My jazz nerdery has reached (glorious) new heights.
This genuine jazz zine (accompaniment to our jazz history class) can be YOURS for the grand sum of 50AUc. PM to find out how to get it to your house.
Now available ONLINE as my journey into capitalism continues: http://swingdancesydney.com/shop.html
Price: now incredibly high (to cover postage), but also with the added incredible experience of receiving actual PAPER MAIL
Ah, Brisbane under Joh. A horrible time for everyone. In 1982 the Deen Bros did as they’d done (and would do) a million times more, they tore down a historic Brisbane building at the government’s instruction, and with dubious legality.
Cloudland Ballroom. Here are a bunch of photos to make you feel sad.
A discussion came up on the facey the other day about how leads can deal with rough follows. It caught my eye, because I’d just had a dance with someone the night before which was particularly rough. I was leading, and the follow really moved herself through steps in a fierce way which left me feeling a bit sore. It also dovetailed nicely with my ongoing thinking about how to prevent sexual harassment in lindy hop.
On that last topic, I’m approaching this with a different strategies:
Developing a clear code of conduct for behaviour
– (in progress)
Teaching in a way which helps women feel confident and strong, and provides tools for men looking to redefine how they do masculinity.
– using tools like the ones I outline in Remind yourself that you are a jazz dancer
Teaching in a way which encourages good communication between leads and follows.
– I am keen on the rhythm centred approach as a practical strategy. Less hippy talk, more dancing funs.
– I like simple things like talking to both men and women about being ok with people saying no to you.
Developing strategies for actually confronting men about their behaviour.
– I talked about how I do this in class in Dealing with problem guys in dance classes
– I am totally ok with telling men to stop pulling aerials on the social floor because it’s a clear ‘rule’, but more ambiguous stuff is stumping me
– I’m trying to figure out how to do it in other non-class settings
– I’d like to find a way to skill up men so they can do this stuff too; ie it’s not just women’s jobs to deal with men sexually harassing women.
I seriously believe that feminist work needs to be practical. High theory and abstract conversation is very important, but for me pragmatic feminism means actually doing things. It’s important because it powers me up and makes me feel strong, but it’s also important because you know – actually DOING something. It can be quite hard and scary sometimes, because you are agitating, you are disturbing the status quo and you will attract some shit. Men don’t like to be told they’re doing dodgy stuff (and lefty men get particularly upset by this), especially when it’s a woman telling them. They often respond with physical intimidation, which is scary. And there can be social consequences for women which suck in a social dance community like lindy hop.
So, for me, I try to do this work in a way which isn’t too confronting or frightening for me. And which isn’t too confronting for other people. Feminism by stealth.
Where does Frankie Manning fit into all this?
Just in case you’ve been living under a rock (or are just new to lindy hop), Frankie Manning was one of the best dancers, choreographers, and troupe leaders of the swing era (1930s-40s). He’s generally positioned as ‘second generation lindy hop’, and credited with inventing the first public air step with his partner Freda Washington.
More importantly for modern lindy hoppers, he came out of retirement in his 60s to ‘teach us how to dance’. He taught people to lindy hop from the 80s until he passed away at 94 in 2008.
He wasn’t (and isn’t) the only old timer to do this. But most significantly, he had a very joyful, accessible approach to dancing, he didn’t mind that we all sucked, and he was prepared to work with complete amateurs, even though he really didn’t have any experience teaching total noobs or of teaching in a formal classroom context.
So Frankie holds a special place in many modern lindy hoppers’ hearts, and many of us take his example as near-gospel.
There are a range of problems with this approach, and I talk about them in Uses of history: a revivalist mythology. I basically say that I think we should be wary of uncritically using Frankie and his approach when we teach and talk about lindy hop. There are a host of political issues to consider when we appropriate his image and approach, both in terms of race, ethnicity and class, but also in terms of gender. Basically, he wasn’t perfect, and we have to be careful we don’t literally use him and his work for our own ends. And we have to be careful about how we use historical discourse in our classes.
So that’s my disclaimer, really: the next bit of this post is written with an awareness that I am a white, middle class woman writing in a developed, urban city in the 21st century. I am taking the words and teaching of a black, working class man of the early 20th century and using them for my own ends. I try to couch that with respect to Frankie’s memory, by name checking him and giving him credit for his work. I direct students to footage of his dancing, and to his own words.
I also make it clear that I am framing his work from my own POV and goals as a teacher and dancer. I didn’t know Frankie, and I only met him a few times and learnt from him a few times. So I tread lightly in his memory, and I try not to speak for him. But I am inspired him – by his dancing, by footage of his classes, by the mark he left on dancers who I learn from now and admire very much. I try to work with respect for his memory and for his work; he is an elder in our community, a custodian of knowledge, and important.
So here is something I wrote on the facey.
It’s about how I ‘use Frankie Manning’ in class to counter misogyny and sexism and to promote a type of connection that privileges creative collaboration, mutual respect, joy in dancing, and flat out badarse dancing.
I have trouble with rough follows every now and then. Especially ones who’re in troupes or do a lot of performing. They’re used to really physically strong leads (I don’t have the upper body strength of a man). I’ve had some bad shoulder and back twinges lately, despite my best efforts to improve my own technique, core stability and so on. As with dealing with rough leads when I’m following, I figure a rough follow is a partner who isn’t listening or paying attention to me because they’re stressing. At least I hope that’s what it is – it’d break my heart if rough follows were deliberately rough.
So the first thing I do if my partner is a bit rough, is to get us in closed position and tell a joke. But not too close a closed position, especially if they’re a woman who’s obviously weirded out by dancing with another woman. I’ll try to do something to distract the follow from being fierce and doing what they think I’m leading. Once we’re both chilled, and paying more attention to each other, I do super simple steps with a lot of emphasis on jazz feels and call and response – they do something, I echo it. That helps us both get on the same page. Then I build it out from there, adding in open position, etc etc.
So my first response to a rough follow is to become a really clear, yet incredibly gentle, responsive lead. And I make my basics the very best I can, so they feel confidence in me.
I’ve been using Frankie Manning as a good guide for safe dancing lately when I’m teaching. He would usually teach from the lead’s perspective, so I find it very helpful as a lead working to make a dance with a follow really comfortable and nice.
That means I’m emphasising:
– Looking into your partner’s face.
This is the most important thing I know about lindy hop. LOOKING into your partner’s face. It was the one big thing I learnt in the Frankie track at Herrang last year (where all the classes were taught by people who’d worked closely with Frankie). Once I noticed it, I was stunned by how infrequently partners look into each other’s faces.
It’s good for your alignment and posture relative to your partner, but it’s also good for making you connect with another human as a person, it helps you learn to observe your partner and recognise when they feel pain/scared/happy and it’s good for making you lol.
-> follows are less likely to throw themselves through steps if they’re looking at your face and seeing you flinch in pain. They’re also distracted from the move by the genuine human connection, so they stop pre-empting or rushing or panicking.
– Call and response rhythms as fun steps.
They make you pay a LOT of attention to your partner, visually and physically, so you can ‘hear’ what they’re doing rhythmically. This is good for interpersonal communication (how is my partner feeling?) and learning how to recognise physical signals (what does a suddenly-tight arm tell me when I combine it with their facial expression?)
-> this is the next level of looking at your partner. So follows stop pre-empting and are really there with you. And because you’re really listening to them (everyone calls, everyone follows), they feel like you’re listening to them, so they feel more confident and worry less about ‘getting it right’ and rushing or hurting you.
– Your partner is the queen of the world.
We say this a lot: your partner is the queen of the world (whether they’re leading or following, male, female, whatevs). This means that you have to look at them (and we model how to be impressed by/respond to your partner positively), and the ‘queen’ should then feel confident enough to bring their shit.
This teaches you to be connected emotionally with your partner, and to recognise how your positive response to a partner’s dancing can make them feel good and then bring their best shit.
-> follows bring incredible swivels and generally become the queen of the world. They pay more attention to you as a lead, and they feel like you’re really listening to them, so they reciprocate.
Brilliant for improving your dancing, but when your partner is scatting, you can hear them, so you’re connected with them in an additional way.
-> makes follows lol.
– Frankie thought the most important lindy step was the promenade*.
It’s in closed position, it requires lots of communication to walk together without kicking each other, and it has lots and lots of variations with lots of different emotions. It teaches you to communicate with someone, and you have to look into each other’s faces a lot, and be ok with that.
You get to hold someone in your arms, which means you have to be respectful.
*Lennart says so, so it’s probably true :D
-> I find some follows aren’t so ok with being so close, so I have to pay really close attention to them to find the ‘comfortable’ distance/connection. This makes me do my very best dancing. I try to put me in front first, so the follow feels more comfortable (follow first means they’re walking backwards – eeek!). I do pecks to make them lol, or rhythmic variations. I respond to the variations they bring.
– You’re in love for 3 minutes.
Doesn’t have to be romantic love. But for that 3 minutes, this person is the most important person in the world. You look at them, you lead steps you think they’re like, you do your best to realise the step or move their aiming for, you work to make this dance work.
To me, this is excellent mindfulness. It makes it hard to be rough with your partner. And when someone is feeding all those good vibes back at you, you smile and do your very best dancing.
-> follows become the queen of the world. They listen to you, and even better, they bring things to the dance.
I think it’s worth looking at a video of Frankie teaching to see how he did this stuff:
I don’t think his approach is 100% excellent. He does drive the class, he uses gendered language, etc etc. But he is the ‘star’ teacher, and his teaching partner partner is his assistant – this is very clear. He uses gendered language because he is explicitly thinking about male leads and female follows, and his talk about respectful dancing uses this gendered dichotomy. I’m not excusing this, I’m pointing it out. And here I can make this point: while I dig a lot of what Frankie is doing in this video, he’s not perfect, and I actually find that reassuring. He wasn’t a saint, he was a real person, and when we idolise dancers, we need to keep that in mind: we don’t excuse their faults because we love their dancing.
A couple of things I like about this class:
at about 4.44: “If you find yourself falling, and he does not stop you from falling…. take him with you.” I LOLed when I heard this. But it’s a nice, simple way of saying ‘look out for each other!’ and reminding women that they aren’t passive objects here.
11.48: Frankie tackles inappropriate contact “Fellas, don’t take advantage…. we are just dancin’”
Nuff said, really.
With all this talk about Frankie, I think it’s worth pointing out:
When you watch footage of younger Frankie (ie in his 60s, and 20s), he seems quite ‘rough’ or ‘strong’ compared to modern dancers. Is this in conflict with this ethos of mutual respect in lindy hop?
(photo credit: I found this pic via an image search on google, and it’s hosted by Swungover, but chrome crashed and I couldn’t find the page again! argh! So I don’t know who the photographer is!)
This is a tricky one, but I think it’s where we’re really done a disservice by the lack of attention to the original women lindy hoppers who danced with Frankie teaching us today. I suspect that women followers were a different breed too. When you watch historic footage, you see that they fiercely took space, and matched their partner’s intensity. So Frankie might have had a partner who was confident enough to take space, and to be a little less submissive and a little more determined to shine.
I have no evidence for this, and it probably reveals my own lack of dance knowledge and skill. But I’m wondering if we need to have a look at old footage in a new way. I’m thinking of the way Janice Wilson used to talk about Ann Johnson, and the fierceness of her swivels. And of course, you have to think of Norma Miller when you think about fierce women lindy hoppers.
At any rate, this brings us back to the idea of how we might use history when we talk about lindy hop partnerships. And I have no real, final answers, of course, just a bunch of poorly practiced ideas.
I have real problems with stories about jazz music and jazz dance (both historical and contemporary) that present it as a series of stories about heroic figures. Particularly heroic men. Who aren’t burdened by caring for children or partners. Or otherwise engaged with their local communities.
I get really shitty about this approach because it ignores all the other labour that makes art possible: cooking meals, earning money, cleaning houses, paying for doctors, networking with venue managers, agents, producers, and recording record labels, etc etc etc. And it ignores all the ways in which artists are engaged with and participate in their local communities, and how all these relationships shape their creative work.
This was something that the Ken Burns Jazz documentary did, and which I’ve written about a bunch of times, in posts like:
I was reminded of this today by a quote-pic (don’t you hate those? Can’t search them!) getting about on twitter. This is the bit that interested me:
Frank Barat: You often talk about the importance of movements rather than individuals. How can we do that in a society that promotes individualism as a sacred concept?
Angela Davis: Even as Nelson Mandela always insisted that his accomplishments were collective—also achieved by the men and women who were his comrades—the media attempted to sanctify him as a heroic individual. A similar process has attempted to dissociate Dr. Martin Luther King Jr. from the vast numbers of women and men who constituted the very heart of the mid-twentieth-century US freedom movement. It is essential to resist the depiction of history as the work of heroic individuals in order for people today to recognize their potential agency as a part of an ever-expanding community of struggle.
I’m writing some notes for our students on FB, so I figured I’d let the content free, here in the unfenced part of the internet.
Stearns was a jazz music and dance historian and reseacher, who was involved in the founding of the Institute of Jazz Studies.
Most modern day lindy hoppers and jazz dancers would know him for his book Jazz Dance: the Story of American Vernacular Dance, which he co-authored (and researched) with his wife Jean Stearns.
Jazz Dance is an invaluable resource if you’re interested in the history of jazz dances (including lindy hop), and it includes extensive interviews, biographies and descriptions of dances. There’s even a section of labanotation in the back, where each dance is carefully described in detail.
But even more importantly, Marshall Stearns features in some of the most useful archival film footage of jazz dance that we have available to us today.
You can see him calling the steps for Al Minns and Leon James in this television program:
Marshall Stearns worked with Al and Leon and other African and African American dancers and musicians, recording their stories, dance steps and knowledge of dance and music.
(Poor John Lee Hooker, workin’ for the man.)
Marshall and his wife Jean, who was also his research partner and co-author, spent hours and hours and days and days working with musicians and dancers, compiling the book Jazz Dance, but also expanding their collection of music, film and documents, which eventually became the Institute of Jazz Studies Archive. They describe this process in Jazz Dance.
Then Marshall (who was a university lecturer and researcher) and Jean set about sharing this knowledge with other people.
They published books and papers, appeared on television, and were involved in projects like The Music Inn, where (mostly white, mostly rich) people could come to learn about jazz music and dance.
The Stearns write in Jazz Dance:
In the early 1950’s, during the first years of a summer resort in the Berkshire Mountains called Music Inn, we tried an experiment. Our aim was to entertain – quite informally – a handful of guests in the lounge after dinner, but our host Philip Barber was carried away with his theory of instantaneous talent combustion. “Throw gifted performers together,” he said, “get one of them going, and watch them all discover talents which they didn’t know they had.” With various jazzmen of supposedly separate eras, the idea had worked well.
That evening we had dancers from three different countries: Asadata Dafora from the Sierra Leone, West Africa; Geoffrey Holder from Trinidad, West Indies; and Al Minns and Leon James from the Savoy Ballroom, New York City. All of them were alert to their own traditions and articulate, eager to demonstrate their own styles.
So we began with the Minns-James repertory of twenty or so Afro-American dances, from “Cakewalk to Cool,” asking Dafora and Holder to comment freely. The results were astonishing. One dancer hardly began a step before another exclaimed with delight, jumped to his feet, and executed a related version of his own. The audience found itself sharing the surprise and pleasure of the dancers as they hit upon similarities in their respective traditions. We were soon participating in the shock of recognizing what appeared to be be one great tradition (Jazz Dance p12).
The Institute of Jazz Studies holds a collection of recordings of oral histories as well as countless books, papers, music scores and ephemera. You can access some of this online. A highlight is this great biography of Mary Lou Williams, composer, arranger and pianist in Andy Kirk’s band, whose music we often use in class. And you can listen to Nellie Lutcher talking about playing music and traveling on the road in the 1930s and 40s.
Al and Leon continued to dance, perform and discuss jazz dance with Stearns for years after the heyday of the Savoy. Al Minns later worked with the first of the lindy hop revivalists in the 1980s, including Lennart Westerlund.
My favourite part is just after that first quote:
Dafora finally observed with some asperity that although the Fish Tail came from Africa, dancing in the European fashion with one arm around your partner’s waist was considered obscene. (“The African dance,” writes President Senghor of Senegal, “disdains bodily contact.”)
Solo because yolo, right?
While the Stearns rocked the kasbah, I can’t help but wonder how those nights at the Music Inn might have gone if there’d been at least one woman dancing, to talk about African women’s dances, and to demonstrate the badassery that is a woman dancing…
I’m very interested in discussions about history and historical research. I’ve written about a million billion times before (this post ‘Try To Write About Jazz’ sums up some of my thinking). One of the things I’m most interested in is the way dancers use history. We do a lot of things with historical narrative and historical texts. People use it to justify sexist behaviour (a friend of mine uses the excellent term ‘retrosexists’), they use it to present their dancing as more important (because it is more historically accurate), they use it as content for dance classes (eg we teach particular historical routines), they use historical photos and art work in their own PR activities, they use old magazines as guides to historically ‘accurate’ fashion…. The idea of ‘history’ as a resource is a very powerful one in the modern swing dancing world.
Before the internet (when? yes, in the olden days), a lot of this historical knowledge was shared face to face, by phone, on video and film and in letters and books. I’ve talked about this in terms of ‘cultural transmission‘ – the movement of ideas and practices between cultures (and generations and communities and….). Then the internet happened, and then youtube happened. I wrote about this in a journal article a few years ago, and my favourite part was the concept of ‘stealing’ in jazz dance.
Which is why I tend to take the position that if you want to be awesome, you’ve got to keep ahead of the curve. You have to be the person who’s getting stuff stolen from. You have to be the DJ who presents that new song, which every other DJ then plays – so you gotta keep looking for new music, and improving your skills so you know when to pay that new great song. You have to be the dancer who first does that step in a comp, which every other dancer then uses in comps and teaches in classes. This sort of competitive copying pushes us further, and makes us more creative.
But to be really creative, when you’re stealing that step/song/idea, you’ve got to present it back to the community in a new and improved form: you gotta make it better when you do it your way. Or else that crowd of fierce hoofers in the balcony seats are gonna drown you out with enraged tappeta tappetas.
I’m absolutely enamoured with the idea that we can steal a dance step. I’m fascinated by the way power (cultural, class, social, economic, etc) informs how and when and if we steal ideas and dance steps. In that article I argued that African American dance, in the early days (ie the slave days) was about subversive, underground power. I talked about the idea of appropriating dance steps as resistance, and I’ve used the cake walk as an example.
I’m not hugely interested in whether or not something is ‘historical accurate.’ But I am interested in how people use the idea of ‘historical accuracy’ to justify their dancing or thinking: “You must wear garters, because women did in the 1930s” or “You must play 1930s big band swing because that’s what dancers heard in the Savoy ballroom” or “You must learn to dance on the social dance floor only, because that’s how people learnt in the 1920s.” I am certain that in reading those statements you immediately thought of a dozen counter arguments: “Not every woman wore garters in the ’30s” or “I’m not living in the 1930s, so why should I wear garters?”, “People listened and danced to small bands at house parties in the 1930s, so why can’t I listen and dance to small band recordings?”, “Dance classes were a huge industry in the 1920s!”
I don’t really think it’s worth pursuing these sorts of arguments. But I do think it’s absolutely fascinating to look at the way uses of history (and historical ‘evidence’) can help us map patterns of power and influence. But then, I’m not a historian, nor have I ever claimed to be. If I had to mark my place in a discipline, it’d be feminist media studies, or feminist cultural studies. And we lack data, donchaknow. But then, that sort of demarkation of discipline (and defensiveness) really only makes sense in a university context. And I am not writing or working in a university.
I’ve just read this post, Google-historians, as linked up by Follower Variations. That’s the blog where I find most of the interesting bits and pieces about dance in the wider online swing discourse. I rely on blogs like this for linkies because I’m generally not all that interested in reading a lot of blogs about dance. Most of my online reading is in more hardcore feminist and lefty territory.
But my interest was caught by Harri’s post about ‘Google-historians’. It has a decidedly combative tone, which of course provides the reader with a ‘hook’ – a way into the text. Which is why I think people luuurve to get all up in my blog posts that use all caps, rather than my (much more interesting) posts about jazz discographies or vegetarian cooking. I can’t imagine why people don’t want to read all about which musicians played in which sessions of which bands on a particular date. People love history, right? Right?!
I’m not entirely sure what overall point this ‘Google historians’ post is trying to make: is it ‘stop using google!’, or ‘go to dance classes!’ or ‘cite your sources!’ or ‘don’t simplify history!’ ? I started writing a comment asking the author which of these it was. And then I realised that perhaps all of these are the point. Below is a comment I wrote there. I shouldn’t have written such a long comment on someone’s blog post, but, well, fuck. I write a lot when I’m interested. If I’m not interested, I’ve got nothing to say. But I figured I’d reproduce the comment here, in the spirit of not-thread-hogging.
I think I need some clarification of your thinking, Harri.
Are you arguing that any researcher who uses just digital sources is going to be full of rubbish?
I can’t agree with that. There’s lots of important stuff to be gained from a little super-powered googling. I’d argue that the important part is not the tools you use, but the way you read the material you find. It’s important to be critical (in the sense of critical thinking, where you ask questions about veracity, accuracy, ideology, context and so on), to be self-reflexive (how is who I am and my ideas about the world affecting the way I read this text?), and to seek out substantiating and corroborating sources.
I’d argue that any historian worth their salt should use a range of sources (primary, secondary, tertiary, etc -> speaking to people who were there; reading newspaper and first person accounts of people who were there; reading informed accounts of events by insightful observers). There are a whole host of digital sources (which you can search using google, which is after all just a powerful search engine – just a particularly clever index), and they can be very useful.
For example, if I wanted to find out about Australian/British responses to a certain dance hall, I might find this Trove search quite helpful. Trove is a very reliable tool, aggregating metadata from a host of reputable Australian digital collections. The most exciting of these (I’ve found) is the series of digitised Australian newspaper and magazine articles.
If I wanted to know what sort of film footage was available, so I could see what those newspaper stories were all about, I might search the catalogue of the National Film and Sound archive, the most reputable source of audio-visual material in the country.
I could use Pandora (a website archiving service run by the National Library) to access a history of the Trocadero in Sydney which includes first person accounts from people who were there.
But as we all know, this isn’t going to be enough for a really comprehensive historical survey. We’d need some first-person interviews. But all these digital sources are useful for finding out who we should be talking to. Who are the dancers mentioned in the newspaper reports? What do the dancers in the films look like? And so on and so on… Even if we do find a real person to talk to, there are going to be challenges. I remember Peter had written a really good how-to for interviewing older people about dancing on DanceHistory.org, touching on things like not rushing, being polite, being careful with emotive topics, etc etc.
Secondly, though, I think it’s impossible to get an ‘objective’ or final, authoritative history of a topic. So, for example, there’re a number of competing and equally authoritative stories about things like what it was actually like in the Savoy ballroom. Some of these stories are just completely made up (and I do like the idea that Al and Leon might have told Marshall Stearns a heap of lies – lol!), some are inaccurate because the person telling the story was mistaken, and some conflict simply because the story tellers had different experiences in the Savoy (eg a young white woman might have a different experience than an older black man). So if I do manage to chase down dancers from the Trocadero, using all those digital sources, there’s no guarantee that any single story will be enough to gain a bigger idea of what it was like.
I’m guessing this is your point? That we need to treat history as a complex, changing, moving story, rather than a simple one-off meta-narrative?
The next challenge, though, is how you actually go about stuffing history into your dance classes. When I teach, I like to reference the people who told me the story (eg “Norma tells a story in a clip filmed at Herrang in year X where she said…” or “Lennart pointed out that such-and-such was very young when they heard this story”). That seems important, and I think it encourages students to learn from a whole range of teachers (Norma and Lennart and…), which is a good thing for me to do, as a person who invites those teachers out to teach workshops and then needs to promote them** :D I think a lot of dance teachers are reluctant to encourage their students to do their own research and thinking, or to learn from other people. For the usual reasons.
But if you’re telling these historical stories in class, you have to keep them really short – the less talking, the more dancing in a dance class, the better (ie the more viable) they’ll be. You can’t just list a whole heap of facts and hope they’ll stick. You have to use story-telling carefully, integrating it with the physical movements and pacing of the class. This takes preparation, skill and experience. There was an interesting discussion on Jive Junction, years ago, where someone pointed out how Frankie’s story-telling skills improved over the years. He became a better story teller. And not every dance teacher is that good at telling a story.
I guess, what I’m trying to say, is that using history in dance culture is hard. You’ve got to have good research skills, you’ve got to have good story telling skills, and you’ve got to have the time to do all this. Here in Australia, we rarely see old time dancers – maybe one a year, if we’re lucky. And bad luck if you can’t make it to that event. So we’re necessarily restricted to using secondary and tertiary sources. And the internet.
Most dance classes are a labour of love, with very little financial return, and a whole heap of political complexity. We shouldn’t be surprised that some people are just crap at it. They might instead be very good at teaching people how to use their bodies. I think we should be kinder to dancers who’re actually talking about history (many don’t!), cut them some slack. And possibly point them in the direction of some useful research.
**In fact, I have a ‘how to include history in your classes’ class planned for the next Little Big Weekend teacher-development session (11-12 May 2013, with Lennart and Georgia, yo. SYDNEY). HOW EVEN DOES IT WORK?
NB Laura gives an example of how people tend to do research in the dance world in her post Pitch a Boogie Woogie and Whitey’s Lindy Hoppers: it’s a combination of archival work and making contact with other historians who have access to other sources. As with any interesting work in the modern lindy hop world, the best projects are collaborative, and rely on personal contacts, networks of peers, and the generosity of dance scholars (in the dance scene).
This is a post about Duke Ellington and dance, because he is on my mind at the moment.
I’ve recently discovered the 1951/52 stuff by the Johnny Hodges band on this dodgy digital download album Pound of Blues is really great for teaching dance, particularly choreography which recognises strict phrasing. It’s good, solid stuff, and I’ve used it for DJing in the past, though not with any particular enthusiasm. The steady, predictable phrasing of songs like ‘Wham’ on this album do not really reflect all of Ellington’s compositions, as anyone who’s tried to choreograph to ‘Rockin in Rhythm’ will know. But Johnny Hodges was, of course, a musician who played with Ellington for a long time. One of the soloists the band leader would compose for, and organise compositions around rather than forcing them to fit into a musician-shaped hole in his band.
I’d like to say that this ‘Pound of Blues’ album reminded me of the orsm of Ellington, but that’s not true. Ellington is always on my mind. I love him. I love his music and I own a lot of it. A LOT. I’m a massive fan of the Ellington small group stuff, but I’m also nuts for the bigger bands.
The Never No Lament: the Blanton Webster Band 3CD set was one of the first serious Ellington CDs I ever bought (though it was a lot cheaper then than it is now), and I bought it because dancers and DJs I admire recommended it on the SwingDJs discussion board. It’s great, but as with many of the Ellington recordings I have, the quality isn’t so great. There’s a lot of surface noise (ie scratchy crackly rubbish) and the high pitched stuff sounds awful when I’m DJing. And all that from a CD.
This last point is important, because I recently bought myself another Ellington set, Decca’s Complete Brunswick and Vocalion Recordings 1926-1931. I’d somehow managed to miss this little chunk of Ellingtonia and I needed to rectify the problem. I went with CDs rather than the cheaper downloads because I’m finding download files – especially legit ones – are of such poor quality they make the songs unDJable. The rubbish files plus the scary sound quality of the recordings themselves are just unuseable on shitty sound systems.
I guess I do have kind of an Ellington problem. But then, he’s so interesting, he justifies a little obsessive collecting.
I used to have a long bus commute to uni which I’d spend reading my way through Gunther Schuller’s book The Swing Era: the Development of Jazz 1930-1945 and listening along with my whole Ellington collection on my ipod. I read music (haltingly), and Schuller spends quite a bit of his time examining scores in detail. I’m not entirely convinced by everything Schuller says, but Schuller’s is an interestingly scholarly approach to a musician who was as comfortable with concert halls as dance floors.
Today’s dancers are familiar with many of the soundies and film fragments featuring Ellington’s band. Mostly because they also featured dancers. The most famous of these is probably Hot Chocolate (Cottontail), with Whitey’s Lindy Hoppers:
Bessie Dudley was married to Snake Hips Tucker, and she appeared with him in Ellington’s 1935 film Symphony in Black. There’s a scene in that short film where Tucker’s character throws Billie Holiday to the ground, and you can’t help but think of the verisimilitude – Tucker was a brutal, violent man who abused Dudley.
Ellington’s relationship with dancers was strong and complex. He worked extensively with dancers at the Cotton Club and on film, and travelled with Dudley and other dancers on tours. And later, as his music became more complicated and challenging, his productions with dancers and choreographers like Alvin Ailey also became more challenging.
There’s an interesting article by Patricia Willard called ‘Dance: the unsung element of Ellingtonia’ (Australians can read the full text version here, but there are other versions available online if you google). In that article Willard writes
Duke thought and spoke in dance vernacular. Maneuvering a remarkably stable roster of assertive, quirky, occasionally aggressive individualists into a consistently identifiable and cohesive big band through the decades demanded an accomplished psychologist and master manipulator, which he was. He proudly referred to his role as “The Choreographer.” (Willard)
This idea of Ellington’s music as dance music (which Willard pursues in that article) is nice. Ellington himself said “Swing is not a kind of music. It is that part of rhythm that causes a bouncing, buoyant, terpsichorean urge.” (Ellington, quoted by Willard) This idea that Ellington was at once engaged in popular culture and able to move on to all that difficult artier music and concert dance is just one bit of proof of his versatility.
Most of my love for Ellington is centred on his earlier stuff and on those small group recordings. My interest tends to wane at about 1950, to be honest, but that’s not a strict rule. There’s a song called ‘B Sharp Boston’ which Ellington recorded in 1949 and which used to get around on those dodgy ripped compilation CDs as ‘Sharp B Boston’. I picked up the Chronological Classics Duke Ellington Orchestra 1949-1950 CD in about 2006, and discovered it was actually called ‘B Sharp Boston’, and that there was a bunch of other great stuff on that CD that makes for top DJing (I’ve written about this before in Duke Ellingon’s Difficult 1949-1950 period). ‘Joog Joog’, for example, is one of my favourites (I like to pair it with Doris Day singing ‘Celery Stalks At Midnight’). A fair chunk of stuff on this CD is, however, already edging over into dissonance and confusing timing which makes for challenging dancing.
These sorts of awkward combinations of note and timing really heralds bop. But years ahead of other peeps. Listening to even Ellington’s 30s stuff, you hear a hint of the dissonance that was to come. I tweeted the other day “It’s like Ellington heard collective improvisation in NOla jazz and went “hm. Dissonance.” In 1938.” And @twobarbreakreplied “Look where all of Ellington’s players were from, and who they learned from. your hunches closer to right on than you think!”
Again, though, it’s fascinating that Ellington could produce excellently danceable songs like ‘B Sharp Boston’ and ‘Joog Joog’ at the same time as he was really getting into much more experimental stuff. By the end of the 40s Ellington had well and truly begun to explore crazy arse stuff that doesn’t always work for dancing. Well, unless you’re Ramona and Todd at ILHC this year
I keep an eye on Giselle, because she’s been involved in some interesting projects over the years, from Girl Jam to working with jazz bands on the streets of New Orleans. Both are interesting, not just as exercises in jazz dance and jazz dance skills, but in the enculturation of dancers in jazz tradition.
One of the things I really like about the way dancers like Giselle and Chance engage with bands on New Orleans streets is their recognition of turn taking. Soloists in a band take turns, even (especially) the vocalists. In these street jazz groups, the dancers function as soloists, taking their turn, and then stepping back to let the musicians shine. They’re not only responding to the music they hear, but also functioning as part of the band, and part of the performance. Most modern lindy hoppers barely manage to look up and see the band they’re dancing ‘to’, let alone take a moment out to admire what they hear.
And of course, all this talk of New Orleans jazz, solos and recognising individual talent within a collective ensemble takes us back to that idea of Ellington’s most radical work being a response to the interests of the musicians in his band, many of whom were from New Orleans or taught by New Orleans musicians. The most radical ‘art’ part of Ellington was perhaps his references to tradition and vernacular, everyday culture?
Other things about Ellington and dance I couldn’t fit in this piece of writing:
The Lincoln Centre Jazz Orchestra’s album Live in Swing City: Swinging with Duke.
Probably the most overplayed, most popular, excellent modern big band swing album. Recorded live with a crowd of dancers, this album features the most accessible of Ellington’s work, and is an excellent gateway drug for new dancers interested in discovering swing music.
blackface.com is a useful resource for people who’re into African American dance and music of the early 20th Century (ie, us).
If you’re thinking about using some characters from 1930s or 40s films for your choreography, you may want to read up and avoid offending folk and looking like an insensitive (ignorant) clod.
(NB this image is the logo for the blackface.com website)
A critical discussion of the New Orleans jazz revival movement in the US and in Australia (ie not just some awful ‘jazz journalism’ style ‘history’, but an actual engagement with the politics and ideology of these projects
A critical engagement with the Folkways and Lomax projects (particularly stuff on the New Deal projects)
A critical history of jazz associations in Australia (again, not just another fansquee written in that awful ‘jazz journalism’ style).
I also want to look at how Black Power Mixtape (which is a collection of footage taken by Swedish filmmakers in the 1960s, edited together and with a commentary by modern black activist folk and accompanied by a modern sound track) is related to all that Music Inn/Stearns’ Jazz Dance work with Al and Leon.
…part of my brain is also thinking about the French reception to and feelings about Australian Aboriginal art and the Utopia community.