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Writing About Dance
I.
General Purpose
Dance is a non-verbal art form that uses movement to communicate ideas, questions,
statements, and sometimes narratives through images, metaphors, symbolism, and
sensory experiences. Dance can tell the viewer a great deal about the cultural values of
the originator(s) of the dance. People write about dance to explore choreographers’ and
dancers’ intentions and to understand their own responses to a performance, to share
the experience with other viewers, as well as to share the essence of the experience
with readers who did not see the performance. Therefore, dance is meant to be
described, interpreted, and analyzed. Audiences include choreographers, dancers,
theatre professionals (including actors, writers, directors, producers, technicians, and
musicians), educators, administrators, students, and the general public.
II.
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III.
Types of Writing
Performance Critiques (with description, interpretation, and reflection)
Descriptions: to allow readers to develop their own interpretations. Description
includes movement vocabulary, movement qualities, relationships to the music, time,
space, lighting, costumes, props, interactions, choreographic development, and themes.
Interpretations: Making meaning
of what a writer saw. What
did the performance
mean and why? How was this meaning conveyed? What emotions, kinesthetic
responses, memories, thoughts or
ideas emerged?
Dance essays
Research papers
Artistic Process Analysis
Personal Performance Reflection: initial reactions to the piece, emotions evoked,
effects of the piece, intentions of the genre and/or the artists, how successful artists
were in achieving their goals
Types of Evidence
Dance critiques are primarily based on direct observation. When planning or
preparing a dance critique, an audience member should take detailed notes to refer to
later. A writer should be an active audience member, taking notes of every detail and
referring regularly to the performance program. Writers should use their imaginations,
their senses, adjectives, action verbs, similes and metaphors to paint a picture of the
dance for a reader who did not see the performance. Interpretations and other support
should be specific with descriptive
examples from the performance. Other evidence
may come from other primary sources (interviews with the choreographer, dancers or
other artists involved in the production, fellow audience members), and some may
come from secondary sources as well.
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IV. Writing Conventions
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Contextualize the performance for readers by providing context (where and when
piece was performed; by whom; number of performers; names of performers and
choreographer; type of venue; musicians and style of music or dance).
The introduction should be descriptive and creative to draw in readers; it should
also be functional and informational (see above).
Critiques should have centralized themes established early in the paper and end
with well-developed conclusions.
The dance should be referred to as a piece, performance, or work.
Music should be identified as recorded or live.
When referring to the choreographer or performers, use both names or a formal
title plus last name; never use a first name only.
Write in the third person, not first or second.
Use actions verbs.
Research the genre of dance as well as the history of the company, performers,
choreographers, composers, and musicians in order to understand the artists’
processes and intentions.
When a printed program is provided, read it.
When possible, see a performance more than once before writing about it.
Observe and record the audiences' reactions.
Develop Viewing and Writing Skills
To develop skills for viewing, interpreting, and writing about dance, see as much dance as
possible and read dance critics such as Joan Acocella from The New Yorker, independent
writers Ann Daly and Marcia Siegel, and the Village Voice's Deborah Jowitt.
IV.
Terms/Jargon
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Unison
Danseur
Ballerina
plié
arabesque
solo, duet, trio
canon
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modern dance
ballet
folkdance
jazz dance
stage directions (up and
down stage, stage left and
right, center stage
V. Citation Style
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MLA or CMS (Always default to the style preferred by the instructor.)
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Sources:
Daleng, Maya. “Guidelines for Viewing Dance and Writing Critiques for Dance Performances.” Writers’ Web.
University of Richmond Writing Center. July 2010. Web. 6 June 2014.
Oliver, Wendy. Writing about Dance. Champaign, IL: Human Kinetics, 2010. Print.