Choreographing theory: an analysis of Édouard Lock's<i>Amelia</i>(2002) questioning the limits of feminist and poststructuralist perspectives
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Édouard Lock's dance film Amelia (2002 Lock, E. dir. 2002. Amelia [DVD], Montreal: Opus Arte. [Google Scholar]) is the focus of this essay. Second‐wave feminist and poststructuralist perspectives inform the analysis of this piece of contemporary dance. Laura Mulvey's male gaze theory and Julia Kristeva's theory of the semiotic and symbolic realms of representation are explored and critiqued, whilst Jacques Derrida's deconstruction forms the basis of the poststructuralist inquiry. The work of dance scholars including Ann Daly, Susan Leigh Foster and Ann Cooper Albright is drawn upon in relation to applying these theories to dance. This analysis demonstrates how dance, and specifically Lock's work, questions the limits of feminist and poststructuralist theories. The dissection of binary oppositions is a feminist and poststructuralist concern and as such, this common strategy is investigated through Amelia. Application of feminist and poststructuralist theories demonstrate that Lock's choreography presents ambiguous gender identities and challenges the boundaries of balletic convention whilst also acknowledging the necessity of conventional frameworks of identity. This analysis serves to highlight Lock's choreography as a valuable tool for comparing feminist and poststructuralist theories and leads to useful lines of questioning in each.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it