MétaCan
Menu
Back to cohort
Record W4205099388 · doi:10.32920/ryerson.14658246

“Feeling” in Modern Dance Print Media: Loïe Fuller, Isadora Duncan, Maud Allan

2021· preprint· en· W4205099388 on OpenAlexaff
Emma Doran

Bibliographic record

Venuenot available
Typepreprint
Languageen
FieldArts and Humanities
TopicTheater, Performance, and Music History
Canadian institutionsCentre for Social InnovationYork University
Fundersnot available
KeywordsPerformative utteranceDanceNarrativeModern danceArtScholarshipAestheticsLiteratureSociology

Abstract

fetched live from OpenAlex

Between 1890 and 1920, modern dancers such as Isadora Duncan, Loïe Fuller, and Maud Allan presented a new performative aesthetic in dance. Breaking from the narrative storytelling that dominated nineteenth-century vaudeville and ballet, these dancers advanced non-narrative movement, thereby encouraging a new aesthetic engagement from the audience, namely, one that was rooted in notions of corporeal sensation rather than narrative telos or (melo)dramatic pathos. These new responses, this dissertation argues, are reflected in the new tactics for writing the dancing body, which at once render problematic the putative objectivity of journalistic criticism and reveal the limits of traditional dance criticism’s focus on intricate technique and plot line. This dissertation pursues its argument by studying over 300 print reviews of dances performed by Fuller, Duncan, and Allan between 1890 and 1920 culled from North-American archives and representing a spectrum of print media—from mainstream national media, such as The New York Times, to regional newspapers, to more specialized theatre magazines—to reveal compelling insight into hermeneutic entanglements of language and movement. Informed by the work of recent performance studies (e.g. Phelan; Schneider; Taylor), this dissertation approaches this body of dance reviews from an inverse perspective from that represented by traditional dance history scholarship. That is, instead of reading reviews as documentation in order to understand these dances, the study explores how reviewers perform criticism, thus framing our understanding of modern dance in specific ways. This dissertation engages with the correlation between media and performance as either documentary or performative, arguing that writing performance offers promises for both types of engagement with the live event. Collectively, these reviews reveal that dance criticism involved a metacritical reflection on the significance of the critical writing act itself, and advanced a style of synesthetic metaphor to describe novel kinesthetic experiences of spectatorship. Ultimately, the new tactics to modern dance criticism not only revealed a crisis in articulation but prompted a performative style of writing dance criticism that went in tandem with the development of the dance review genre itself, whose placement in popular print media was mounting to become a regular feature by the 1930s.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMeta-epidemiology (narrow), Insufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.932
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0010.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0010.001
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0060.000

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.

Opus teacher head0.035
GPT teacher head0.214
Teacher spread0.178 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2021
Admission routes1
Has abstractyes

Explore more

Same topicTheater, Performance, and Music HistoryFrench-language works237,207