Artwork Response Essay

 

 

 

 

 

 

 

Submit the progress you are making and a rough draft of your Artwork Response Essay. The purpose of this check-in is a precursor to the core assessment emphasizing the important of drafting and allowing an opportunity for instructor feedback.

TIMELINE OF EVENTS:
Unit 1: Project instructions provided.
Unit 2: Identify and submit your planned visit and chosen artwork.
Unit 4: Museum visit complete; Tweet posted of experience.
Unit 6: Response Essay ROUGH DRAFT Due.
Unit 8: Response Essay Due.
Core Learning Objectives

CLO 1: Use the specialized vocabulary of art and design to describe, both orally and in writing, their responses to art they have directly experienced.
CLO 3: Critically respond to works of art, e.g. (Students will be able to not only know what they like but why.)
CLO 5: Experience art directly in available local museums, galleries and architectural sites as a basis for response and critique.
Directions
Provide a short statement of the following information:
What is the percentage of completion for your core assessment?
What issues are you facing in completing this assessment?
A draft of your Core Assessment – Artwork Response Essay needs to also be submitted. Use the following to help guide your draft.
Artwork Response Essay information and expectations provided HERE.
Use the rubric HEREPreview the document to guide your draft. Rough draft point expectations, see below.

Sample Solution

This idea of the working woman was additionally exemplified by real women working in the show business industry. Once again using Oklahoma as an example, we can look at the work of Agnes de Mille who was said to have revolutionised the way dance was utilised in musical theatre. This was done with her dream ballet scene in which dance was integrated into the storyline of the musical for the first time. It was said in the book ‘America’s Musical Stage’ by Julian Mates, ‘Agnes de Mille’s dream-sequence dances moved the story forward, so much so that no musical with serious pretensions could do without a dream ballet for years to come.’ (Mates, 1987, p.190). This shows the strength of the impact de Milles work had on later shows and the way dance was used in musical theatre. Others saw the magnitude of success achieved by this new style of choreography and how it aided the progression of the storyline of the musical itself, and through this realised that it was something that could and should be replicated through other works of musical theatre.

This is evident in the work of other choreographers. However, de Mille’s work set the evolution of musical theatre dance in motion in that dance started being used in a diegetic manner rather than within a dream. ’Jerome Robbins makes use of diegetic dance numbers’, (Symonds and Taylor, 2013, p.86). This means that the characters know they are dancing, allowing for a more pure integration of dance into the musical, it also gives the characters opportunity to comment and observe (Symonds and Taylor, 2013, p.88). These famous dance numbers from musicals, such as West Side Story (1957) and Gypsy (1959), were danced within the circumstances of the performance. It could be argued that this shows how the work of Agnes de Mille changed how dance was used in the musical theatre world after 1943.

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