Asymmetrical-Motion

Notes on pedagogy and movement

Lucas Condró, Pablo Messiez, Carlota Gaviño

• Editorial: Continta me tienes
• Año: 2018
• ISBN:
  9788494793899
• Categoría: Media & Performing Arts
• Categoría: Performing Arts

Lucas Condró and Pablo Messiez gather in this essay a set of notes on pedagogy and movement, result from their long experience giving workshops on the work with the body.English version byCarlota Gaviño.

NOTES ON PEDAGOGY AND MOVEMENT

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Escénicas collection, 12

First edition: February, 2016

Second edition: May, 2016

© Lucas Condró y Pablo Messiez

© of traduction: Carlota Gaviño

© of this edition: Continta Me Tienes

Cover design: Marta Azparren

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Lucas Condró & Pablo Messiez

NOTES ON PEDAGOGY AND MOVEMENT

English version

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Index

Introduction

Notes

Exercises

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Introduction

Asymmetrical-Motion is a research on movement in the field of contemporary dance.

I have long been interested in two main ideas. On the one hand, the logic ruling independence and correlation of the parts of the body: the possibility of moving each one trying to understand its uniqueness, and then that of moving all of them at the same time while preserving the independence of each one. On the other hand, the ideas of structure and weight as two factors that simultaneously provide the body with movement and agility.

These two ideas revealed to me the asymmetries of the body appearing in movement, something which was already inherent in the nature of the body and which, however, the habits of training had kept silent. Then, I decided that the name of the research was to be Asymmetrical-Motion. Giving a name to the work inevitably changes the scope. It leads the eyes towards some areas, discarding others. It focuses the work and sharpens it.

At the same time, I felt the need to think about the pedagogical questions that had developed in parallel with my practice. What was their specificity, if any? And then appeared the idea of observing to be able to understand; naming that which had been observed to be able to transform the experience into tools; and then taking those tools back to the body.

The possibility of creating together a single common body appeared as well. The aim of generating a certain work logic from a shared object of study. Each one’s reflections will be the tools that allow the construction of that joint knowledge, of that single shared body.

However, if generating a single body is the aim, attention should be focused on neither the teacher, nor the students, but rather on that other body resulting from ...