Fostering of National Identity in Emigration Through Lithuanian Folk Dance

Abstract

he article analyses the Lithuanian folk dance as a means of national identity fostering in Lithuanian diaspora in North America. National identity maintenance especially in emigration is topical problem which started with the first wave of emigrants into US after the First World War. The evolution of Lithuanian folk dance in North America can be divided into two parts. The first period involves Lithuanian dance origins in North America, where in 1925 the first Lithuanian dances were captured in Lithuanian operas and choral performances. The first and second waves of emigrants didn't have chance to experience folk dance revival period in Lithuania, so they tried to dance dances which they knew from their parents and grandparents. Therefore dance repertoire was not abundant. During this period national dance activities were enlivened and enriched only by M. Baronaitės arrival from Lithuania seeking to maintain national identity and to expand dance repertoire.The second Lithuanian folk dance development period in North America covers the period from 1944, when the third wave of emigrants, who has experienced national revival in Lithuania, joined the Saturday schools and established Lithuanian dance ensembles which expanded Lithuanian folk dance repertoire in North America. Most of the national dance up holders were teachers, who acquired dance knowledge in primary school physical education teacher courses or by teaching children dance at Lithuanian schools.Lithuanian Folk Dance Institute (LFDI) is an important cultural institution, which aims to explore and spread Lithuanian folk dances, to promote the related customs, games, folklore, folkmusic and costumes hereby encouraging Lithuanian national identity. The focus of LFDI is appointed to organization of folk dance festivals, selection of artistic director and program approval. One of the major challenges of LFDI is to hold annual dance teacher seminars, which seek to improve folk dance teachers’ competences.