A peek into our Swarthmore Project #2

Gregory Holt, one of idiosynCrazy’s mentors in our Swarthmore Project, shares with us some of his realizations, frustrations, and hopes for the project as it continues to unfold.  Coming soon, we will see some video on our One Year Vlog Project that highlights some of the work our 4 idiosynCratz and 9 Swarthmore students have been doing since October.

*check out our One-Year Vlog Project

i think there is a lot of exciting stuff just below the surface, but i also feel that it will only just begin to emerge by the time we’re nearing the end (as usual?). i think i expect a higher level of ‘buy in’ from the students- it seems that many of them are pretty ambivalent about what they want from dance or what they are willing to risk for it. we have begun to establish relationships with some of the students where we can use our own vision and their trust in us to ask for that risk, but with the other students its hard to know what to base that request on, especially in an ostensibly collaborative situation. i feel the lack of exploratory time and relationship building time. i mean, its clearly happening over the course of the work, but again, its going to feel like it all emerges at the end. its also hard to set my own ego aside sometimes. what i want from my art is not necessarily what i will be helping create in this project, so i need to open myself more to buy into other priorities as well. how can we make all this VISIBLE? i mean, all this dialogue and reflection is super interesting- can we frame it in our bodies to allow the audience to make it real with their witnessing? i’ve enjoyed going to the shorter rehearsals a lot- with danielle and gabi. its much more close and intimate. i’m excited to see images develop- there’s already some very strong stuff, so just letting things take their time and also varying the density of material will do a lot for the final product.

those are my thoughts right now!
best,
greg
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stay tuned in weeks to come for more from inside this process…


POST-JAZZ

Shannon Murphy shares with us some thoughts about the newest series in idioSomatics: POST-JAZZ.  idioSomatics is idiosynCrazy productions’ free community class, geared toward providing free training for professional dancers.  The class is offered as a part of idiosynCrazy productions’ training initiative, The Physical Laboratory. You can keep up-to-date with the latest series by adding The Physical Laboratory to your Google Calendar.  idioSomatics is Fridays from 10am – noon at the Community Education Center.

*also, check out our One-Year Vlog Project

POST-JAZZ
– Shannon Murphy

Feeling awkward and a little unsure of how things would go, I arrived at the CEC the morning of our first of 5 classes in the idioSomatics: POST-JAZZ series. I usually don’t voice my knowledge in jazz dance in the Philadelphia dance community, although I’m sure that it slips out into my movement all the time. It took a bit of coaxing from Juma, who proposed that I teach a Jazz dance series to kick off 2012’s idioSomatics return. Generally surrounded by the post-modern dance community, I voice my other interests – in Franklin Method, anatomy, and imagery – loud and clear, and it never crosses my mind whether the class will be on board or not, or if my interests are valid. But this, to me, feels different. I am questioning how well I anticipated handling the duality of having a body-mind-centered / jazz class. I wonder how far-fetched my desires were to facilitate exploration of both gentle, aware preparedness AND the spark of accent and fierceness that the persona of Jazz dance usually brings to the studio. This duality haunts me as a teacher. I want class participants to know that this duality is possible.

I’ve been spending much of 2012 soul-searching. So, revisiting my ghosts about Jazz dance seemed to fit right in. After our first class, I chatted with participants Gabrielle Revlock, Marcie Mamura and Ellie Goudie-Averill and found myself finally asking aloud what had been playing over and over again in my head. What are the differences between the persona of a dance style and it’s technique?  Does the selling, or the sexiness that is connected to jazz dance facilitate more than just the look?  Does it give us more options as performers?  And if we take that away, is it another dance style? We begin talking about how “playing the part” is often a part of the culture of dance class. I acknowledge dressing a certain way for ballet class tends to produce a different outcome than wearing the same attire for a release technique class would. I consider if it is just the clothes, or if they facilitate a shift in my state of being. If the latter is true, then I wonder if I take on a different persona as a teacher to facilitate different agendas. I’ve been asking myself how the teacher-student culture differs from jazz to more contemporary dance practices, and if adapting to either will actually help me lead a class where I’m looking to share a balance between mindful embodied movement and a highly energetic and technical practice.

I’ve taken the last three weeks to whole-heartedly dive into teaching my peers contemporary jazz class with clarity of anatomical, and qualitative awareness. I am having fun, rediscovering why I love Jazz, and how I can make it useful to myself and to my dance community. We’ve been focusing on how to hit an accent, completing a line inside the down-beat in a way that won’t give us tennis elbow. We’re talking about moving energy on the inside of our bodies and finding continual pathways of movement in what is commonly known as a hip roll.  To be honest, my language about movement is not that different than what I would offer if I were to be teaching a contemporary movement class, but I find I’m exploring physical vocabulary that has been put on the back burner for a bit now. I know that, for quite some time, I have purposefully neglected my jazz dance roots to find new options. Now after spending so much time digging into new territory I feel confident to welcome back this style of dance in a new light. POST-JAZZ is reminding me that I have something to offer that I, up until this point, have not allowed myself to give.  Fusing jazz, and Franklin Method brings together two ways of looking at my body in motion. I ask myself, “why can’t I let my hair down and know that my clavicle is spiraling into my sternum creating potential energy?” I know this is just the beginning of leaning how these two worlds can collide, and am looking forward to seeing what can develop for me as a teacher, an artist and for the future of POST-JAZZ.

photo by Lindsay Browning


J-Setting Marches Northward

Hello folks,

This past summer, journalist Bruce Walsh wrote a short series of articles centered around our work this summer on Private Places, then called The Flight Attendants Project.  Below is the second article from Bruce, in which he explores some of the origins of J-Sette’s emergence into popular culture.  J-Sette movement has been used as research for the Private Places project.

*also, check out our One-Year Vlog Project

J-Setting Marches Northward
– Bruce Walsh

The tiny staff of idiosynCrazy productions has done their best to cool the only slightly air-conditioned Live Arts Festival rehearsal space on Fifth and Poplar streets. They’ve closed the loading dock of this converted industrial building, desperately saving as much cool air as they can in the vast expanse, where fifteen Philadelphia dancers attempt to keep pace with Dante Beacham.

The barefoot twenty-four-year-old is the only person onstage without formal dance training. Yet today he is, without a doubt, at the head of the class.

Beacham leads them through a series of bold, sharp—almost cheerleader-esque—rapid-fire movements, all to a driving eight-count beat. After a water-break only a third of the dancers return to the stage. The rest watch, out of breath, as the remaining few complete the two-minute routine. When they do applause echoes off the rafters and dancers collapse on the floor in victory, as if they’ve just broken the ribbon at a distance race.

These Philly dancers have just had their first intensive exposure to J-Setting, from one of the current leaders on the J-Sette scene. Local choreographer Jumatatu Poe brought Beacham to Philadelphia to incorporate this club favorite into his latest work, The Flight Attendants Project, which is being developed with the assistance of a $50,000 grant from Dance Advance, an arm of the Pew Center for Arts and Heritage.

Most Americans have only been exposed to J-Setting through the 2008 Beyoncé video, “Single Ladies (Put a Ring On It),” in which choreographers Frank Gatson and JaQuel Knight appropriated the hallmarks of the style. Even Poe admits that the video sparked his fascination with the scene. In a 2009 interview with Vibe Magazine, Knight explained that he, Beyoncé, and Gatson researched J-Setting via YouTube. If so, they were likely influenced by Beacham. His videos are some of the most popular J-Setting clips out there. In an interview with the London Sunday Times, Beyoncé put it this way: “[We] added the down-South thing—it’s called J-Setting, where one person does something and the next person follows.”

That “down-South thing” is more accurately described as a distinctive feature of Southern, African-American gay culture. And many in that community were irked to see it borrowed without a please, thank you, or even an acknowledgment of where it came from.

“I feel as though [Knight] took credit for something that he has no idea about,” says Beacham, now sitting in the cooler confines of the Live Arts Festival’s office. “I feel like he went online, researched it, and took it as [if] he really knew what it was. I would love for someone from this community to be able to bring it to the world, and be able to explain what it is and what it means to us. Instead we have [Knight] trying to explain where it comes from. It bothers me.”

In fairness, explaining where J-Setting comes from is no easy task, and even the scene leaders are somewhat fuzzy on the details.

For starters, the form didn’t begin in the clubs, but on a Mississippi football field.

In 1971, the majorette section of the Jackson State University Marching Band abandoned baton twirling in favor of dancing to pop songs by James Brown and others. A huge hit with the crowd, the majorettes started calling themselves the Prancing Jaycettes. (In 1982, they changed the spelling to J-Settes.)

Their trademark eight-count, lead-and-follow groove was imitated—and later interpreted and evolved—by men in the surrounding area. Eventually, this style— called “bucking” in and around Jackson—started to appear in clubs across the South.

By 2000 the dance was synonymous with Southern gay culture. Dozens of formal male J-Sette teams competed at Atlanta and Memphis Pride festivals—and still do. Beacham’s team, Mystic Force, is one of the top squads going.

For many gay men in the South, J-Setting is a defiant, proud expression of sexuality, amidst some of the most repressive areas of the country. At any given Jackson State football game, groups of men lead their own J-Sette dances in the stands. “I’ve never done it [at the games]. I’m afraid to do it, to be honest with you,” says Beacham, who currently attends Jackson State. “I try to avoid violence, and I know some people are not as accepting as others.”

“We will see that, yes, every now an then we will see somebody imitating us in the stands,” says Kathryn Pinkston-Worthy, the current Prancing J-Sette coach and former 70s-era captain.

For the leader of the Prancing J-Settes, there is only a tacit acknowledgement of their interpretation in gay culture, and an extremely vague understanding of the larger phenomenon.

“From what I’m told—and I have never been there to witness any of it—but I’m told they have different groups in clubs, and they have uniforms, and they imitate the J-Settes,” says Pinkston-Worthy with the emphasis on imitate. “That must be where this ‘J-Setting’ comes from, because we definitely don’t call it that.”

Imagine her surprise when she turned on the television to find Beyoncé utilizing the club-infused interpretation of a J-Sette strut: “I was like, ‘Oh wait a minute, haven’t I seen this before?’”


A peek into our Swarthmore Project

This week, we get another peek into the collaborative process of 4 idiosynCratz and 9 Swarthmore students.  idiosynCrazy’s Danielle Currica shares with us some of the goings-on at Swarthmore from the first rehearsal post-Winter break.

Upon entering the room, for the first time I could sense hesitation among the mentees. There was a definite withdrawn and removed sense of self while stretching and making small talk before diving in to the first rehearsal in the spring semester.

I’m sure all the mentors were aware of it.

We began rehearsal with a talk. I started by stating the obvious. “We all want to know where the piece is going, yes?” This cracked a laugh in all of the mentees, which opened the room up a bit. All the mentors began to take turns discussing our plan of action for the semester, and how we hope to guide but more importantly collaborate on creating a piece, based on the movement practices, games, and experiments used during last semester.

The shape of the piece would be created through the method of the “exquisite corpse”. Each rehearsal is an addition to the rehearsal before. We’ll start at a proposed beginning, and work our way through a ‘body’ of movement, asking ourselves “what’s next” and “why”. Closer to April we will have a cut off point where new movement is no longer generated and we will start to clean and edit.

With that discussed, along with the students concerns and questions, we started warm up with a viewing of last weeks idiosynCrazy’s vlog. It surprised the mentees to see how much had been done and explored.  We moved into a warmp up with an exercise led by Greg that dealt with direction and breaking habbits. Two partners, one giving one word or simple phrase directions in succession so that the other had no choice but to move one form extreme to the other. It loosened up everyone, and really ate the space. We then blended the groups into pods of four. One person was to be directed, and the other three took on directing either the eyes (open or close), mouth (to speak or be silent), or body (to free move or to be still).

This generated great discussion about movement habits, feeling like one has to move when talking, or the discomfort of dancing with one’s eyes closed. Also, thoughts on the role of the director. Why as director we purposefully wanted to break certain habits, or let other habits remain. How does a director’s role in dictating movement affect the over all image of what is being seen, versus what what a dancer does naturally.
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stay tuned in weeks to come for more from inside this process…

*remember to subscribe to our weekly vlog project, too


What do YOU think?

*a quick reminder to subsribe to our weekly vlog project, too

Hello folks,

idioSomatics, our free weekly contemporary dance class for professionals, is back and is now happening at the Community Education Center (3500 Lancaster Avenue) in West Philly.  Fridays from 10am to noon!!!  This time around, we are trying something a little different.  Every three or four weeks, we begin a new session in which the focus will be more specific than it has been in the past.  For example, we might have idioSomatics: Light as a Feather in which, for three weeks, we focus on movement and performance qualities that have a weightless, fleeting nature.  Or, we might have idioSomatics: Break That Back for four weeks in which we focus on bombastic, isolated movement qualities that that draw relationships to club culture.  You can keep track of the series by adding idioSomatics into your Google Calendar (click here).

For the next three weeks, Shannon Murphy is teaching idioSomatics and we are testing our a new name: idioSomatics: POST-JAZZ

Our question to you – What do you think you would find in a POST-JAZZ class?