Eye-opening Dance

Complexions Contemporary Ballet put on a good show of human flexibility and finesse. Just like my experience at a prior dance performance, my attention was drawn to the lithe movements of the dancers. This performance was much more focused, however; it was one dance company that performed throughout, and they focused their multiple dances to convey a common theme.

The prominent theme that ran through their work was “free thought”. In their music, one related phrase came up that was quite interesting: “If only fools are satisfied, take my sanity away.” The logical nature of this statement is appealing, and it pleads for analysis.

This statement is a plea by the singer and the dance company to someone with the power to give and take away sanity. The contrapositive of the statement reads thus: “If my sanity is not taken away, then fools are not the only ones to be satisfied.” This contrapositive should be equivalent to the statement by the formal logic taught in high school geometry class.

The problem with this contrapositive, however, is that it involves a plea to someone. That someone could lie and take away sanity even if it knows fools aren’t the only ones that are satisfied. That someone could simply not answer. That someone might not even know whether only fools are satisfied. Therefore, there is no conclusion that can be made about this statement by changing its form.

What is determinable by the statement above is that these dancers and the singer behind the music would dearly love to be satisfied. It’s also quite easy to see that the singer and dancers feel, to some degree, that only fools are satisfied. And, that is human desire, is it not? Wouldn’t we all love to be satisfied? I know I would!

I just don’t think that only fools are satisfied.

Home Page Introduction Paragraph

Welcome!

This website is the result of a first-semester freshman class where we, the students, learned to appreciate art.

In the first half of the class, we attended performances, visited exhibits, read poems and a novel, and watched documentaries under the guidance of Professor Drabik. In these events we were taught to see the value of art beyond our appreciation of it. We saw the calls for change, the provoked thought, and the empathy that ran through our experiences of art. We saw how art used emotion and “walking in their shoes” empathy to influence us, its viewers.

The second half of the class is ultimately reflected in the pages of this website. We now knew about the meaning of art as a social, mental, and aesthetic influence; we were given freedom to choose. We selected our own exhibits and performances and prepared ourselves to see what new issues, ideas, and insights would arise in our handpicked displays of art.

We would like to thank our teacher, Professor Drabik, for guiding us into our encounters with art.

Feel free to explore and see what we learned and experienced through our art of choosing!

Movie and Musician

The two best parts of this class were a movie (documentary, really) and a musician.

The documentary The Wasteland showed me an environment completely different from the one I am in, where workers don’t have many options, most either becoming physically degraded through their work as a prostitute or enduring the odors of a landfill as they recover recyclables.
After watching this documentary, I understand the wonderful position I am in with a myriad of opportunities everywhere I look.

A jazz pianist came to visit our class late in the semester. His name is Daniel Kelly and he gave some great advice for the improvement of life and music—both of which I heartily desire.

Job advice: “Your job will have bullshit, but if you do what you love, you can deal with it.”
Jazz advice: “Start with two notes and play jazz for just two minutes.”
Apparently I can learn a lot by restricting myself to the basics for a bit. It worked for him!