Bangarra Dance Theatre’s phenomenon entitled Mathinna entails the awe-inspiring, yet historically enlightening journey of an Aboriginal girl who was taken from her home and forced to conform to the westernised norms of the 1800’s. In an era plagued by racism and prejudice, Mathinna emanates the themes of colonialism, and cultural intolerance. Following the viewing of this scintillating production it is undeniably clear that the architect of Mathinna, Stephen Page, has deliberately intended to shed light on the immoral practice of forcibly removing Indigenous children as well as address the issue of social and cultural erosion to emotionally move those of modern audiences. This essay serves to further elaborate on the cultural undertones of …show more content…
Action which is a fundamental element to dance as it plays a crucial role within a production. For instance, the lady characterised as Lady Jane prances, twists and turns around the stage, joyfully and energetically, to welcome her newly adopted child into her home, clearly eager to teach Mathinna about the colonialized world. However, as evidenced through her gestures to unrecognisable objects in Mathinna’s new room, she connotes to the audiences that while she is elated to teach Mathinna, it is her duty to forcibly integrate her into a white culture. At one point within the scene, Lady Jane turns to the audience, and proudly gestures a confused Mathinna to her new room; suggesting that she is insensitive or emotionally unscathed to the fact that Mathinna was forcibly removed from her home, never to see her family again. Lady Jane shows movements which suggest authority and obligation, whereas Mathinna slugs around disorientated, confused and lost in a seemingly alien culture. Choreographic devices play a vital role in the communication of …show more content…
Another choreographic device is transition, which is used frequently to transition dancers between scenes, and sections in the dance. In this scene, Lady Jane transitions when she comes into her new home, provides Mathinna with shoes, teaching Mathinna how to read and finally sending Mathinna to bed. Conversely, spatial elements – or the space, as well as patterns, that is physically made on the stage, in the air or ground – has been expertly utilized to give the dancer a reason to move. For instance, in this production most positive space used is centre stage and all unattended space is negative space. Page, however has choreographed this dance in a way where most of the space is pranced upon at least once in the scene. Mathinna is representative of a narrative styled choreographic dance. This enhances engagement with the audience by providing a captivating story line to correspond with effective dance style. The unmistakable contrast between the two dances underpins this powerful historical story. Furthermore, the expressions used by Mathinna suggest that she is impatiently longing to be reunited wither tribe; disheartened and troubled by the fact that she misses her
Gordon Bennett and Tony Albert are both urban-based artists who explore their Indigenous backgrounds and the issues that are centered on their culture. Gordon Bennett’s issue for society is the denial of Indigenous
As European domination began, the way in which the European’s chose to deal with the Aborigines was through the policy of segregation. This policy included the establishment of a reserve system. The government reserves were set up to take aboriginals out of their known habitat and culture, while in turn, encouraging them to adapt the European way of life. The Aboriginal Protection Act of 1909 established strict controls for aborigines living on the reserves . In exchange for food, shelter and a little education, aborigines were subjected to the discipline of police and reserve managers. They had to follow the rules of the reserve and tolerate searchers of their homes and themselves. Their children could be taken away at any time and ‘apprenticed” out as cheap labour for Europeans. “The old ways of the Aborigines were attacked by regimented efforts to make them European” . Their identities were threatened by giving them European names and clothes, and by removing them from their tra...
Interactions between native peoples and immigrants have caused elements of their cultures and societies to entwine where one overpowers the other unevenly, changing both their individual and collective identities. The ambiguity in the peoples’ intentions and understandings creates tension that forces both people to reflect on their identities and act to shape and strengthen them. Both engage in a battle of defining their own and others’ identities and struggle to make them reality. Director Philllipe Noyce’s film The Rabbit-Proof Fence manifests the effects of interactions between indigenous Australians and English colonists, both attempting to control their societal and national identities through the care of their youth. Based on Doris Pilkington Garimara’s Follow the Rabbit-Proof Fence, the film uncovers forgotten memories through a simple but mysterious glimpse into Aborigine (person with mixed aboriginal and white descent) children’s experience of forced separation from their families. In the story, three Aborigine girls escape on foot together from a sickening settlement, hoping to return home, 1500 miles away, safely. The film simplistically, but realistically, depicts the Aborigines as victims of a hypocritical government changing their future claiming to help them, but ultimately to change its own standing. The Rabbit Proof Fence communicates the importance of native rights, freedom, justice, voice, family, and home.
In Eden Robinson’s novel, Monkey Beach, there is a reoccurring aspect of the impacts residential schools have on aboriginal people. This viscous cycle of residential schooling involves removing children from their homes, disrupting cultural practices, punishing and abusing helpless children, and then sending them home to their parents who are also taught the same unhealthy behaviours. The purpose of residential school is to assimilate children into western culture, as indigenous cultures are seen as inferior and unequal. Due to residential school systems, there is an opposing force between Haisla culture and settler traditions; settler knowledge being of evident dominance, which results in suffering to the indigenous peoples on various levels:
The novel “Indian Horse” by Richard Wagamese demonstrates the many conflicts that indigenous people encounter on a daily basis. This includes things such as, the dangers they face and how they feel the need to flee to nature, where they feel the most safe. Another major issue they face is being stripped of their culture, and forcibly made to believe their culture is wrong and they are less of a human for being brought up that way, it makes them feel unworthy. Finally, when one is being criticised for a hobby they enjoy due to their indigenous upbringing, they make himself lose interest and stop the hobby as it makes them different and provokes torment. People who are trying
Though the film mentioned the impact that residential schools had and still has on the aboriginal people, I felt that this issue needed to be stressed further because the legacy of the schools is still extremely prominent in aboriginal communities today. The film refers to the fact that residential schools harmed the aboriginal people because they were not able to learn their culture, which has resulted in the formation of internalized oppression within in the group. “The...
.... A mad woman makes the audience feels her emotion acutely, and the dance of a mad woman is one of section that leads the audience to fascinate Noh play.
Within Australia, beginning from approximately the time of European settlement to late 1969, the Aboriginal population of Australia experienced the detrimental effects of the stolen generation. A majority of the abducted children were ’half-castes’, in which they had one white parent and the other of Aboriginal or Torres Strait Islander descent. Following the government policies, the European police and government continued the assimilation of Aboriginal children into ‘white’ society. Oblivious to the destruction and devastation they were causing, the British had believed that they were doing this for “their [Aborigines] own good”, that they were “protecting” them as their families and culture were deemed unfit to raise them. These beliefs caused ...
Dance can be described as an art that can express meaning through movement. The dance video “Barrier” by NobleMotion Dance was performed at the City Wide Dance Festival in 2009. “Barrier” is a well known theatrical dance used to please others. The choreographer of “Barrier”, Andy Noble uses two dancers to describe a romance that is trying to overcome a dark place in their relationship, together they reveal that love conquers all using the choreographic elements space, time and energy. The choreographic element space refers to the amount of space or distance that the dancer’s body moves.
In Thomas King’s Green Grass, Running Water, many people take pictures of the sacred Indian Sun Dance. This urge to take pictures proves that many whites view Indians as a source of entertainment or as a curiosity.
Throughout both ‘Rainbow’s End’ and ‘The Rabbits’, the audience discovers the plights that the Aboriginal Australians faced, due to discrimination and assimilation, in intensely confronting, yet intensely meaningful ways. We see how the discrimination and forced assimilation of cultures was common in the lead up to modern times because of composers like Harrison, Marsden and Tan reminding us of these events, allowing us to discover and rediscover our past wrongs through their works, in order to pave the way for a brighter, harmonious future. Without these documentations and retellings of events such as these, history would repeat itself, conflicts would be more apparent and we as a species would not be able to thrive and prosper due to our prejudices and superiority complexes.
Learning about Dance: Dance as an Art Form and Entertainment provides visions into the many features of dance and inspires scholars to keep an open mind and think critically about the stimulating, bold, ever-changing and active world of dance. Learning about Dance is particularly useful for those who do not have a wide and diverse dance contextual, such as students in a preliminary level or survey dance course. This book consists of twelve chapters. Chapter one dance as an art form focuses on the basic structures of dance. Dance is displayed through the human body, it has the control to communicate and induce reactions. Dance can be found in many different places, it enables the participants and seekers to touch and knowledge the joy of movement. Dance is discovered as being one of the oldest art forms worldwide. Dance existed in early cultures was recognized in a sequence of rock paintings portrayed dance. Since this discovery of rock paintings, several other forms of art have been found that depict dance. People used rituals in order to worship the gods and believed that the rituals held magical and spiritual powers. During the ancient period civilizations sentient decisions began to be made with regard to dance. Other periods that had an impact on dance were the medieval period, the renaissance period, and the contemporary period. Chapter two the choreographer, the choreographer is a person who comes up with the movements created into a dance routine. The choreographer expresses themselves through choreography because this is their way of communicating with the audience. In order to be a choreographer you must have a passion for dance. Each choreographer has their own approaches and ways of making up a routine. Choreographers ...
Hooper’s compelling and strategically written text paints an Australian context where a distinct racial divide separates the country; one where racism is rife and where white supremacy is rampant. Hooper urges the reader to accept that in the context of colonial Australia, Aboriginals faced such extreme oppression that they resorted to summoning spirits to doom their cruel white colonisers. She recounts a walk to a cave in Cape York, where she intentionally selects paintings depicting destructive images of white colonisers being “doomed”, highlighting the rifles which the white troopers brandished. The marginalised Aboriginals resigned to using “purri purri” (sorcery) against the police, which emphasises the idea that in this context, the Aboriginals felt so oppressed that they resorted to conjuring spirits for protection. Hooper describes a painting in which under a white man’s shirt, “he was reptilian”, and the adjective “reptilian” allows the audience to understand that in this context, the Aboriginals felt so threatened that they had to draw the trooper as a snake.
The story explores many vital concepts accompanied by beautiful illustrations. I felt a strong sense of cultural understanding, spirituality and connection to family and land as though I was on this journey too. I could sense an underlying meaning in each dance, holding great importance to Bertie’s family and a strong connection to their culture. Pryor has attempted to fuse the then and now, by speaking of changes in the land, from a once spiritual gathering place, to a now busy town street where through food, they keep the culture alive (Pryor, 2010).
In dance, contrast is the side by side comparison of space, time and energy, in order to identify differences. This contrast was best exemplified by the stark difference in tempo which was alternated from allegro to adagio in each sequential Part. The tempo changes enabled the dancers’ to vary their use of space and energy. Throughout the allegro movements, space and energy were maximized. In contrast, as the tempo slowed to adagio, the utilization of space and output of energy decreased. Taylor expanded contrast in Esplanade to include the costumes. The female apparel consisted of pastel flowing short skirts, which differed from the male’s neutral tight fitting costumes. Although the free flowing costume complimented the allegro tempo, it contradicted the slow, confined movements throughout the adagio tempos. Repetition or the duplication of movement created a cohesiveness of the mass dancers and established the individual as an outsider. Whether in the slow paced repeated walking movements in Parts 2 and 4 or the sequential lifts and leaps in Parts 1, 3, and 5, repetition established unity. The isolation of the woman was also established by her repeated unsuccessful efforts to interact with the mass dancers by running and circling each dancer in Part 1. The repetition of walking steps throughout the dance created continuity,