ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
Displaying 1 - 4 of 4
Filtering by
- All Subjects: Dance
- Creators: Roses-Thema, Cynthia
Description
The purpose of my creative research was to analyze my choreographic process and answer the research question: how will implementing somatic principles impact my choreographic process? In determining the impact I analyzed the use of choreographic approaches that bring proprioceptive awareness to interdisciplinary somatic themes of bodily systems, sensing, connectivity, initiation and sequencing. These somatic themes were utilized in movement invention and exploration as well as the structuring and performance of my choreography. Additionally, the research involved clarifying my role as a choreographer and my relationship to the dancers in my work. My creative research occurred in three choreographic phases and resulted in the production of B.O.D.I.E.S performed in three consecutive sections titled Discovery, Exploration, and Identity November 5-7, 2010. B.O.D.I.E.S demonstrates how somatics will lead to greater movement possibilities and dynamic range to explore in the craft of dance making.
ContributorsHillerby, Rebecca Blair (Author) / Schupp, Karen (Thesis advisor) / Roses-Thema, Cynthia (Thesis advisor) / Coleman, Grisha (Committee member) / Arizona State University (Publisher)
Created2011
Description
This thesis is an exploration into somatic movement methods to help ease chronic pain. The study follows my personal experience as a researcher and a dancer with fibromyalgia and other chronic pain conditions. I carry forward a body-centered autoethnographic frame, as the prevailing ethos of this work revolves around considering bodily experience as an authority in personal well-being. My research follows the spirit of the Intuitive Inquiry research methodology developed by Dr. Rosemarie Anderson and evolved as I progressed through my own research and organizing processes. This thesis document is organized according to eight physical cycles of intuitive inquiry that emerged from my movement and research processes. The cycles address my conditions of chronic pain and disability, my history with dance competition in the United States, my experience with conceptualizations of the body, and the successes I experience with somatic practices, particularly Tensegrity as it applies to the body. My intuitive physical cycles conclude with a proposal for methods of movement and inner-body communication that promote ease in the body and sustainable movement.
ContributorsSmith, Holly (Author) / Roses-Thema, Cynthia (Thesis advisor) / Olarte, David (Committee member) / Anand, Julie (Committee member) / Tang, Yi-Yuan (Committee member) / Arizona State University (Publisher)
Created2023
Description
In this project, Schrodinger’s X, I explored a way of promoting a more neutral understanding among people from the same or different cultural background and the possibilities of one performance. I created an online interactive, immersive performance by combing dance, role-play games, and film. In this project, instead of sitting and watching, the audience is also part of the performance. They have the power to explore the world of this performance by making options during the performance. Each audience member sees the specific content and ending(s) based on their choice. At the end of the performance, the audience also has options to replay the performance or explore another character. There is no reference or model or documentation that relates to online interactive video performance. Thus, I explored the form of performance on my own. As the leader of this project, the author played the role of both the director and choreographer, coordinator and collaborator with six dancers, one cinematographer, and three composers. The diversity of the members of this project is extraordinary: Asian, Asian Americans, and Americans. Each member had contributed their unique voice and perspective to this project. The final product of this project contains a traceable online interactive video that audiences can replay anytime with a demonstration video and this document. Keywords: interactive videos, dance, interactive performance, cultural difference, role-play games, online performance
ContributorsLei, Qinzi (Author) / Kaplan, Robert (Thesis advisor) / Roses-Thema, Cynthia (Thesis advisor) / Williams, Wendy (Committee member) / Arizona State University (Publisher)
Created2021
Description
Individual artists are capable of deeply impacting the communities in which they practice, leading to cultural development, exchange, and understanding. This impact is sometimes leveraged by nations as cultural diplomacy. Through the lens of cultural diplomacy, this document traces the development of Spanish dance in the Phoenix Valley from 1947 through the end of the 20th century by examining the careers of four international Spanish-dance artists who settled in Arizona; Adelino “Eddie” Fernandez, Lydia Torea, Laura Moya, and Dini Román. Each of these artists connected Arizona to a larger national and international dance community and their influence is felt to this day in the cultural diversity of the Phoenix Valley. The document concludes by describing the exhibit and performances that were built around this research and exploring how this research, and the author’s experience coalesce to reveal how Spanish dance––and more broadly percussive dance––is embraced in local culture, but sometimes experiences a marginalized status in post-secondary education. The author shares how ASU professors inspired her to advocate for inclusion of percussive dance in the Master of Fine Arts program, reveals the historical forces that influence its exclusion, shares personal experiences to illustrate the realities faced by dancers in the academy, and comes full circle in the realization that her advocacy, the positive change it enacted, and this very project are a direct result of these four artists’ influence and are examples of cultural diplomacy in action.
ContributorsChacon, Julie Elizabeth (Author) / Kaplan, Robert (Thesis advisor) / Underiner, Tamara (Committee member) / Roses-Thema, Cynthia (Committee member) / Arizona State University (Publisher)
Created2022