�鶹��

This program explores the generative relationship between the body, place, and technology. It offers practical and creative tools to support students in creating original creative works, from start to finish. Students will develop their own performance skills (whether basic or more advanced) by studying and creating through different mediums, including: movement, image-making, video, words (text, storytelling, or voice work), and music. We'll explore working with video as a tool for documenting our process and performances, but also explore generating work specifically out of the relationship between the camera and subject.

We'll examine theories that explore the potential performances have to shape politics, culture, and society through embodiment, presence, and worlding. Performances exist within specific contexts, cultures, and ways of knowing. We'll pay special attention to Indigenous contexts of performance such as: community-based ceremony and protection of land, waters, and more-than-human relatives. We'll study innovative and “traditional” performances by dancers, visual artists, musicians, and actors, looking beyond the texts to the performative aspects.

In weekly theatre/music workshops with Andrew, we'll create our own versions of classic and new stories, working on basic skills like diction, phrasing, pace, tone of voice, facial and body gestures. Workshops will include warmups, voice and movement work, technical skills, and guidance on topics like practicing, rehearsing, auditioning, memorizing, and self-care. We'll pay close attention to voice, posture, facial expressions, movement, and makeup, and we'll consider how dimensions of identity including race and gender intersect and affect access to resources in many artistic domains. We'll also learn more about potential careers in the arts.

In weekly dance/video workshops with Katelyn, we’ll approach the body, movement, and technology through the Indigenous concept of relationality. Workshops will include warm ups, dance explorations both through choreography and the use of improvisational “scores” inspired by feminist and Indigenous theories as well as different models of the body such as fascia (the connective tissue permeating our bodies). Drawing is also used in movement explorations and exercises of witnessing each other. We will have an embodied approach to working with video and audio recording, sound design, and editing. Students will have the opportunity in the 2nd quarter to develop a digital storytelling project or “video dance.”��

Each student will come with their own experience and interests and may concentrate in theatre, music, dance, and/or media, collaborating in small groups in and out of class on relevant projects addressing real-world questions and themes.��

Students will be expected to pursue their own creative practice outside of class as well, receiving college credit by creating a digital portfolio documenting this work including regular reflective writing. Students may also explore collaborations with community arts organizations, research and write about influential artists, or work with student activities groups like the �鶹�� Theater Club and �鶹�� Live Music Club.

First-year students who are not expected to take Greener Foundations or have been granted an exemption should use CRN 10022��to register for this program for 16-credits. Find more details about who isn't expected to take Greener Foundations on the Greener Foundations �ɱ�������ٱ�.����

Students enrolled for 14 credits will participate in all types of program activities, but their group project work will be correspondingly less extensive to allow room for their Greener Foundations work.

Anticipated Credit Equivalencies (split over the two quarters):

12 - Dance, Media, Theater, or Music: Interdisciplinary Performance Studies

10 - Dance, Media, Theater, or Music: Performance Workshops

8-10 - Dance, Media, Theater, or Music: Portfolio Projects