Acknowledgements |
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ix | |
A note on references |
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xi | |
Introduction |
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1 | (6) |
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PART I THE BALLET D'ACTION IN HISTORICAL CONTEXT |
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7 | (106) |
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1 The voice and the body in the Enlightenment |
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9 | (29) |
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Sign language and the dogma of the voice |
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11 | (6) |
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17 | (5) |
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Theories of the origin of language |
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22 | (2) |
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Warburton and hieroglyphs |
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24 | (3) |
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Condillac's action language |
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27 | (3) |
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Rousseau's language of the passions |
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30 | (4) |
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Herder, hearing, and the gateway to the soul |
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34 | (4) |
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2 A revival of ancient pantomime? |
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38 | (24) |
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Differences and misunderstandings |
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39 | (4) |
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The balance between mime and dance |
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43 | (6) |
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The appeal to heart and mind |
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49 | (4) |
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53 | (6) |
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59 | (3) |
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62 | (22) |
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63 | (6) |
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69 | (3) |
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The `arte' of expressive body language |
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72 | (4) |
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The influence of reformed Commedia |
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76 | (5) |
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The mixed backgrounds of choreographers |
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81 | (3) |
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4 Decroux and Noverre: Distant cousins? |
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84 | (29) |
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Eighteenth- and twentieth-century renewal |
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84 | (3) |
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87 | (2) |
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89 | (3) |
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92 | (3) |
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95 | (5) |
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100 | (2) |
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Objective and subjective mime |
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102 | (4) |
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Towards a vocabulary of the passions |
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106 | (7) |
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PART II THE BALLET D'ACTION IN CLOSE-UP: DRAMATIC PRINCIPLES |
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113 | (116) |
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115 | (25) |
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An early innovator: Francoise Prevost |
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116 | (4) |
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Weaver, Salle, and connected character |
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120 | (3) |
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Later developments and problems |
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123 | (4) |
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Literary reflections of dance and character |
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127 | (5) |
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The poverty of instruction books |
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132 | (8) |
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140 | (22) |
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141 | (3) |
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144 | (3) |
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147 | (3) |
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150 | (4) |
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Operatic ensemble singing |
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154 | (8) |
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7 Choreography is painterly drama |
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162 | (23) |
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`Choregraphie': a metaphor for drama |
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163 | (5) |
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`Die Corographie': a plot synopsis |
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168 | (2) |
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Angiolini and Noverre's quarrels |
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170 | (7) |
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From painterly to graphic |
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177 | (8) |
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8 The admirable consent between music and action |
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185 | (23) |
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Synchronising music and movement |
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188 | (5) |
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Beyond synchronised music |
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193 | (1) |
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194 | (10) |
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Medee et Jason in context |
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204 | (4) |
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9 Putting performance into words |
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208 | (21) |
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Programmes are controversial |
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209 | (2) |
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211 | (5) |
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216 | (9) |
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Programmes are inherently controversial |
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225 | (4) |
Conclusions: What is dance? What is mime? |
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229 | (4) |
Appendix |
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233 | (72) |
Select bibliography |
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305 | (19) |
Index |
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324 | |