livro , este trabalho também se configura como uma espécie de espaço expositivo ou espaço entre, que dá lugar a ativações, desde aquelas efetivadas por meio dos gestos de artistas aqui analisados até as experiências singulares que serão geradas por cada um dos leitores, em seu contato com o que aqui se apresenta. As partes heterogêneas que dão corpo a este texto se relacionam mas não configuram um todo; tampouco se submetem a quaisquer hierarquizações ou encadeamentos evolutivos como os que ocorrem segundo a organização tradicional por capítulos. A pesquisa busca, portanto, tornar fecundas as relações entre certas produções do campo da arte, tanto as de minha autoria quanto aquelas de outros autores, aproximando-as de algumas obras da literatura, da poesia, da filosofia

Cette recherche explore les significations multiples des catastrophes qui ont bouleversé la Colombie dans les années 1980 et 1990, et le rôle des «artistes-historiens» dans la réparation des blessures qu'elles ont entraînées. Nous retracerons ces événements à partir des éléments autobiographiques afin de construire des liens entre la mémoire individuelle et l'Histoire de la Colombie. Nous prendrons appui sur ma pratique artistique ainsi que sur celle d'artistes colombiens nés pour la plupart dans les années 1960, qui ont produit des œuvres fondamentales pour élaborer ce processus de remémoration. Le mot « disparition » dans ce contexte spécifique chemine dans les différents chapitres de !'Histoire récente et réapparaît de façon cyclique à travers le phénomène des «disparitions forcées», qui traverse les différentes périodes de violence en Colombie depuis «l'époque de La Violence» dans les années 1950. Le mot «disparition» va se dessiner en parcourant des événements tels que le destin brisé des «enfants volés» lors de la catastrophe d' Armera ; à travers la disparition mystérieuse de onze personnes lors de la reprise militaire du Palais de Justice à Bogota (les deux événements survinrent en novembre 1985) ; et au travers des milliers de «disparus» anonymes, dont beaucoup ont été emportés par les rivières, laissant la société colombienne dans l'impossibilité d'enterrer ses morts afin d'entamer un processus de deuil et d'amnistie. Enfin, le mot «disparition» fera écho à la «disparition des preuves» et à la «fuite des archives», pratiquées impunément par les institutions colombiennes pour empêcher tout processus de reconstruction de la mémoire collective. / This research explores the multiple possible significations of catastrophes that shook Colombia in the l 980's and the l 990's, and the role of the "artist historians" in the process of healing the wounds it left behind. Traces of these tragedies will be followed up by means of autobiographical elements in order to bridge the gap between individual memories and Colombia's History. The starting point for this enquiry is my persona! artistic work and the work of other Colombian artists, most of them born in the 1960's and having produced fundamental artworks elaborating on the process of remembering. The word "disappearances" in the specific Colombian context steers its way amongst the chapters of recent History and reappears in cyclical fashion as the phenomenon of "forced disappearances", which can be followed up though the periods of violence in Colombia since La Violencia "the period of Violence" in the l 950's. The word "disappearance" will reappear when contemplating events like the fate of the "stolen children'' during the Armero catastrophe, caused by the eruption of a volcano, or the mysterious disappearance of eleven persons during the military takeover of the Palace of Justice in Bogota (both happened in November 1985), or the thousands of anonymous "disappeared", many of which were carried off by the rivers, leaving the Colombian society in the impossibility to bury it's dead in order to start a process of grieving and armistice. Finally the word "disappearance" will echo the "disappearance of evidences" and the "leaking archives" perpetrated with impunity by Colombian officials, thereby intentionally inhibiting the reconstruction of collective memory.

Esta tese se propõe a investigar como o conceito de ação cultural, aliado à ideia de formação artística se manifesta no âmbito teatral da cidade de São Paulo nos dias de hoje. Examino, para isso, a trajetória do conceito de ação cultural, seus ideários, sua relação com as políticas públicas de cultura e as influências a que esse tipo de prática está submetida no contexto paulistano contemporâneo. Da mesma maneira, analiso a evolução da ideia de formação e as relações entre arte e educação. Relaciono esses conceitos aos projetos públicos de São Paulo que têm a formação artística e o desenvolvimento cultural da cidade como objetivos principais. O foco na atividade teatral se dá a partir de práticas artístico-pedagógicas relacionadas à ação política, entre grupos de teatro subsidiados pelo poder público. Investigo assim as correspondências entre os grupos fomentados e os programas de formação da Secretaria Municipal de Cultura, que constituem uma rede de ações, proposições artístico-pedagógicas e interferências no espaço da cidade, na amplitude das suas periferias. Procuro, dessa maneira, iluminar a reflexão sobre a ação cultural e a formação artística empreendidas pelos grupos de teatro como síntese arte-política, confrontando os espaços, culturas e instituições da cidade em encontros transculturais. A partir desse objeto e dos contextos investigados, proponho a reflexão sobre o papel dos artistas de teatro na cidade de São Paulo como formadores e agentes culturais, ampliando o debate sobre as políticas públicas de cultura e o entendimento sobre a prática artística enquanto ação pedagógica e política. / This thesis proposes the investigation on how the concept of cultural action, connected to the idea of artist\'s education is manifested in the theater field, in São Paulo city nowadays. It analyzes the history of cultural action as a concept, its ideology and relation with the public policies of culture and the influences that this kind of practice is submitted in the contemporary context of São Paulo. Likewise, it analyzes the evolution of the idea of formation as a training [formação] and the relation between arts and education. I relate these concepts to the public projects in São Paulo that have the artist\'s education, and the cultural development of the city as main goals. The theatrical activity is focused upon its artistic and pedagogical practices related to the political action undertaken by companies that are sponsored by the Estate. I investigate this way the correspondence between these companies and the artist\"s education programs by the Culture Department of the City Hall, which constitutes a network of cultural action, arts education and artistic interferences in the city, all along its limits. This way, I try to illuminate the analyzes on cultural action and artist\"s education undertaken by the theatre groups, as an arts-politics synthesis, which confronts different spaces, cultures and institutions of the city, understood as transcultural encounters. From this object of study and its contexts, I propose to reflect on the role of the theater artists in São Paulo as educators and cultural agents, contributing to the debate on public cultural policies and the understanding of artistic practices as a pedagogical and political action.

Minerva Teichert (1888-1976) was a twentieth-century American artist, who spent most of her life residing in remote towns in the West, earnestly balancing the demands of family and ranching, and painting scenes of her beloved Western frontier. Her steady and significant production of art is remarkable for any artist, and particularly compelling when one considers her time constraints, inaccessibility of art supplies, distance from other artists and art centers, and lack of public attention. The success of women artists during the first half of the twentieth-century was dependent not only upon their artistic aptitude, but also upon external forces, such as family, friends, and mentors. As an artist during this era, Teichert benefitted especially from the circles of women who surrounded her, offering sympathy, encouragement, assistance, a ready network of support, and who enabled her to pursue her passion, which she succinctly described, “I must paint.” This thesis employs a methodological framework informed by feminist, collective conscience, and social network theories in order to elucidate an artist's vision that transcends feminist viewpoints and western heroic individualism. The reality of female networks in Teichert's life translates not only to the certainty of women within a Western mythology dominated by men but also to a powerful counter-narrative where collaboration and community are essential to the success of settlements in the American West. Here Teichert introduces an altogether different vision and story. In her pioneer paintings, composed during the 1930s and 1940s, one sees a reflection of her own life, and that of her pioneer ancestors, which emphasizes the feminine, the importance of collaboration, and the centrality of community.

The context in which any artist creates an artwork is integral to understanding its significance, and one crucial aspect of context is how a work was created. When first looking at how Edgar Degas created his dancer paintings, his process seems simple- he watched the dancers and then painted what he saw. However, that is only a surface examination of a much more complicated system of observation, practice, repetition, mastery, and reproduction. This thesis investigates how Degas bridged the gap between observation and understanding of balletic technique; how deep his knowledge of balletic technique was; and if Degas did have a deep understanding of balletic technique, what process he utilized to gain that knowledge. It reconstructs the process Degas utilized to learn and then reproduce the repertoire of the Paris Opéra ballet by pairing visual analysis of specific works with my own knowledge of ballet technique as a dancer of twenty years. Ultimately, this study reveals that Degas learned how to dance classical ballet by mimicking the process ballerinas used to learn how to dance: first watching, then doing, and finally performing.

Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa