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Kamarck, Edward (ed.) / Arts in society: growth of dance in America
(Summer-Fall, 1976)
Cohen, Selma Jeanne
Dance literacy: [the state of sylphs in academe: dance scholarship in America], pp. 222-227
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Page 222
I by Selma Jeanne Cohen Selma Jeanne Cohen is editor of Dance Perspectives magazine. After all, it seems to be the most unlikely combination imaginable. Of all the arts, dance is the most physical, the one that least requires the exercise of intellect. George Balanchine tells his dancers of the New York City Ballet: "Don't ask why. Just do it. You don't need to know why." They don't need to think; they don't even need to read. Dancers can remember the steps of a ballet without a single written word or symbol to guide them. They call it "muscular memory." Nothing mental about it. Yet a number of distinguished minds have applied themselves to dance. Both Plato and Aristotle thought it worth discussion, and in eighteenth-century France a number of aestheticians considered dance as one of the major art forms. Now, after a few setbacks, incited by Puritans on one continent and Victorians on another, writers are again deal- ing deftly and provocatively with the ideas of dance as well as with the events of its history. Unfortunately, viable dance scholarship has been outweighed by quantities of fan publica- tions. There is nothing essentially wrong with 222 the latter (or would not be if only they were accurate, which most of them are not), as long as they are put in their proper place, which is not that of substituting for in-depth scholarship. There has been too little serious work to compensate for the frivolities, and the imbalance has led to the prevailing opinion that dance scholarship is non-existent. It has and does exist-albeit in small quantities. Why has progress been so slow? In general, dancers and even choreographers have been wary of scholarship. Active rather than specu- lative by nature, they fail to see how the researcher can be of any use. Dancers do not need history or theory; they need bodies attuned to respond to directions, instantly and accurately, a condition that is only inhibited by reasoning. Consequently, academic subjects have formed a meagre part of the dancer's education, when they formed any part of it at all. Balanchine responded to Edwin Denby's sensitive analysis of his choreography: "Too fancy." Hardly encouraging, but typical. To be sure, there were some mavericks. John Weaver staged some ballets and also wrote An Essay Towards a History of Dancing in 1712. Among later choreographers, Jean Georges Noverre and Michel Fokine declaimed against the abuses of their day in apologias for their £H
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