Basic Principles
Clarity, Risk-Taking, Individualism, Non-Narrative Movement, Chance — the guide’s own five pillars, held up against a diasporic critique of what “clarity” and “neutrality” quietly assume.
“Clarity is emphasized by executing each individual movement fully, precisely and with clear intention while eliminating excess movements and unnecessary flourishes.”§3.2, Clarity
“I don’t feel that movement has to express something, rather that it is expressive of and by itself.”Merce Cunningham, §3.5
“Perfection is not the goal, but rather learning from each attempt while making new discoveries about oneself.”§3.3, Risk Taking
Clarity vs. flourish. Brenda Dixon Gottschild’s account of an Africanist aesthetic names high-affect juxtaposition, polycentrism, and ephebism (youthful, playful attack) as organizing principles in their own right — not deviations from clean line but a different definition of precision. “Eliminating unnecessary flourish” is a defensible technical goal; it’s also a value judgment about which embellishments count as necessary. Worth naming to students explicitly, rather than absorbing silently.
Gottschild, Digging the Africanist Presence (1996)Non-narrative as a raced position. The claim that movement “is expressive of and by itself,” with no story attached, has often been read by scholars of Black performance as itself a stance — abstraction and the “unmarked” body are historically available to some dancers more easily than others. Thomas DeFrantz asks what happens when the dancing body is never allowed to simply “be itself” because it is always already read as meaning something.
DeFrantz, “The Black Beat Made Visible” (2004)Risk, reframed. Danielle Goldman’s history of improvisation puts Cunningham/Cage-lineage chance procedures beside Black social-dance improvisation and shows the stakes are not the same: one tradition experiments with unpredictability from a position of relative safety; the other developed readiness as a practice of survival under real constraint. Both are real forms of risk — but naming the difference matters when you teach “risk-taking” as a universal category.
Goldman, I Want to Be Ready (2010)“Technique is the disciplining of one’s energies through physical action in order to free that energy at any desired instant in its highest possible physical and spiritual form.”Merce Cunningham, “The Function of a Technique for Dance,” in The Dance Has Many Faces, ed. Walter Sorell (1951)
“The final and wished-for transparency of the body as an instrument and as a channel to the source of energy becomes possible under the discipline the dancer sets for himself — the rigid limitations he works within, in order to arrive at freedom.”Cunningham (1951)
The essay is the clearest statement of the bargain the technique proposes: submit to limitation, receive freedom. It also asks the dancer for “complete identification with the movement in as devastatingly impersonal a fashion as possible.”
Whose freedom, and defined by whose limitations? The 1951 formulation treats impersonality as the route to transparency — the dancer thinned out until only the movement shows. In many diasporic forms the dancer’s presence is not interference to be cleared away; it is the content, and the “channel to the source of energy” runs through a named person, lineage and community rather than around them. Read the two side by side and the Cunningham claim stops sounding like a universal law about bodies and starts sounding like what it is: a strong, arguable aesthetic position, worth teaching as a position.
“If we look at placement and alignment in a way that is functional and not representational, there has to be an openness in the classroom.”Roberts, “Living Inside the Instrument” (2010)
“The technique is hard. The class is hard. You have to have a desire to do it — otherwise it turns into shapes in space.”
Roberts is describing something real: a class where the body is discussed as a mechanism rather than as a picture, and where that analytic language protects dancers from injury and from mimicry. The principle worth keeping is the openness he asks for.
The disagreement is with the word functional doing the work of the word neutral. There is no functional body that is not also a historically shaped one: what counts as efficient alignment, as correct rotation, as a spine at rest, was decided inside particular studios by particular people looking at particular bodies. Calling that set of decisions “functional” makes it very hard for a student to disagree with it — you can argue with an aesthetic, but not with anatomy. Naming the position as a position is what returns the argument to the student.
Daniel Roberts, interviewed by Edith Boxberger, “Living Inside the Instrument,” in Tanztechniken 2010 (IDA — Institute of Dance Arts, Anton Bruckner Privatuniversität Linz)How would you introduce 'clarity' in your own classroom language, given this?
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