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Joe

Educational objectives

Excerpts from various works reveal to students the workings of Perreault’s imagination and the ways in which his choreographic language explores the mobile elements of space. Students are led to consider other factors in the composition of a work and to develop an aesthetic sensitivity with respect to these elements.

In identifying Perreault’s unique ways of constructing space, inscribing dancers’ movements and composing a choreography, students can draw inspiration and expand their knowledge for their own artistic creations.
The worksheets below can be used together or separately, depending on teaching requirements.

Pathways to appreciation

Aspects related to artistic creation

  • Elements of choreographic language
    • Space – orientation, direction, zones of action
    • Relationships between partners – positioning, formations
    • Scenic elements
  • Composition processes
  • Structural elements – relationship to space, formations

Aspects related to performance

  • Elements associated with artistic expression

Symbolic dimension

  • Smallness, immensity, anonymity, fragility, solitude, intimacy
  • 1

    Observe

    Observe

    Excerpt from Joe (1989)


    Invite your students to fully absorb what they see, hear and feel, and to take note of any images, words or thoughts that emerge. Students can write down all of their impressions and ideas on a sheet of paper after making their observations, or verbally share them with others.

    Then ask them to put their notes aside. They can return to them later to review their first impressions after having engaged in a deeper analysis.


  • 2

    Observe again

    Observe again

    Excerpt from Joe (1989)


    Questions to direct our focus

    These guided questions will allow the students to observe more closely and develop an even deeper understanding of Jean-Pierre Perreault’s choreography.

    • What are the words/terms that would best describe the performers’ actions and movements?
    • Ask the students to make a list of the dancers’ actions.
    • What are the main characteristics of movement that we recognize in the performance?
    • Is there a particular kind of energy that is predominant and that characterizes these movements?
    • What are the effects produced by the structure built around the group and the individual?
    • Does Jean-Pierre Perreault connect with the audience? If yes, how?

    After the students have listed the dancers’ actions, ask them to comment on the challenges these actions may have posed for the performers.


  • 3

    INDIVIDUAL OR CROWD

    Questions to direct our focus

    • The 24 dancers form various configurations during these five minutes. How would the students describe these configurations?
    • Each shape the group takes allows it to occupy the space differently. How do these shapes sculpt the space?
    • What movements are favoured here? Where do the dancers go? In which directions? Are these directions opposite? Identical?

    Where are they going? Where are they coming from—these figures who run, cross, approach, stop, move in front, beside, near, far, above and behind, and then disappear, leaving only a trace of their scent behind?
    — Michèle Febvre

    • At certain moments, the group opens up a space, allowing for a few individuals to exit, to break away from the mass. Ask the students to find one of those moments and to describe it.
    • How do they interpret this gap?
    • Do the dancers seem to be in harmony or in opposition? Can the students explain their impressions? What gestural, rhythmic or compositional choices back up this idea (support of rhythm, coming back to the group, organization of the group, etc.)?

      In the studio…

  • 4

    SOUNDSCAPE

    Questions to direct our focus

    • The soundscape or sound environment is created by an ensemble of elements. What produces the soundscape (for example, the group, the scenic elements, the slippery slope)?
    • How do these sounds vary?
    • Can these rhythms and sounds provoke feelings or states? What are these feelings (aggression, worry, anxiety, tenderness, etc.)?

      We cannot help but hear the intense and insistent sounds of feet making contact with the floor—an indefatigable monotone and obsessive resonance penetrating between and through the steps.
      – Thérèse St-Gelais


    • What role do rhythm and sound play in this excerpt? What effects do they produce? Do they help to build dramatic tension?
    • Are there other dimensions to this dance that bring about tension (types of movements, unison, repetition, rhythm)?
    • Ask students to name the compositional elements used in this excerpt.
    • What aspects seem most successful in this choreographic composition?

  • 5

    Costumes

    Costumes

    Photo: Ginelle Chagnon, 2011


    Questions to direct our focus

    Costumes are a powerful marker of character. Like uniforms, they can reveal or conceal an identity. Costumes can be used to signal originality, or simply to communicate. Wearing certain clothing can be a way to identify with and become part of a group.

    • Ask students to describe the clothes worn by the characters in Joe. Are the characters’ costumes identical?
    • Can the students notice any differences? If so, what might these differences mean?
    • What do these costumes show or hide?
    • Are these conventional stage costumes? What kinds of images or ideas do they evoke?


    Here Joe is Everyman. What group could Joe belong to? What is he looking for? Why did Jean-Pierre Perreault give him this identity?

    Invite students to consider the groups to which they belong.
    How do they identify with their group? What visible or invisible signs characterize their identification with the group?


  • 6

    WRITE A REVIEW

    Here are some tips to help students write a critical appreciation (review) in five steps. The instructions are broadly formulated in order to be interchangeable with the other review exercises in this guide.

    1.Title
    Before thinking up a catchy title, students should write the text. This will give them a better idea of what they want to emphasize in the title.

    2.Background and context
    For the background and context, students can address the following four questions, in any order: Who? When? What? Where?

    Who? Jean-Pierre Perreault, number and names of dancers
    When? Year and context in which the work was created
    What? What type of work (see the Joe section in the virtual exhibition Jean-Pierre Perreault, Choreographer)
    Where? Where the work was presented

    3.Description
    Students describe the dance or go over what they have observed by recalling the main characteristics and key elements: the number of dancers, the sets, movement characteristics, etc. Encourage students to think about the basic elements of dance language (body, time, space, energy, relationships between partners, the scenic environment and structure of the piece) as they complete this exercise.


    4.Analysis and interpretation
    At this stage, students offer their own interpretation of the work. This part of the critique is very personal and subjective. Impressions may vary considerably from one person to another. Students develop their own opinions based on their particular sensibility.

    Students are encouraged to highlight the ways in which the choreographer arranged and sequenced movements, sound, costumes, and to explain how he directed the performers and orchestrated the scenic elements (props, set) in order to obtain certain effects. Students can enrich their interpretation by reflecting on why the artist chose to present a certain theme or element, or organized the space in a particular way.

    5.Evaluation
    This last part can be considered a recapitulation. It will encourage students to formulate an opinion on the dance, taking into account the information they have gathered and the interpretations they have developed in the previous steps.

    Additional resources
    Write about dance
    Glossary

  • 7

    WHAT WAS SAID ABOUT IT...

    WHAT WAS SAID ABOUT IT...


    Teachers can use these excerpts to continue the discussion about Joe. The texts provide additional information, highlighting particular aspects of the work, or echoing observations made by the students.

    Do the students agree with these interpretations? Do the interpretations correspond with their own reading of the work?

    Please note that it is preferable to make these texts available to the students once the appreciation activity is well under way.

    Aline Gélinas, (1956-2001) journalist and critic :
    Joe was created in 1983 with a group of students in the Dance Department of the Université du Québec à Montréal, in Marie-Gérin-Lajoie Hall. It created shock waves in the student audience. Again there were shock waves when the piece was remounted using professional dancers, first in 1984 in the same venue, and then in 1989 at the Théâtre Maisonneuve in Place des Arts. In addition to its inventive form, the piece evoked the human condition with singular and poignant intensity. Joe, everyman, represented all of humanity. The dancers, their bodies disguised by a flowing overcoat, a hat pulled down around their eyes, and heavy boots, vied with each other in anonymity in an attempt to express the essence of the human race and its limitations.” Jean-Pierre Perreault, choreographer, Montreal, Les Herbes Rouges, 1991, p. 9

    Jean Gervais, lighting designer and close Perreault collaborator :
    “It was Joe that brought about real communication. I realized that for Jean-Pierre, lighting meant both light and shadow. Perhaps because of his pictorial instinct, his characters always have a dark side: they are not transparent. Light cannot reveal them completely: they remain mysterious. (…) With Joe, then, this principle was established between us, not put into words but harboured deep within us, that showing the spectator everything didn’t guarantee that he would see. Instead, it must be decided for him what there is to see, how he must see it and event which of a hierarchy of things he should be drawn to more than others.” Jean-Pierre Perreault, choreographer, Montreal, Les Herbes Rouges, 1991, p. 48

    Josette Féral, professor at the theatre school, UQAM, stated that Joe is: “the clone of our individuality lost in the masses, of our urban wanderings, of our aborted attempts at self affirmation, but also of our fascination for the group and our deep but futile desire to escape the crowd, a crowd which always succeeds in imposing its laws, its rhythm, its time, its deafness, its mechanisms.” Jean-Pierre Perreault, choreographer, Montreal, Les Herbes Rouges, 1991, p. 87-88

    Sylviane Martineau, performed in numerous Perreault works including Joe, and observed that “the clumsy, limping movements take their natural place next to graceful and controlled movements. Technical prowess is camouflaged behind gesture. Almost impossible sequences of movement are followed by simple marching, immobile silences and everyday poses.” Jean-Pierre Perreault, choreographer, Montreal, Les Herbes Rouges, 1991, p. 41