In the Dance Island Sun These videos are being used in the current Ballet and Musical Theatre classes and workshops. ______________________________________________________________________________ ______________________________________________________________________________ This first little temporary video is for our show on April 24th.
______________________________________________________________________________ ______________________________________________________________________________ Choices VideoMy-Identity
We used this video adapted and edited from an advertisement as a starting point for a discussion on choices that young girls and women make. The video ends with a discussion point: "Tell Us About Your Choice". ______________________________________________________________________________ ______________________________________________________________________________ Four-Affirmations In auditions, a director often asks those trying out or auditioning to "Tell me a little bit about yourself." These 3 affirmations are part of a Musical Theatre Verbal Fluency performance activity where the keiki have an opportunity to speak for and of themselves. “I Speak For Myself”
In childhood, the choices and promise to come. Hearts, souls, spirits caught up in the joy! So much to explore, so much yet undone. The living, how good, how fit to employ! I am my own witness; I am the one to attest, in my own voice, with my own tongue. I know what is right. Considering what is best, my song will be the one that I have sung. I make the choices in the telling of my tale. To its ending, my song speaks to my heart. Choices vibrant and bold, ne’er wand nor pale,  which I dare believe, in which I take part. The tale is assured, in the telling ever strong, growing, maturing, each day living in love. I choose the beauty of my own special song, I develop my talents, God’s gifts from above.            after lines from “Saul” by Robert Browning ______________________________________________________________________________ ______________________________________________________________________________ Two Abstract Videos for Verbal Fluency Verbal-Improv-Video So, relax, just watch and let your mind and then your words wander. Don’t think too much; let your thoughts become sentences of joy and delight, questioning and wonder, description or feeling, of things real or imagined. They dance; she is gone, then there again. She swirls, twirls, glides, runs around, lifted into clouds so high she could bring the rain,    but, no, she melts and is lost into the ground...   The second movie below was created by Arthur Stammet. His fractal animation was rendered with Mandelbulb 3D and published in May, 2014. The video’s original address is "" Because the two points of light and energy struggle to find each other and stay together, the original soundtrack remix of Arthur Stammet’s “Grainy Days Suite” is replaced here with John Barry’s “Somewhere in Time”. We use both of these abstract, non-representational movies (the 5:42 video above and the 3:30 video one below) to develop Verbal Fluency. With their ambiguous nature, there are many ways to describe and tell of our reactions to them. They are indefinite, so, there can be no wrong answers to the questions~ “What is it?”, “How does it feel?”, “What happened?”, “Where is it going?” “When did you know?” “Why?”, “Who?”. ______________________________________________________________________________ ______________________________________________________________________________ DanceIslandSun    ______________________________________________________________________________ ______________________________________________________________________________ Notre Dame de Paris Video Clopin Click on the link below to watch and listen. We will be singing Clopin's song in French. ______________________________________________________________________________ ______________________________________________________________________________ "Anything Goes Flash Mob" ______________________________________________________________________________ ______________________________________________________________________________ "What If Life Were More Like Theater?" The first video, "What If Life Were More Like Theater?", with lyrics by David Javerbaum and music by Adam Schlesinger (yes, it never hurts to be working with creative geniuses), is the Tony Awards opening number from Sunday, June 10th, 2012. It stars actor, singer, director, producer, and magician Neil Patrick Harris. Best known as the 15 year old Doogie Howser, M.D. (yes, it never hurts to be a genius), he was named one of Time magazine's 100 most influential people in 2010. He has a star on the Hollywood Walk of Fame and has hosted the Tony Awards on Broadway in 2009, 2011, 2012, and 2013. We have set our adaptation of this number to music by Stephen Sondheim. We've already performed with this music. Just click on the link below and your child can sing to the music used in Tuesday's Musical Theatre workshop. The music file takes about a minute to download. WhatIfLifeWereMoreLikeTuesday-Final The original Neil Patrick Harris lyrics are on page 8 and our adapted lyrics are on page 12 of the class outline: What if life were more like Musical Theatre~ with a simple motivation and a plot? Don’t we all wish life were so much neater? But, we know, that in reality, it’s not. But, what if life were more like Musicals~ and, as on Tuesdays, we could all be a star? From Phantoms to Wickeds, Cats to Seussicals, our dreams of fame would take us far. What if life was more full of Mr. Waynes~ saying "lovely", "you nailed it", and "that's great"? There would be more joys and less pains. So, let’s do it now, ’cause we can’t wait! Eight-Count Bridge Yes, life could be like Tuesday's Musical Theatre~ All our questions could have tidy rhyming answers! Now, life could be much easier, cleaner, and neater, and we all could be fabulous ballet stage dancers, darling! Yes... Like Tuesday’s Musical Theatre, like Tuesday’s Musical Theatre, like Tuesday’s Musical Theatre, but we know that it’s not! Friend Like Me This second video, "Friend Like Me" is from Aladdin with Robin Williams. The music is by Alan Menken, and lyrics are by playwright and lyricist Howard Ashman. Ashman's credits include Little Shop of Horrors, Smile, Once Upon A Time In New York City, The Little Mermaid, Beauty and the Beast, and Aladdin. "Friend Like Me" is a Cab Calloway-like song. It was nominated for Academy Award for Best Original Song. Robin Williams' abridged lyrics are on page 3 of the outline, and the link to the abridged piano music that fit the abridged lyrics is below~ Friend-AbridgedPiano-Mix The Best Dancers in the World In our workshops we have performance activities that expand Movement Vocabulary and most of our students in Musical Theatre of course take ballet~ ballet teaches the language of dance./ But, where do the best ballet dancers perform~ the best is the world? Not just the dancers with the best technique, not just the strongest, but the best PERFORMERS, those with a dynamic sparkle, dazzling style, flamboyance, flair, vigorous spirit, energy, and excitement... From the resident Las Vegas shows "O", at Bellagio, "Ka", at the MGM Grand, "Zumanity", at New YorkNew York, "Mystere" at Treasure Island, and "The Beatles LOVE" at The Mirage to "La Nouba" the resident show at Walt Disney World in Florida and the touring shows of "Alegria", "Dralion" (a fusion of an ancient Chinese circus with the avant-garde), "Quidam" and "Totem" Cirque du Soleil not only employs, but also develops some of the best ballet dancers in the world. This third video by the respected documentary producers, 16 x 9, shows what goes on behind the scenes at a Cirque audition... Cup Improv. Click above to watch here in Dance or click here you watch the Cup Improv in YouTube This fourth video's cup improv is after an Anna Kendrick "a cappella with cup accompaniment performance " the "Pitch Perfect" star did on the David Letterman Show on April 12, 2012. We are using this in our Musical Theatre workshop to develop Musicality. The ability to listen to music, comprehend what is heard, and interpret notes and phrasing is a technical skill. Musicality goes beyond musical technique. It is more. It is a measure of creative expression and understanding. In Musical Theatre, we develop the broad intelligence of Musicality by listening, composing, performing, improvising, exploring rhythms, and making connections and discernments. Musicality is developed by having a wide range of experiences with music. This little video is a part of just one of those multitude of experiences. So, get a cup, click on the link below, and explore your own rhythmic structures and maybe add a little scatting! (The 25.5 MB music file takes 1 1/2 minutes+ to download.) Cup Improv Music File-TwoAndAHalfMinute Hand Clapping Skit We used this in fifth video to as a warm-up to develop Musicality. Click here to watch the Hand Clap Skit in YouTube. Simply The Best of Friends Music by M. Shaiman. Lyrics by S. Wayne Lyrics for the sixth video are on page 9 of the outline, and the piano music is in the link below. This is a very sweet little performance piece. SimplyTheBestOfFriends-Final-Mix Music Files Finally, here are a couple music files for performance: 1. Simple Little Things from "110 in the Shade (Page 11 in the outline) Music by Harvey Schmidt; Lyrics adapted from Tom Jones (8-count intro) Simple little things~ All I want are simple little things. All I need is a smile here and there and a hand to hold, someone to show the way as I grow old - er. Simple little things, simple little dreams will do. SimpleLittleThings-Music File 2.  Stand by Donald Andrew McClurkin, Jr. (Lyrics are on page 4 or in the PDF file below) One Page "Stand" PDF file for printing "Stand" MP3-Music File 3.  Two Cirque du Soleil "Cirquish Music Files~ Arabic Fiesta The graphic above uses an imaginary made-up writing script. Flowing on a Apophysis flame Iterated Function System fractal, the characters may look like Arabic writing but they are more. In the same way, in the synergy of the Circus and the Surreal, the interaction of the combined elements produce a sum that is more than the total of the individual parts. One of these elements of Cirque du Soleil is "Cirquish", Cirque's imaginary language. It was originally called "Salimbanco" The use of made-up magical ethnic or gypsy sounding words had been used before, but it was in Saltimbanco that Cirque's composers first used the "Cirquish" phoentic language now used in most of their songs. The link below is to the music of Fiesta, a Trapeze performance, from Zed. Music and lyrics are by René Dupéré and the lyrics that we use to develop Verbal Fluency are from 2:48 to 3:14~

Que vo le say don daji-may co-re-va, ki na sen ti may-la. Oh bara si na may lisi may yore-ba, yore-ba ti-na say. Que-vo le say don daji-may co-re-va, co-re-va ti-na senti may-la. Oh-bara si na may lisi may, yore-ba, yore-ba ti-na la dee lay.

Fiesta-Abridged-MP3-Mix Séisouso from Quidam The second performance piece is from Cirque du Soleil's Quidam, music by Benoit Jutras lyrics by Benoit Jutras and S. Wayne. Our students can follow the lyrics on screen or use the lyrics on page 19 of the outline. QuidamThe music for the full performance piece is in the link below. Like most of the music files on this page, this is a .wav file, not a MP3 file.  Thus, the sound quality, but the load time is longer (a little over a minute). The time markers in the lyrics below indicate the time that each lyric line starts. Séisouso-Vocal-For-Class

0:00  What if my heart could know? 0:03  What if my life could be? 0:06  What if my world could grow, 0:09  if I could then be me?

0:12  Would it then be my turn? 0:15  What would I want share? 0:18  All there for me to learn, 0:21  if I could then truly care.

0:26  Epouta quolia sé-i-sou-so, sé-i-sou-so koué sou-ma. 0:39  Epouta quolia sé-i-sou-so, sé-i-sou-so sve ma-da. 0:50  Sé-tou si-ma sve djabo, toulio es sve djabo tu si-ma. 1:02  Sé-tou si-ma sve djabo, toulio es sve djabo si-ma.

James Brown Video

    James Joseph Brown, Jr. (1933-2006) was “The Godfather of Soul”. In 60 years of performance, he gained the well-deserved reputation as “The Hardest Working Man in Show Business.” He is ranked 17th on Rolling Stone's list of its 100 greatest artists. He is in the Rock and Roll Hall of Fame and the Songwriters Hall of Fame.  He charted the most singles on Billboard’s Hot 100 without ever hitting #1.  He recorded 17 number-one singles on the Rhythm and Blues charts. This edited “Get Up Offa That Thing” video is from Burt Sugarman’s 1977 Midnight Special.  The music in the slow-motion part of the video is “I Feel Good”.

Click here to watch James Brown in YouTube Performance We have a short hour and a half once a week to do our warm-ups, review the previous week's learning activities, develop musicality, increase movement vocabulary, do scene and character studies, talk about performance orientation, centering, concentration, and the "IT" factor, explore improvisational/creativity competencies, learn to carry the narrative forward in the "Freeze Game", strengthen verbal fluency and vocal skills, do skits from past and present Broadway shows, discuss and practice audition skills, develop personal artistic flair, pizzazz, and vision, and do everything else before going from corner and ending in Reverence. So, what about doing a show? What about performance? If that is a parent's question, then it shows we at Dance Island have failed. It shows that students are not coming home, using learning and performance experiences and materials from the work- shop outlines to practice and perfect performances for family and friends, and moving beyond to develop their own individual talents and strengths. In an hour and a half, once a week, there is, of course, not enough time to put together a show. If, however, late one night, a student gets out of bed, stumbles into the kitchen, and opens the refrigerator to get to get a glass of milk, and, when the refrigerator light hits her, "Does 5 Minutes" in the spot light, then we have not failed. If your keiki uses the materials and resources covered in the workshops and sampled on this web-page to perform in front of you or the mirror, or for the neighbors or her dog or relatives, let us know. It will mean, the student understands what it is we work toward each week for an hour and a half!