Dance Academy Research Articles

LA BELLE DANSE ON THE HABSBURG COURT STAGE AT THE END OF THE XVII — FIRST THIRD OF THE XVIII CENTURIES

Since its foundation in the first half of the 16th century, the Austrian Habsburg court has focused its cultural attention on Italy. This was due to many factors, among which in the XVI century one can name the undoubted cultural superiority of Italy among other European countries, in the first half of the XVII century — the marriages of the Habsburg emperors with the Mantuan princesses, in the second half of the same century — the competing policy of the Holy Roman Empire towards France; the latter factor also extended to the beginning of the XVIII century. As with other European courts, the dance culture of the Habsburgs began with court ballets, which gradually transformed into stage dance, and the dance turned into a professional one. At the same time, the center of dance culture moved from Italy to France, where already in the first half of the XVII century a set of choreographic techniques arose that raised dance art to a new level. Ballet was a significant interest of the French monarch Louis XIV (r. 1643–1715). This led to the establishment of the world’s first dance academy at the royal court, which played a crucial role in the development and spread of the French style of dance. Therefore, despite the anti-French policy of the Habsburgs, the style developed at Louis XIV’s Royal Academy of Dance and called la belle danse was practiced on the stage of the Vienna Court Theater. The article examines the background, appearance, place, role and significance of la belle danse in productions of the Habsburg court stage using specific examples of theatrical events.

Nutritional, anthropometric characteristics and the probability of suffering disorders of eating behavior in classical dancers in four academies of the central department

Background: Eating behavior disorders (EDs) are mental health disorders characterized by pathological behavior towards food intake and an obsession with weight control, accompanied by distortion of the perception of body image. Methods: An observational, descriptive and cross-sectional study with a quantitative approach was carried out, which included 4 classical dance academies in the Central department, specifically classical dance dancers within the age range 12 to 18 years, whose parents signed an informed consent. Poorly completed surveys and male dancers were excluded. Sociodemographic data, eating and anthropometric characteristics, and the probability of having eating behavior disorders were analyzed using two scales, SCOFF and BULIT. The work regarding the bioethical principles of research to manage the personal data of the participants, only those data strictly necessary to solve the research objectives were taken. A formal letter was provided to the parents to confirm that their daughters could be part of the investigation. The study was presented to the Ethics Committee of the Universidad del Pacifico. Results: Of 91 female classical dancers surveyed, 17 (19 %) were 12 years old; 27 (30 %) are from Academy A; 89 % (n=81) do eat fruit; 86 % (n=78) vegetables; 100 % (n=91) consume meat; dairy products and derivatives 98 % (n=89); legumes it was obtained that 82 % (n=75) consume it; 88 % (n=80) consume sugary drinks; and in terms of the consumption of pure water, 60 % (n=55) make adequate consumption. For the anthropometric data, 43 % (n=39) weigh between 50 and 59.9 kg; 57 % (n=52) measure between 151 and 160 cm, 85 % (n=77) have adequate height, 70 % (n=64) of classical dance students are at risk of suffering behavioral disorders food according to the SCOFF scale; while 99 % (n=90) of the dancers do not present any risk of suffering from Bulimia Nervosa according to the BULIT scale. Conclusion: We conclude that classical dance dancers are likely to suffer from eating disorders, since this population is considered highly exposed, especially in the adolescent stage, since even today there is social pressure on the canon of beauty that they must achieve and sustain to be accepted and included.

The Vietnamese Dance Academy and its role in the formation of the national choreographic education system

The article highlights the history of the formation and the main stages of the activity of the Vietnamese Dance Academy, which has secured the reputation of the leading national choreographic school of Vietnam. In the context of the historical and cultural process, it is shown how the tasks of the school's activities and its status changed over time and in accordance with changes in the priorities of the state cultural policy. There are three stages in the development of an educational institution. In accordance with the spirit of the times, the school underwent changes, was transformed into the Vietnamese College of Dance, then into the Vietnamese Academy of Dance. The initial period of the school's activity is associated with the process of professionalization of choreographic art and the institutionalization of the national ballet. The transitional stage was the transformation of the school into a Vietnamese dance College, when the potential was being built up, which later ensured the transition to an Academy engaged in training highly professional personnel at the level of secondary and higher education. The importance of the Soviet system of integrative choreographic education at the initial stage is shown. For the first time, the question of the personal contribution of Soviet teachers Y.E. Brunak and H.F. Mustaev to the formation of the Vietnamese system of professional choreographic education is highlighted. On the basis of a combination of general scientific and special methods, including chronological, typological, historiographical methods, methods of comparative and source analysis, new facts on the history of the formation and development of the choreographic education system of Vietnam are established and introduced into scientific circulation. The educational, methodological, scientific and international directions of the Academy's activities at the present stage are highlighted. The author deals with the problems of modern development and prospects for development in the near future. It is concluded that the Vietnamese Dance School is the first educational institution in the history of Vietnam that provides professional training for a previously non-existent type of ballet performing art in Vietnam.

Korrekciós tréning a Magyar Táncművészeti Egyetem klasszikus balett szakirányának első évfolyamaiban

At the beginning of the academic year all students newly admitted to the classical ballet dancer training course of The Hungarian Dance University are assessed by the Child Development and Therapy Centre called Bárányfelhő. After the assessment of their motor and neurodevelopment, children can have special skills development training integrated in their curriculum. Between the 33 children assessed in September 2020 the most significant differences were found in cross-body movements and the independent use and coordination of the upper and lower extremities. In the seventh month following the evaluation, the ballet masters of these classes reported development in concentration, coordination, balance, attention, as well as the independent use of the limbs and proprioception in these children. The skills development training has got a compound effect: as students` coordination skills improve, they gain more success and, as a result, they become more self-confident. This kind of specific skills development at the Hungarian Dance Academy does not only fill a gap in professional dancer training but it is also unique regarding professional dancer courses.

Breathing Back the History of German Modern Dance through the Horror Film Genre in Luca Guadagnino's Suspiria (2018)

Director Luca Guadagnino's film Suspiria (2018) depicts the dancer Susie Bannion joining a dance academy secretly run by a coven of witches in Berlin during the German Autumn of 1977. This article analyzes how Mary Wigman's Hexentanz II, contemporary dance, and horror film practices inform Susie's neo-expressionist movement form, which is also steeped in the discourse surrounding the RAF (Red Army Faction), the West German far-left militant organization, and fascism. I argue that “historical breathing”—breaths and sighs—takes on a sensorial mode by surveying the past and current situation of the dance school. By inhaling, Susie embodies the dance Volk (1948) and can feel its vexed choreographic history—its occult origins and Ausdruckstanz practices. Furthermore, her dance futilely attempts to comes to terms with the Nazi past but inevitably replicates the violence of the RAF.

무용학원 선택속성 요인이 관계몰입 및 재등록 의사에 미치는 영향

The purpose of this study is to provide effective data for the management and marketing strategies of dance academies by examining the effects of selection attribute factors on relationship commitment and re-enrollment intention.BRBR 1. To investigate the relationship between the selection attribute factors of a dance school and relationship commitment.BR 2. Identify the relationship between dance school selection attribute factors and re-enrollment intention.BR 3. Identify the relationship between relationship commitment and re-registration intention.

Comprehensively strengthening and improving aesthetic education in a new era: An examination of the dance education major at the Beijing dance academy

China has a proud history of dance excellence. Historically, dance education has focused on performance skills, therefore it is difficult for most people, to grasp that a dance education pedagogy can lead students in a creative and inclusive manner, where technically well performed ‘steps’ are not as important as the process. China is currently developing a modern system of dance education in schools, with a focus on the creative process while maintaining its highly valued Chinese characteristics. Western countries where dance education has long been included in their curricula, can still struggle with understanding that educational dance is much more than technically well performed steps. Change is complex, especially when dance is viewed by many as a performance only. This article outlines the difficulties in implementing a radically different dance curriculum to what has gone before. The Beijing Dance Academy provides the dance education major that other Universities look to when preparing dance education teachers in China. Our focus is therefore upon the dance education major offered there. We begin by outlining the history of dance education in China and continue by discussing the context and the complexity of change, before outlining the change and difficulties themselves.

Effect of Somatosensory Intervention on Joint Hypermobility and Proprioception in Young Dancers and Nondancers

Context: Generalized joint hypermobility is frequent in youngsters, particularly among young dancers. It can cause proprioception problems, discomfort, muscular weakness, musculoskeletal injuries, and joint dislocations. It can be a major source of lower limb injuries in dancers with hypermobility. As a result, it is critical to keep hypermobility under control to avoid damage. Aim: The objective of this study was to determine the effect of somatosensory training on joint hypermobility and proprioception in young dancers and nondancers using the Beighton scale and comprehensive scale of proprioception. Settings and Design: Comparative study in dancers and non dances from dancing academy. Methods and Materials: A study was conducted on children with joint hypermobility, in which a total of 18 young dancers and 18 nondancers between the ages of 8 and 15 were selected from Belgaum's dance academy and other coaching classes. On the basis of inclusion and exclusion criteria, the youngsters were screened. Both groups received 15-min somatosensory training 4 times a week for 6 weeks. Beighton score and comprehensive observation of proprioception were used to assess hypermobility and proprioception. The assessment was done at the start of the intervention and again after 6 weeks. Statistical analysis used: The paired t-test and independent sample t-test were used to compare outcome measures. Results: Both groups showed considerable improvements in proprioception and hypermobility with P < 0.001 showing statistical significance. However, when a between-group analysis was performed, the postmean score for hypermobility in Group B was not significant with P = 0.32. Conclusion: According to the findings, a 6-week somatosensory intervention improves hypermobility and proprioception in young children.

무용학원의 이미지가 신뢰 및 재등록의도에 미치는 영향

The purpose of this study is to investigate the effect of the image of the dance academy on trust and re-registration intention, to structurally analyze the relationship between the image, trust, and re-registration intention, and to provide the dance academy as a practical model for management strategy. 1. Identify the relationship between the image and trust of the dance academy. 2. Identify the relationship between the image of the dance academy and the intention to re-register. 3. Identify the relationship between the trust of dance academy and the intention to re-register students who majored in dance were found to have a positive effect on cognitive performance.

ONLINE DANCE ACADEMY MANAGEMENT SYSTEM

Online Dance Academy Management System is an online website where it provides a platform to learn and excel in the staggering field called Dance. This website provides famous choreographers to train the students in the academy. The candidates get an opportunity to participate in various competitions in the academy. Online Dance Academy Management System is the web application which helps in managing the activities of dance academy. This website keeps track of all the information related to Dance Academy. The information like student inquiry/registration information, batch information, attendance details, staff information and it also keeps track of day-to-day transactions of a dance academy. This website displays all the required or requested information related to dance academy. The website provides an online application form for the new students to apply through online. It allows to give valuable suggestions and comments of all candidates are solicited. The feedback received is used in further improvement of dance academy.

Faces of Tradition in Chinese Performing Arts

Faces of Tradition in Chinese Performing Arts

Review: A Revolution in Movement: Dancers, Painters, and the Image of Modern Mexico, by K. Mitchell Snow

Review: A Revolution in Movement: Dancers, Painters, and the Image of Modern Mexico, by K. Mitchell Snow

Passo d’addio

In dance academies, a young dancer’s farewell is marked by a final recital, which represents the end of his training period and shows that he is ready to begin his professional career. In my case, this farewell has an entirely different meaning: it is the last stop on a long journey of experience and represents an opportunity for me to acknowledge the cultural path that I have followed over the course of the last fifty years.

Opening the fan: Chinese postgraduate dance student’s experience in New Zealand

ABSTRACT Since 2015 many postgraduate dance students from the Beijing Dance Academy China, have completed a one-year Masters in Community Dance at the University of Auckland, New Zealand. This paper reflects on eight student’s experience of their year of international study. Data gathered through semi structured interviews were examined through the threshold concept theory and we found that these students were challenged by teacher/learner relationships, academic research in dance studies, and classroom communications. The article makes recommendations to both the Beijing Dance Academy and the University of Auckland as this academic partnership matures. While this study is specific only to the two institutions involved in the research, it may provide insights that are common across other tertiary dance programmes for international dance students.

무용학원 활성화를 위한 이용자의 중요도 및 만족도 분석

무용학원 이용자들이 무용학원 이용 및 선택 시중요도와 만족도를 알아보고 이를 기초자료로 활용하여 무용학원 활성화방안에 도움을 주고자 G광역시의 12개 무용학원을 이용하는 213명을 대상으로 IPA 통계적 방법을 이용하여 설문조사를 실시한 후 다음과 같은 결론을 얻었다. IPA분석별 무용학원 중요도는 지도자 전문성, 무용이용 장비의 청결성, 교통접근성, 무용학원 이용비용, 지도자 친절성 등의 순위로 나타났고, 만족도는 지도자 전문성, 무용프로그램 다양성, 지도자 작품구성능력, 지도자 친절성, 교통접근성 등의 순위로 나타났다.<BR> 이상 연구결과 무용학원 선택 시 이용자들이 중요하게 느끼는 요인은 직접적인 레슨을 실시하는 지도자의 전문성과 친절 및 학원이용비용, 코로나 19시대를 경험하면서 학원장비의 청결성을 중요하다 하였고, 이용에 따른 만족도는 지도자와 관련된 요인과 학원 교통접근성에서 높은 만족도를 보였다. 이에 무용학원활성화를 위하여 전문적이고, 친절성을 겸비한 지도자와 청결하고 위생적인 환경으로 학원을 관리한다면 무용학원의 활성화가 이루어질 것으로 생각된다. 또한 무용학원 외 학원들에게도 이와 같은 방법을 적용하여 연구가 진행된다면 사설학원들의 활성화에도 도움이 될 것이다.

무용학원 선택요인, 시설환경, 참여만족의 관계

본 연구에서는 광주광역시에 거주하고 있는 무용전공고등학생을 대상으로 무용학원의 선택요인, 시설환경, 참여 만족의 관계성을 규명하고자 최종적으로 채택된 112부의 자료를 토대로 SPSS WIN Ver. 25.0 통계프로그램을 사용하 여 상관관계분석과 다중회귀분석을 실시한 결과 다음과 같은 결과를 도출하였다. 첫째, 무용전공고등학생의 무용학원 선택요인과 시설환경의 관계성을 검증한 결과 통계적으로 유의한 영향을 미치는 것으로 나타났다. 둘째, 무용전공고등학 생의 무용학원 선택요인과 참여만족의 관계성을 검증한 결과 통계적으로 유의한 영향을 미치는 것으로 나타났다. 셋째, 무용전공고등학생의 무용학원 시설요인과 참여만족의 관계성을 검증한 결과 통계적으로 유의한 영향을 미치는 것으로 나타났다.

A digitális munkarend tapasztalatai a Magyar Táncművészeti Egyetemen

A COVID-19 betegség megjelenésével Magyarországon kormányrendelet írta elő, hogy a járványhelyzetben a felsőoktatási intézményeknek távoktatás formájában kell teljesíteni folyamatban lévő kurzusaikat. A helyzethez való alkalmazkodás különösen nagy kihívás volt a Magyar Táncművészeti Egyetemen, ahol a táncos jellegű képességfejlesztő órákon a személyes jelenlét és a teremadottságok nélkül nehezen képzelhető el fejlődés, de kihívást jelentett az is, hogy az intézményben nem volt egységes e-learning gyakorlat, csupán egyes oktatók számára volt mindennapos a digitális eszközök oktatási célú használata. Kutatásunkban feltártuk, milyen oktatási gyakorlatok alakultak ki a Magyar Táncművészeti Egyetem elméleti, valamint gyakorlatorientált, táncos kurzusain, továbbá hogy milyen tapasztalatokra tettek szert az oktatók és a hallgatók a majd’ 3 és fél hónapos időszak alatt. Az oktatók (n=65) és hallgatók (n=240) kitöltöttek egy eszközhasználatra és kurzus menedzsmentre vonatkozó online kérdőívet, továbbá a válaszadó oktatók közül 13-an strukturált interjúban is részletezték tapasztalataikat. Az oktatók nagy része pozitívan fogadta mindazt, amit a távoktatásból profitálni tudott, de érthető módon a tánc online távoktatását sokan lehetetlennek ítélték meg. A hallgatók egy része a saját időbeosztás és az otthoni kényelem miatt élvezte a távoktatást, de számos kritikával illették annak módszereit.

A digitális munkarend tapasztalatai a Magyar Táncművészeti Egyetemen

The Hungarian government prescribed distance learning for higher education institutions due to the spread of the coronavirus epidemic which was challenging at the Hungarian Dance Academy. The development of movement skills was difficult without personal presence, no common e-learning practice had existed in the institution before the pandemic. In the research we explored the distance learning and teaching practices developed at the theoretical and dance courses at the Hungarian Dance Academy, as well as the experiences of both teachers and students during the 3 and a half months. Instructors (n=65) and students (n=240) completed an online questionnaire on digital tool use and course management, furthermore 13 of the responding instructors also shared their experiences in a structured interview. Most of the instructors welcomed everything they could benefit from distance learning (e.g. creating new curricula, learning about new digital tools, improving relationships with students), but understandably, online distance learning of dance was considered impossible by many. Some students enjoyed distance learning because of their own schedule and the convenience of their home, but there were many critical remarks about its methods.

무용학원 체험마케팅이 참여만족 및 선택행동에 미치는 영향

이 연구는 무용학원 체험마케팅이 참여만족 및 선택행동에 미치는 영향을 규명하기 위하여 실시하였다. 수집된 자료의 자료처리는 상관관계분석 및 다중회귀분석을 실시하여 얻은 결론은 다음과 같다. 첫째, 감각체험은 시설만족, 건강만족, 비용만족, 강습만족과 재참여의도, 권유의도에서 정적 상관관계가 나타났다. 감성체험은 건강만족, 강습만족 과 권유의도에서 정적 상관관계가 나타났다. 인지체험은 시설만족, 건강만족, 비용만족과 재참여의도, 권유의도에서 정 적 상관관계가 나타났다. 행동체험은 시설만족, 건강만족, 비용만족과 재참여의도, 권유의도에 정적 상관관계가 나타났 다. 둘째, 감각체험과 관계체험은 시설만족, 건강만족, 비용만족에 정적 영향을 미치는 것으로 나타났다. 감성체험과 관계 체험은 강습만족에 정적 영향을 미치는 것으로 나타났다. 셋째, 감각체험, 인지체험, 행동체험은 재참여의도에 정적 영향 을 미치는 것으로 나타났다. 감성체험과 관계체험은 권유의도에 영향을 미치는 것으로 나타났다.

무용학원 이용자의 관계마케팅, 서비스품질, 고객만족과 소비자행동에 관한 연구

무용학원 이용자의 관계마케팅, 서비스품질, 고객만족과 소비자행동에 관한 연구