Exhibition Statement
Introduction:
Figure skating is both a sport and an art, but the latter is often forgotten. Expressive movement can be lost when too much pressure is put on perfecting techniques or when a skater does not feel comfortable in their community, so how can figure skaters use the language of movement through choreography to communicate their thoughts and feelings? In this Service Learning Capstone, a workshop was held at Tucker Road Ice Rink to discover the answer to this question.
Literature Review:
Figure skating requires an abundance of dedication which takes a toll on one’s mental health and can also create a disconnect for a skater’s artistry.
Movement is instinctually used to communicate. It differs from verbal communication given that “Kinesthesis can not be a channel for input in the way vision is because kinesthesis refers to the nature of communication, not to the perceptual system by which it is picked up.” (Smyth, 1). By exploring one’s own movement, a skater may be able to communicate their feelings or stories.
Martha Graham and Isadora Duncan, developed new techniques of modern dance which inspired several of the techniques used in the workshop (De Mille, 5).
Methods:
Research for this project consisted of a survey, works of literature, and participation in improvisation classes. The survey was used to understand how figure skating fits into people’s daily lives with questions inquiring what motivates them, challenges them, and emotions they feel while skating. Literature review regarding imagery techniques, psychology behind choreography, and how it is a form of communication was also conducted. Forms of improvisation such as the Gaga Technique were researched and taught in the workshop. Dance classes were taken for inspiration of how a class could be conducted and could be transferred onto the ice.
Audience and Impact:
The intended audience for the workshop at Tucker Road Ice Rink was figure skaters of all ages who have reached the Learn to Skate USA Basic 6 level in Fort Washington, Maryland and the surrounding areas. At this level, some have performance experience and have acquired enough technique where they can begin to explore expressive movement on the ice. Many skaters in the area are skaters of color who have expressed that the sport lacks diversity and inclusiveness. Bringing this workshop to the rink where skaters can explore their movement language hopefully created a safe space for these conversations to be had and gave them tools to create programs where they can express this. After completing this capstone, I learned what works for my creative process and that it differs from others. I spent time with the skaters while they created their own choreography and found that even at a young age, they all had unique ways of generating ideas.
References:
De Mille, Agnes. Martha : The Life and Work of Martha Graham. 1st ed., Random House, 1991.
Smyth, Mary M. “Kinesthetic Communication in Dance.” Dance Research Journal, vol. 16, no. 2, 1984, pp. 19–22, https://doi.org/10.2307/1478718. Accessed 6 Apr. 2022.
Acknowledgements:
Thank you to Tucker Road Ice Rink for allowing us to use the dance room and ice rink. I am also grateful for Harold, Heather, and Gabi, for providing me with knowledge that I will carry onto future creative endeavors. Thank you to my parents who helped me organize materials I would need for my Capstone and for always supporting me in my academics and skating. Lastly, I would like to thank all of the figure skaters who participated in the workshop. I learned more from them than I could have imagined and am in awe of their brilliance on and off the ice.
