Alvin Ailey Cry

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An interview with Alvin Ailey and Judith Jamison.


Tasks.

Unit 3

Record the Cultural Influences on:

  • Expressive Intention (why did he choreograph Cry?), see also Alvin Ailey Biography page.

  • Form (3 Sections) scroll down and see descriptions for each section to assist you with this

  • Movement Vocabulary (the influences on the movement/steps chosen).

  • Pin the relevant terms ie) Social, Historical, Environmental, Artistic, Political, Economic, Religious, Philosophical, to your response. eg Alvin Ailey choreographed "Cry" as a present for his mother, this is a social influence on his choreography.








Cry Section 1. Beginning

Constraint, hardship, sorrow, ritual, pride. Heritage to degradation.

"Slavery of the African American people reinforced a perception that African people were an inferior race, subhuman, destined for servitude, forced labour (bought and sold)."

US President Abraham Lincoln issued the Emancipation Proclamation on Jan 1st 1863, as the nation approached its third year of the Civil War (1861-1865). He declared freedom of all slaves in the confederate states. This was controversial in the north and south and racial prejudice prevailed.


Tasks


Unit 1

  • Identify 1 phrase and describe it in terms of body actions and physical skills.
  • Apply your growing knowledge of anatomy when you discuss the skill of the dancer's alignment. Refer to the relationship between the ankles, knees, hips. The correct use of the spine and placement of the pelvis.

Unit 3

  • Identify and describe 2 phrases, analysing body actions and physical skills and how they relate to the expressive intention. Also analyse the elements of movement, (Time, Space and Energy) in your response.
  • What is the significance of the scarf in the Beginning Section?




Cry Section 2. Development.


Despair, anguish, rage, struggle, conflict within oneself, primal scream, hope, overcoming adversity, defiance, dignity.

Tasks


Unit 1

  • Choose a phrase that contrasts to the phrase you chose for the Beginning section.
  • Relate this phrase to the expressive intention.
  • What body actions are used to express a new idea in the piece? Discuss the safe use of physical skills used to perform these body actions.

Unit 3


  • Analyse your 2 phrases from this section (body actions, physical skills, elements of movement).
  • Identify phrases that are familar from the Beginning, how has the choreographer developed the phrase or movement to reflect the expressive intention in the development?




Cry Section 3. Resolution

Freedom, spirit will not be defeated in times of struggle and adversity, celebration of the human spirit, triumph of free will, expression of faith, joy, freedom from within one's self, gospel songs, overcoming adversity.


Tasks


Unit 1

  • Discuss a phrase that stands out to you as a strong example of the expressive intention in this section.
  • How has the choreographer clearly communicated his ideas using body actions?
  • Choose two cultural influences to discuss in regards to this section.

Unit 3.


  • Choose and analyse your last two phrases from the resolution. They should strongly reflect the expressive intention.
  • How is the use of time, space and energy contrasted to the other two sections.