John Jasperse

In this course, we will examine and hone the tools needed for propelling your creative work into the professional landscape. Taught from the perspective of an active artist/arts professional in the nonprofit sector, the course will attempt to achieve fluency for all makers by providing practical encounters with key areas of budgeting and finance, fundraising and grant writing, presenting and touring, and self-producing components (including marketing, press, audience-development and engagement strategies, digital and social interactions, and production administration). We will explore various dance and theatre financial models, from being an independent solo artist to starting your own ensemble. The class will be participatory, asking each student to craft project descriptions, grant narratives, and budgets for their thesis projects or other works shown in the previous semester or first year. We will develop and stage mock applications and peer/panel reviews for real-world funding opportunities, undertake group budgeting for productions that occur in each department, and develop concurrent fundraising plans and crowdsourcing campaigns. The aim of this course is to provide a greater level of competitive preparedness for graduating dance and performance makers on the cusp of representing themselves and their work in their chosen field(s).

This course is both an introduction to various skills involved in working with tactile partnership in dance and a creative laboratory to explore the expressive potential of touch. Contact Improvisation (CI) dates back to the early 1970s, but this is not a course in CI, per se. We will explore many exercises and principles drawn from CI work, as well as principles that CI has drawn from movement forms as diverse as aikido and ballroom dancing. Whether we’re aware of it or not, we already work in partnership whether dancing or walking down the street. The force of gravity is always pulling our weight toward the Earth, and the ground (or the floor) is pushing back. We’ve become so good at standing on our own two feet that we may no longer realize that we are constantly navigating this interrelationship. As we move out of balance, which is part of all dancing, we need to build skills on how to fall. As such, we’ll start this semester with a focus on floor work, challenging ourselves to move safely on and off the floor with increasing speed and force. As we build skills, we’ll gradually adapt these principles to our work in contact with our peers. While we’ll begin with a very light touch, we’ll gradually build into mutual support structures and, possibly, try out a few lifts. This adds to the complexity of navigating forces that originate from our partner. As this work progresses, the integrity of our support structure will become more and more critical. The structure of the class will alternate between skill building/practice and creative exploration with these skills. We will also learn some existing partnered sequences from my own choreography to serve as a kind of springboard to our own creative investigations. A foundation of working in physical partnership with others is navigating consent. We will begin our work together by exploring recent discourse on touch, consent, and boundaries in the fields of dance and performance. Each student will be empowered to understand and articulate his/her own boundaries, which may be constantly in flux. We will engage this as both a right and a responsibility for each of us to exercise individually so that we can build a functional, honest, and empowering community for our work together. The core work in this class is about exploring physiological touch and sharing weight with the floor and your peers, as described above. If doing so in each class session with a variety of partners throughout the semester is not of interest or does not feel safe/supportive at this time, this course might not be a good fit for you this semester. If you are somewhat unsure but want to explore touch and potentially expand your comfort zone with partner work in dance, please reach out during registration (Aug. 19-21, 2024), and we can have a conversation (jjasperse@sarahlawrence.edu). 

In this class, graduate and upperclass undergraduate students with a special interest and experience in the creation of time-based artworks that include live performance will design and direct individual projects. Students and faculty will meet weekly to view works-in-progress and discuss relevant artistic and practical problems, both in class on Tuesday evenings and in conferences taking place on Thursday afternoons. Attributes of the work across multiple disciplines of artistic endeavor will be discussed as integral and interdependent elements in the work. Participation in mentored, critical-response feedback sessions with your peers is a key aspect of the course. The engagement with the medium of time in live performance, the constraints of presentation of the works both in works-in-progress and in a shared program of events, and the need to respect the classroom and presentation space of the dance studio will be the constraints imposed on the students’ artistic proposals. Students working within any number of live-performance traditions are as welcome in this course as those seeking to transgress orthodox conventions. While all of the works will engage in some way with embodied action, student proposals need not fall neatly into a traditional notion of what constitutes dance. The cultivation of open discourse across traditional disciplinary artistic boundaries, both in the process of developing the works and in the context of presentation to the public, is a central goal of the course. The faculty members leading this course have roots in dance practice but also have practiced expansive definitions of dance within their own creative work. The course will culminate in performances of the works toward the end of the semester in a shared program with all enrolled students and within the context of winter and spring time-based art events. Performances of the works will take place in the Bessie Schönberg Dance Theatre or elsewhere on campus in the case of site-specific work.

These classes will emphasize the steady development of movement skills, energy use, strength, and articulation relevant to each teacher's technical and aesthetic orientations. Instructors will change at either the end of each semester or midway through the semester, allowing students to experience present-day dance practice across diverse styles and cultural lineages. At all levels, attention will be given to sharpening each student’s awareness of time and energy and training rhythmically, precisely, and according to sound anatomical principles. Degrees of complexity in movement patterns will vary within the leveled class structure. All students will investigate sensory experience and the various demands of performance.

In this course, we will examine and hone the tools needed for propelling your creative work into the professional landscape. Taught from the perspective of an active artist/arts professional in the nonprofit sector, the course will attempt to achieve fluency for all makers by providing practical encounters with key areas of budgeting and finance, fundraising and grant writing, presenting and touring, and self-producing components (including marketing, press, audience-development and engagement strategies, digital and social interactions, and production administration). We will explore various dance and theatre financial models, from being an independent solo artist to starting your own ensemble. The class will be participatory, asking each student to craft project descriptions, grant narratives, and budgets for their thesis projects or other works shown in the previous semester or first year. We will develop and stage mock applications and peer/panel reviews for real-world funding opportunities, undertake group budgeting for productions that occur in each department, and develop concurrent fundraising plans and crowdsourcing campaigns. The aim of this course is to provide a greater level of competitive preparedness for graduating dance and performance makers on the cusp of representing themselves and their work in their chosen field(s).

This course is both an introduction to various skills involved in working with tactile partnership in dance and a creative laboratory to explore the expressive potential of touch. Contact Improvisation (CI) dates back to the early 1970s, but this is not a course in CI, per se. We will explore many exercises and principles drawn from CI work, as well as principles that CI has drawn from movement forms as diverse as aikido and ballroom dancing. Whether we’re aware of it or not, we already work in partnership whether dancing or walking down the street. The force of gravity is always pulling our weight toward the Earth, and the ground (or the floor) is pushing back. We’ve become so good at standing on our own two feet that we may no longer realize that we are constantly navigating this interrelationship. As we move out of balance, which is part of all dancing, we need to build skills on how to fall. As such, we’ll start this semester with a focus on floor work, challenging ourselves to move safely on and off the floor with increasing speed and force. As we build skills, we’ll gradually adapt these principles to our work in contact with our peers. While we’ll begin with a very light touch, we’ll gradually build into mutual support structures and, possibly, try out a few lifts. This adds to the complexity of navigating forces that originate from our partner. As this work progresses, the integrity of our support structure will become more and more critical. The structure of the class will alternate between skill building/practice and creative exploration with these skills. We will also learn some existing partnered sequences from my own choreography to serve as a kind of springboard to our own creative investigations. A foundation of working in physical partnership with others is navigating consent. We will begin our work together by exploring recent discourse on touch, consent, and boundaries in the fields of dance and performance. Each student will be empowered to understand and articulate his/her own boundaries, which may be constantly in flux. We will engage this as both a right and a responsibility for each of us to exercise individually so that we can build a functional, honest, and empowering community for our work together. The core work in this class is about exploring physiological touch and sharing weight with the floor and your peers, as described above. If doing so in each class session with a variety of partners throughout the semester is not of interest or does not feel safe/supportive at this time, this course might not be a good fit for you this semester. If you are somewhat unsure but want to explore touch and potentially expand your comfort zone with partner work in dance, please reach out during registration (Aug. 19-21, 2024), and we can have a conversation (jjasperse@sarahlawrence.edu). 

In this class, graduate and upperclass undergraduate students with a special interest and experience in the creation of time-based artworks that include live performance will design and direct individual projects. Students and faculty will meet weekly to view works-in-progress and discuss relevant artistic and practical problems, both in class on Tuesday evenings and in conferences taking place on Thursday afternoons. Attributes of the work across multiple disciplines of artistic endeavor will be discussed as integral and interdependent elements in the work. Participation in mentored, critical-response feedback sessions with your peers is a key aspect of the course. The engagement with the medium of time in live performance, the constraints of presentation of the works both in works-in-progress and in a shared program of events, and the need to respect the classroom and presentation space of the dance studio will be the constraints imposed on the students’ artistic proposals. Students working within any number of live-performance traditions are as welcome in this course as those seeking to transgress orthodox conventions. While all of the works will engage in some way with embodied action, student proposals need not fall neatly into a traditional notion of what constitutes dance. The cultivation of open discourse across traditional disciplinary artistic boundaries, both in the process of developing the works and in the context of presentation to the public, is a central goal of the course. The faculty members leading this course have roots in dance practice but also have practiced expansive definitions of dance within their own creative work. The course will culminate in performances of the works toward the end of the semester in a shared program with all enrolled students and within the context of winter and spring time-based art events. Performances of the works will take place in the Bessie Schönberg Dance Theatre or elsewhere on campus in the case of site-specific work.

These classes will emphasize the steady development of movement skills, energy use, strength, and articulation relevant to each teacher's technical and aesthetic orientations. Instructors will change at either the end of each semester or midway through the semester, allowing students to experience present-day dance practice across diverse styles and cultural lineages. At all levels, attention will be given to sharpening each student’s awareness of time and energy and training rhythmically, precisely, and according to sound anatomical principles. Degrees of complexity in movement patterns will vary within the leveled class structure. All students will investigate sensory experience and the various demands of performance.

Students will enroll in a selection of movement practice classes, as well as improvisation and an academic study of dance, that together will make up First-Year Studies in Dance. (Please refer to the course catalogue for the component class descriptions.) Students will be dancing in the studio every day. Throughout the fall semester, we’ll also meet weekly in the First-Year Studies in Dance Project to dig deeper into the work that we are doing in our dance classes. Some questions that we’ll examine include: What roles has dance played in various cultures and societies, both now and in the past? How has dance interacted with other art forms and other fields of study? What are the elements of dance? What can dance do, and what can we do with dance? We’ll examine these and other questions through reading and discussion, as well as through experiments in dancing and by making short dances. Students will also meet in individual conferences each week throughout the fall semester and in biweekly conferences in the spring semester to develop their own project based on their own particular interests and the material explored in class.

Whenever we make something, we are improvising—making it up as we go. But imagination and creativity aren’t random. Artists of all disciplines indeed have eureka moments and epiphanies, but those “aha” moments are born of practices that engage experimentation, strategies, observation, and decision-making—supported by states of concentration. Similarly, the notions of “perfect forms” and “free improvisation” are theoretical impossibilities. Nothing is ever totally fixed—nor is it ever completely open. No matter what creative endeavor in which we are engaged, we are always in the real world, in a space between the two extremes. In this course, we will make dances in real time with varying degrees and types of determinacy. We’ll be guided by various concerns and ways of focusing our choices but will be consistently aware that we are composing dance in real time. That will require honing our perceptual skills, as well as our skills of articulation and communication, with our collaborators. Throughout the semester, we’ll develop our abilities both to build coherent structures that will guide our choice making and to notice and use the serendipity that chance brings. This component is open to students with prior experience in improvisation and dance-making, as well as to those new to the form.

Whenever we make something, we are improvising—making it up as we go. But imagination and creativity isn’t random. It is true that artists of all disciplines have eureka moments and epiphanies, but those “aha” moments are born of practices that engage experimentation, strategies, observation, and decision-making—supported by states of concentration. Similarly, the notions of “perfect forms” and “free improvisation” are both theoretical impossibilities. Nothing is ever totally fixed nor is it totally open. No matter what creative endeavor in which we are engaged, we are always in the real world, in a space in between these two extremes. In this course, we will make dances in real time with varying degrees and types of determinacy. We’ll be guided by a wide variety of concerns and ways of focusing our choices but will be consistently aware that we are composing dance in real time. That will require honing our perceptual skills, as well as our skills of articulation and communication, with our collaborators. Throughout the year, we’ll develop our abilities both to build coherent structures that will guide our choice-making and to notice and make use of the serendipity that chance brings. This component is open to students with prior experience in improvisation and dance-making, as well as to those new to the form.  

Light is a form of electromagnetic radiation that allows us to see. Light’s qualities and its interaction with space have profound effects on the affect of an experience. We all know that the feel of a midsummer afternoon is not the same as that of a cloudy, gray afternoon or a subway car or a sunset or a night with a full moon. What qualities of light generate these disparate feelings? The art and practice of crafting light is the subject of this component. We will examine the theoretical and practical aspects of light in multiple settings. This will begin with a practice of noticing what we might typically ignore. From there, we will approach learning how to craft the conditions of light primarily, though not exclusively, within a theatrical environment. Understanding the historical conventions of theatre—in particular, those of theatrical dance in the United States—will provide a point of departure to begin to think beyond those historical conventions. Emphasis will be on learning basic lighting skills, including those of stagecraft. Students will collaborate with, and create original lighting designs for, the Time-Based Art works when such needs are appropriate to the artistic proposal.

In this class, graduates and upper-class undergraduates with a special interest and experience in the creation of time-based artworks that include live performance will design and direct individual projects. Students and faculty will meet weekly to view works-in-progress and discuss relevant artistic and practical problems, both in class on Tuesday evenings and in conferences taking place on Thursday afternoons. Attributes of the work across multiple disciplines of artistic endeavor will be discussed as integral and interdependent elements in the work. Participation in mentored, critical-response feedback sessions with your peers is a key aspect of the course. The engagement with the medium of time in live performance, the constraints of presentation of the works both in works-in-progress and in a shared program of events, and the need to respect the classroom and presentation space of the dance studio will be the constraints imposed on the students’ artistic proposals. Students working within any number of live performance traditions are as welcome in this course as those seeking to transgress orthodox conventions. While all of the works will engage in some way with embodied action, student proposals need not fall neatly into a traditional notion of what constitutes dance. The cultivation of open discourse across traditional disciplinary artistic boundaries, both in the process of developing the works and in the context of presentation to the public, is a central goal of the course. The faculty members leading this course have roots in dance practice but also have practiced expansive definitions of dance within their own creative work. This course will culminate in performances of the works toward the end of the semester in a shared program with all enrolled students and within the context of winter and spring time-based art events. Performances of the works will take place in the Bessie Schönberg Dance Theatre or elsewhere on campus in the case of site-specific work.

This course is designed as an imaginative laboratory in choreographic practice. It is time and space for rigorous play, where we engage critically with our own respective creative processes. Nearly all class sessions are devoted to choreographic practice in a mentored laboratory setting. Students are charged with bringing in choreographic proposals or ideas on which to work with their peers during these sessions. Throughout the course, specific compositional and/or artistic concerns will be highlighted that will frame our investigations. Those concerns will be used to focus our critical analysis on an aspect of our choice rather than as a score that defines the choreographic proposal itself. Much of our work will focus on refining the process of choreographic practice in order to better understand how the processes with which we engage to make work shapes what we make.

In Composition, each student will be charged with creating a short choreography using their class mates as a cast.   We will think of choreographing or composing these dances as “the action of combining” or “a putting together, connecting, and arranging”.  The course will treat “set” choreography and improvisation as a continuum.  We will be dealing with both but  will focus on the former, treating improvisation as one of many means of developing choreography as well as potentially using highly  scored improvisation in performance as compositional choice-making in real time.  The course aims to develop tools that can be of use in this endeavor and to develop skills of analysis and articulation in relationship to our artistic work.

Throughout the semester students will be asked to think and work critically and analytically about the act of composition and the act of perception.  A key component will be discussions about what we experience in the work of our colleagues as well as what our intentions are within our own choice-making.

Classes will be structured around in-class choreographic/improvisational exercises, analysis and discussion in response to choreographic assignments.  There will be some homework in creating short choreographic sketches, short readings and viewing of works of art on video and online, and critique and discussion in relationship to those works.  The class strongly embraces interdisciplinary practices. The goal of the class is to offer a forum through which students can deeply engage with creation, develop their own artistic voices, and investigate new ways of thinking about form through the lens of choreographic inquiry.

In this class, graduates and upperclass undergraduates with a special interest and experience in dance composition will design and direct individual choreographic projects. Students and faculty will meet weekly to view works-in-progress and, in conferences taking place the following afternoon, discuss relevant artistic and practical problems. Music, costumes, lighting, and other elements will be discussed as integral and interdependent elements in the choreographic work. This will culminate in performances of the works toward the end of the semester in the Winter Performance and Spring Performance programs. Performances will take place in the Bessie Schönberg Dance Theatre or elsewhere on campus in the case of site-specific work.

This seminar is a laboratory for developing and refining projects from the Dance Making class. It is designed to encourage students to work collaboratively in solving questions of physical, spatial, and temporal issues in their work, to explore connections between dance and other forms, and to make them aware of and conversant with the creative process that is always at work in the world.

This course is designed as an imaginative laboratory in choreographic practice. It is time and space for rigorous play, where we engage critically with our own respective creative processes. All class sessions are devoted to choreographic practice in a mentored laboratory setting. Students are charged with bringing in choreographic proposals or ideas to work on with their peers during these sessions. Throughout the course, specific compositional and/or artistic concerns will be highlighted that will frame our investigations. Those concerns will be used to focus our critical analysis on an aspect of our choice making rather than as a score that is defining the choreographic proposal itself. Much of our work will focus on refining the process of choreographic practice in order to better understand how the processes with which we engage to make work shapes what we make.

In these classes, emphasis will be on the steady development of movement skills, energy use, strength, and articulation relevant to the particular style of each teacher. At all levels, attention will be given to sharpening each student’s awareness of time and energy and to training rhythmically, precisely, and in accordance with sound anatomical principles. Degrees of complexity in movement patterns will vary within the leveled class structure. All students will investigate sensory experience and the various demands of performance.

In 1983, Anne Teresa De Keersmaeker had her international breakthrough with Rosas danst Rosas, a performance that has since become a benchmark in the history of postmodern dance. Rosas danst Rosas builds upon the minimalism initiated in Fase (1982): Abstract movements constitute the basis of a layered choreographic structure in which repetition plays the lead role. The fierceness of these movements is countered by small, everyday gestures. Rosas danst Rosas, originally created in 1983, is unequivocally feminine: Four female dancers dance themselves, again and again. While the choreography will remain the same, this restaging in 2020 will be framed with a contemporary viewpoint on gender; students of any gender identity are welcome. The exhaustion and perseverance that come with it create an emotional tension that contrasts sharply with the rigorous structure of the choreography. The repetitive, “maximalistic” music by Thierry De Mey and Peter Vermeersch was created concurrently with the choreography. This restaging of Rosas danst Rosas will focus primarily on the 2nd movement. The Fall 2020 Dance Program Performance Project, Rosas danst Rosas (1983) by Anne Teresa De Keersmaeker, is made possible with the generous support of the Barbara Bray Ketchum Artist-in-Residence Fund.

In this class, graduates and upperclass undergraduates with a special interest and experience in the creation of time-based artworks across various disciplines will design and develop individual creative projects. Students and faculty will meet weekly to view works-in-progress and discuss relevant artistic and practical problems, both in class and in conferences taking place the following afternoon. Attributes of the work across multiple disciplines of artistic endeavor will be discussed as integral and interdependent elements in the work. Participation in mentored, critical-response feedback sessions with your peers is a key aspect of the course. The engagement with the medium of time will be the sole constraint imposed on the students’ artistic proposals. While, typically, many of these works might include embodied action that could fall under the discipline of dance, this course is open to any student who is interested in cultivating discourse across traditional disciplinary artistic boundaries, both in the process of developing the works and in the context of presentation to the public. As such, the inclusion of live performers is not a requirement. If students plan on making works including dance and are living on or near campus, they will have access to the dance studios by booking time in advance and following social distancing and PPE requirements. At the completion of the fall 2020 semester, all student works will be exhibited virtually in screenings and/or postings in an online platform.​