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    Asymmetrical-Motion: Notes on pedagogy and movement
    Asymmetrical-Motion: Notes on pedagogy and movement
    Asymmetrical-Motion: Notes on pedagogy and movement
    Ebook44 pages24 minutes

    Asymmetrical-Motion: Notes on pedagogy and movement

    By Lucas Condró and Pablo Messiez

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    About this ebook

    Lucas Condró and Pablo Messiez gather in this essay a set of notes on pedagogy and movement, result from their long experience giving workshops on the work with the body.  
    English version by  Carlota Gaviño .
    LanguageEnglish
    PublisherContinta me tienes
    Release dateSep 5, 2018
    ISBN9788494793899
    Asymmetrical-Motion: Notes on pedagogy and movement

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      Book preview

      Asymmetrical-Motion - Lucas Condró

      NOTES ON PEDAGOGY AND MOVEMENT

      Continta Me Tienes

      C/ Belmonte de Tajo 55, 3º C

      28019, Madrid

      91 469 35 12

      www.contintametienes.com

      [email protected]

      www.facebook.com/ContintaMeTienes

      @Continta_mt

      Escénicas collection, 12

      First edition: February, 2016

      Second edition: May, 2016

      © Lucas Condró y Pablo Messiez

      © of traduction: Carlota Gaviño

      © of this edition: Continta Me Tienes

      Cover design: Marta Azparren

      Lucas Condró & Pablo Messiez

      NOTES ON PEDAGOGY AND MOVEMENT

      English version

      Index

      Introduction

      Notes

      Exercises

      Introduction

      Asymmetrical-Motion is a research on movement in the field of contemporary dance.

      I have long been interested in two main ideas. On the one hand, the logic ruling independence and correlation of the parts of the body: the possibility of moving each one trying to understand its uniqueness, and then that of moving all of them at the same time while preserving the independence of each one. On the other hand, the ideas of structure and weight as two factors that simultaneously provide the body with movement and agility.

      These two ideas revealed to me the asymmetries of the body appearing in movement, something which was already inherent in the nature of the body and which, however, the habits of training had kept silent. Then, I decided that the name of the research was to be Asymmetrical-Motion. Giving a name to the work inevitably changes the scope. It leads the eyes towards some areas, discarding others. It focuses the work and sharpens it.

      At the same time, I felt the need to think about the pedagogical questions that had developed in parallel with my practice. What was their specificity, if any? And then appeared the idea of observing to be able to understand; naming that which had been observed to be able to transform the experience into tools; and then taking those tools back to the body.

      The possibility of creating together a single common body appeared as well. The aim of

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