托福听力真题

1

TPOListeningExercis

Subject:Arts

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TPO1Lecture1

thepurpoofthelecture?

Toexplainthedifferencebetweentwoartisticstyles

Todescribeanewartgallerytotheclass

Tointroduceanartist'sworktotheclass

Toshowhowartists'stylescanevolveovertime

estheprofessorsayaboutFrantzen'spaintingofa

farmscene?

Itremblesaphotograph

ItmaybeFrantzen'sbestknownpainting

ItwaspaintedintheImpressioniststyle

ItwaspaintedwhileFrantzenlivedabroad

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FrantzengototheSalesBarn?

Tostudyhumanformandmovement

Toearnmoneybypaintingportraits

Topaintfarmanimalsinanoutdoortting

Tomeetpeoplewhocouldmodelforherpaining

estheprofessorimplyaboutthepaintingofthe

youngwomansurroundedbypumpkins?

Itwaspaintedatanartfair

ItcombinesImpressionismwithRealism

ItconvincedFrantzenthatshewasagoodillustrator

Itwasoriginallymeanttobeudinanadvertiment

stheprofessordiscussFrantzen'sdifficultiesasa

youngpainter?

Hewantstopointoutmistakesthatyoungartists

commonlymake

Hethinksherexamplecaninspirethestudentsintheir

ownlives

Herdifficultiesremindhimofthedifficultieshehimlf

experiencedasayounggirl

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Herdifficultiesarethesubjectofsomeofthepaintings

inthegallerythatthestudentswillvisit

estheprofessorimplywhenhesaysthis()

ThestudentscanunderstandFrantzen'sartwithout

knowingaboutherlife

Thestudentsshouldpayverycloattentiontowhathe

isgoingtosay

SomeofhisstudentsarealreadyfamiliarwithFrantzen's

lifestory

SomeofhisstudentsmaynotappreciateFrantzen'swork

TPO3Lecture3

Q6Whatdoestheprofessormainlydiscuss?

Theoldestknowncaveart

Howancientcaveartisdated

ThehomesofPaleolithichumans

HowPaleolithichumansthoughtaboutanimals

Q7Whendoestheprofessormentionhisdaughter?

Todescribeherreactiontoeingthepaintings

ToexplaintheuniversalappealfortheChauvet

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paintings

TodemonstratethesizeofmostPaleolithiccaveart

ToemphasizehispointabouttheageofChauvet

paintings

Q8Whatistheprofessor’sopinionabouttheartattheChauvet

cave?

Itixtremelywelldone

Itprobablyreflectedartists’religiousbeliefs

ItislesssophisticatedthantheartatLascauxand

Altamira

ItisprobablynotmucholderthantheareatLascaux

andAltamira

Q9Accordingtotheprofessor,whatisthesignificanceof

charcoalmarksonthewallsoftheChauvetcave?

TheysuggestthatPaleolithicpeoplecookedtheirfood

inthecave

Theyprovethatpeoplecametothecavelongafterthe

paintingsweremade

TheyshowhowmuchlightthePaleolithicartists

neededfortheirwork

Theywereudinrecenttimestodatethepaintings

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Q10ComparedtootherPaleolithicart,whatisunusualabout

theanimalspaintedatChauvet?

Mostofthemarehors

Manyofthemaredangerous

Manyofthemareshownalongsidehumans

AllofthemarespeciesthatarestillfoundinFrance

Q11WhataretwoquestionsabouttheChauvetcaveartiststhat

theprofessorraisbutcannotanswer?

Choicetwoanswersbelow

Howtheylightedtheirworkarea

Howtheyobtainedpigmentsfortheirpaints

Whytheychotopaintcertainanimalsandnotothers

Whytheyplacedtheirartindark,uninhabitedplaces

TPO7Lecture1

thelecturemainlyabout?

Theimportanceofcreatingbelievablecharactersinplays

Theinfluenceoftheliteratureof"realism"onFrench

theater

Asuccessfulstandardformulaforwritingplays

Afamouxampleofawell-madeplay

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ingtotheprofessor,whydidsomeplaywrightswrite

theendofaplaybeforethebeginning?

Toproducemultiplescriptsasquicklyaspossible

Topreventtheaudiencefromusinglogictoguessthe

endings

Toavoidwritingendingssimilartothoofotherplays

Toensurethattheplotwoulddevelopinalogicalmanner

stheprofessormentionaconversationbetweentwo

rvants？

Togiveexamplesoftypicalcharactersinawell-madeplay

Toshowhowbackgroundinformationmightberevealedin

awell-madeplay

ToexplainwhyRomeoandJulietcanbeconsidereda

well-madeplay

Toexplainhowplaywrightsdeveloptheobligatorysceneof

awell-madeplay

ingtotheprofessor,whatdramaticelementsare

typicallyincludedinawell-madeplaytohelpmovetheplot

forward?

Clickon2answers

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Ariesofmajorchangesinthehero'sapparentchancesof

success

Theintroductionofnewcharactersmidwaythroughthe

play

Informationknowntotheaudiencebutnottothemain

characters

Themovementofmajorcharactersfromonettingto

another

estheprofessorimplyabouttheobligatoryscene

andthedenouncement?

Thedifferencebetweenthemmightbeuncleartosome

people

Bothareufultechniquesfordevelopingrealistic

characters

Thedenouncementusuallyoccurswithintheobligatory

scene

Theobligatorysceneisusuallylesxcitingthanthe

denouncement

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stheprofessorsaythis()

Tohelpstudentsunderstandthemeaningofanewterm

Toindicatethathispointisnotrelatedtothemaintopicof

thelecture

Toemphasizeoneelementofaplayoverallothers

Tobegintosummarizethemainpointsofthelecture

TPO8Lecture2

thelecturemainlyabout?

Salonexhibitionsbecamepopularamongwomen

artistsinParis

nchsocietydidnotapproveofartschoolsorwomen

ortunitiesforwomenartistsinParisimproved

enartistsinPariscooperatedwithoneanother

intdoestheprofessormakeaboutJulianwhenhe

mentionsthatJulian’sartschoolofferedsomeclassonlyfor

women?

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’sschoolwasthefirstartschoolinParistooffer

women-onlyclass

wantedtoencouragethedistinctivestyleofwomenin

Paris

viewedhimlfasasocialreformer

possdoutstandingbusinessskills

estheprofessoremphasizeasonebenefitof

competitioninwomen’sclass?

ainedmoreconfidenceintheirartisticabilities

ecameinstructorsinprivateartstudios

ereabletolltheirpaintingsforlargeamountsof

money

reatednewstylesofpainting

ingtotheprofessor,whatweretwowaysthatthe

situationofwomenartistshadchangedbythenendofthe

nineteenthcenturyinParis?

Clickon2answers.

ndmentookartclasstogether

rtistsplayedagreaterroleintheSalonexhibitions

hoolswereestablishedbywomenartists

omenartistsweretravelingtoParis

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estheprofessorimplyaboutBashkirtff’spaintingIn

theStudio?

neofmanypaintingsthatdepictedawomen’sstudio

otbringBashkirtffrecognitionforherartistic

ability

riticizedforanunrealisticdepictionofwomenartists

eneficialforbothBashkirtffandtheschoolwhere

shestudied

swerthe

question.

Whatdoestheprofessormeanwhenhesaysthis?

asapopularplacetovisit,butnotthebestplaceto

studyart

asthemostimportantplaceforanartisttostudyand

work

inPariswasdifficultforwomenartistsfromother

countries

nginPariswasbeneficialforsomeartists,butnotfor

others.

11

TPO9Lecture1

estheprofessormainlydiscuss?

ThehistoryoftdesigninEnglishtheater

AFrenchpainter’sinnovationsintdesign

Akindofplaypopularineighteenth-centuryEnglishtheater

Aleadingplaywrightoftheeighteenthcentury

ingtotheprofessor,howdidLoutherbourgcreatea

feelingofgreaterdepthonthestage?

Clickon2answers.

Heenlargedthestagearea.

Heudmainlydarkcolorsinthepaintedbackgrounds.

Hecarefullyspacedparatepiecesofscenery.

Heudthree-dimensionalobjectsinhists.

nbeinferredabouttheatergoersineighteenth-century

England?

TheydidnotacceptLoutherbourg’stdesignsatfirst.

Theywereaccustomedtosittingindarktheaters.

Mostofthemattendedthetheatermainlytoepopular

actors.

Someofthemudthetheaterasasubstitutefortravel.

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theprofessor’sopinionabouttherelationshipbetween

EnglishlandscapepaintersandLoutherbourg?

HethinksEnglishlandscapepainterswereunfairintheir

criticismofLoutherbourg’swork.

HethinksLoutherbourg’srelationshipwithEnglish

landscapepainterswaslessimportantthanmostexperts

think.

HethinksLoutherbourgandtheEnglishlandscapepainters

probablyinfluencedeachother.

HethinksEnglishlandscapepaintershelpedLoutherbourg’s

workgaininpopularity.

etwonotablefeaturesoftheEidophusikon?

Clickon2answers.

ItwasidenticaltotheDruryLaneTheatre.

Itdidnotmakeuofactors.

ItudpaintingsmadebyGainsborough.

Ithadasmallstage.

stheprofessormentionastormthatpasdover

Loutherbourg’shome?

13

TodemonstratetheauthenticityofLoutherbourg’ssound

effects

Toprovidecontextinadiscussionaboutlightingeffects

TomentiononeoftheproblemstheEidophusikonfaced

ToexplainhowLoutherbourggotanideaforatheatert

TPO12Lecture3

thelecturemainlyabout?

Clickon2answers

angesthattookplaceintheearlyyearsofopera.

encebetweenoperaandotherformsofmusic.

’smusicalinfluencethroughoutEurope.

sthatearlyFrenchandItalianoperadidnot

survive.

ingtotheprofessor,whathappenedafterthe

ItalianlanguagereplacedLatininItalianopera?

becamemuchlonger.

begintoexpresscularideas.

noperabecamemorecomplex.

asudtoteachtechnologytothegeneral

public.

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stheprofessormentionancientGreektheater?

anexampleofaculturethatadoptedoperafrom

theItalians.

ribethetypeofttinginwhichoperawas

typicallyperformed.

toutaprecursorofopera.

ainhowoperawasintroducedintoFrench

society.

estheprofessorsayaboutmusicinFrench

opera?

mbledsacredchurchmusic.

ninspiredFrenchnoveliststowritegreatpieceof

literature.

lvedmainlyaroundsolopieces.

econdarytotherhythmicflowoflanguage.

estheprofessorsaythis:

differencebetweenEnglishandItalianopera.

oneinstanceintheevolutionofopera.

ussthepopularityofoperainEnglandatthe

time.

15

toutthatEnglishandItalianoperacompanies

oftenworkedtogether.

estheprofessorimplywhenhesaysthis:

eswithChapmanaboutoperaandsociety.

ksChapman’sapproachtooperaisconfusing.

ncernedthatChapman’sideasareoften

misunderstood.

ksChapman’squestionsaredifficulttoanswer.

TPO15Lecture3

thelecturemainlyabout?

HowArchimedeswasidentifiedastheauthorofsomeancient

texts.

Therecoveryofsomeancientwritingsonmathematics.

DifferencesamongvariouswritingmaterialsudintheMiddle

Ages.

Techniquesforrestoringancientmanuscripts.

etwopointstheprofessormakesaboutparchment?

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Clickontwoanswers.

Itismorelonglastingthanpaper.

ItwasinexpensivetoproduceduringtheMiddleAges.

ItwasthematerialArchimedesudforhiswritings.

Itsuforbooksdecreadafterthe1400s.

estheprofessorimplywhenheexplainsthe

washingandscrapingmethodsthatwereudtoremoveink

fromaparchmentsurface?

Washingmadeparchmentmoreabletoretainnewlyapplied

inkthanscrapingdid.

Washingwaslesffectivethanscrapingasameansof

permanentlyerasingink.

Thescrapingmethodwasudinthecreationofthe

Archimedespalimpst.

Neithermethodcompletelyeradtheoriginaltext.

peofbookbecameknownastheArchimedes

palimpst?

Ahistorybook.

Aphysicsbook.

Aprayerbook.

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Anartist’sbook.

estheprofessorimplyaboutthevarioustechniques

udtoviewArchimedes’text?

Thestudentsshouldbefamiliarwithmostofthetechniques.

Differenttechniqueswereudtoanalyzetheironcontentof

ancientink.

Theuofultravioletlightwasmoredamagingthantheother

techniques.

X-rayimagewasmoreeffectivethantheothertechniques.

estheprofessorimplyaboutthesignificanceofthe

Archimedespalimpst?

ItissignificantbecauitcontainswhatmaybeArchimedes’

mostimportantwork.

Itissignificantbecauitprovesthatacertainmathematicstext

waswrittenbyArchimedes.

Itissignificantbecauitistheoldestoneeverdiscovered.

Itissignificantbecauitisthefirstonetobecompletely

deciphered.

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TPO16Lecture4

thelecturemainlyabout?

gesinstained-glasswindows.

toryofstained-glassart.

ortanceofreligiousartduringtheMiddleAges.

quesformakingglassduringtheMiddleAges.

etwopointstheprofessormakesabout

stained-glasswindowsmadeduringtheMiddleAges?Clickon2

answers.

picallyweresmallsize.

sswascoloredduringtheglassmakingprocess.

reudmainlyforchurches.

dsimpledesigns.

theMiddleAges,whatwasoneofthefirststepsthat

artistsudinmakingastained-glasswindow?

ewthedesignontothetopofatable.

eatedmodelsofthedesignwithleadstrips.

ewanoutlineofthedesigndirectlyontoapieceof

glass.

intedthedesignonpaper.

19

ingtotheprofessor,whataretwowaysinwhich

stained-glasswindowsmadeinthesixteencenturydifferedfrom

thomadeinearliercenturies?Clickon2answers.

theglasswascolored.

eplayedbyleadstrips.

nesthatweredepicted.

glasspieceswerecut.

estheprofessorimplycontributedtothepopularity

ofTiffanyglass?

ofleadcompoundstoenhanceitscolors.

ofstainedglassfromoldchurchwindows.

entionofelectriclighting.

ocessforpaintingglass.

estheprofessorimplywhenshesaysthis?

fortunatethatpeopleinthe19thcenturydestroyedold

stained-glasswindows.

d-glasswindowsmadeinthe19thcenturyaremore

beautifulthanthomadeearlier.

ecessaryforpeopleinthe19thcenturytobreak

stained-glasswindows.

d-glasswindowsmadeinthe19thcenturyaremore

valuabletodaythanwindowsinpreviouscenturies.

20

TPO17Lecture1

thetalkmainlyabout?

quesforlocatingarchaeologicalsites.

sofprervingarchaeologicalsites.

tionsofsometechniquesfordatingartifacts.

ultiesindeterminingwhereartifactswerecreated.

ingtotheprofessor,whenmightstratigraphyprovide

misleadinginformationaboutaportableobject?

eobjecthasdecompodovertime.

eobjectisolderthanthesiteatwhichitwasfound.

eobjectisfoundinthelowestsoillayerofasite.

eobjectwasbrokenduringexcavation.

etwodisadvantagesofradiocarbondating?Clickon

2answers

otbeudfordatingartmadeoforganicmaterial.

esdamagetothematerialbeinganalyzed.

eudfordatingonlyportableart.

otprovewhenapieceofartwasmade.

21

theprofessor’sopinionaboutthepracticeofdating

apieceofartbyanalyzingitsartisticstyle?

idesthestrongesttypeofdatingevidence.

reufulforsometypesofartthanothers.

hepracticehasimprovedoverthelastcentury.

alystsmakequestionableassumptionwhenusingit.

sthewomansummarizetheprofessor’smainpoint

inthetalk?

ingaparallelwithaprocesscommontothelegal

field.

atingacommenttheprofessormadeatthe

beginningofclass.

rringtoastudythatsupportstheprofessor’stheory.

aringtheprofessor’sremarkswithstatementsin

thetextbook.

stheprofessorsaythis?

thepointthatwrittenrecordsarenotimportant.

ainwhythequestionisworthdiscussing.

ifytheomissionofanimportantpoint.

esshisopinionaboutthequalityofprehistoricart.

22

TPO18Lecture2

thelecturemainlyabout?

DifferentviewsofatypeofsculpturepopularinancientRoman

times

EvidencethatRomanshadoutstandingartisticability

ThedifferencesbetweenGreeksculptureandRomansculpture

TherelationshipbetweenartandpoliticsinancientRoman

times

ingtotraditionalart,whydidtheRomans

copyGreeksculpture?

TheRomanpublicwasnotinterestedinoriginalworksofart.

TheRomangovernmentdidnotsupportotherformsofart.

Romanartistsdidnothavesufficientskilltocreateoriginal

sculpture

Romanswantedtoimitatethearttheyadmired.

Gazda'sviewoftheRomancopiesofGreek

statues?

ThecopiesreprentedtheideathatRomansocietywassimilar

toGreeksociety

ThecopiesintroducedthecitizensoftheRomanEmpireto

Greekhistory.

Thecopieswereinferiortotheoriginalstatues.

23

Thecopieshadbothartisticandpoliticalfunctions.

stheprofessormentionRomancoins?

Toshowthesimilaritybetweenthelikenessoftheemperorin

statuesandoncoins

ToillustratetheRomanpolicyofdistributingtheemperors

imagethroughouttheempire

ToimplythatthecitizensoftheRomanEmpirebecamequite

wealthy

TosuggestthattheRomansalsocopiedGreekartontheircoins

ingtotheprofessor,whydidtheRomanssometimes

removetheemperor'sheadfromastatue?Clickon2answers

Theheadmadethestatuetooheavytotransport.

Theheadwasplacedonthebodyofadifferentstatue.

Theemperorwasnolongerinpower.

Theemperorwasnotsatisfiedwiththequalityofthestatue.

estheprofessorimplywhenhesaysthis:

Arthistoriansfrequentlychangetheirviews.

Thecontemporaryviewisnoteasytounderstand.

ItisnotdifficulttodeterminewhytheRomanscopiedGreek

24

sculptures

Theviewoftraditionalarthistoriansisprobablyincorrect

TPO19Lecture4

thepurpoofthediscussion?

TocomparetheportrayalofdifferentsubjectsinCecllia

Beaux`sportraits

Toexaminetheinfluenceofwomenartistsinthenineteenth

century

ToexplainhowTheDreamerdiffersfromImpressionistart

TodemonstratehowCeciliaBeaux'spointofviewisreflected

inherart

idencedoestheprofessorcitetoillustrateCecilia

Beaux'sreputationasanartist?Clickon2answers.

Theinstructorsthatshestudiedartwith

Herroleinprofessionalartorganizations

Herconnectionwithanimportantpolitician'sfamily

ThefeaturesofherworkthattheImpressionistsimitated

25

thespeakerssayaboutCeciliaBeausuof

contrastingcolorsintheDreamer?

Thetechniquewasunusualinportraitsoftheperiod.

Thetechniquewasudbyanartistthatsherespected.

Severalmodemartistscopiedthetechnique.

Thefunctionofthetechniqueistounifyveralpartsofthe

painting

intdothespeakersmakeaboutthebackgroundof

TheDreamer?

ItisagoodexampleofBeaux'sunusualstyleofbrushstroke.

RemblesthebackgroundsofotherBeauxportraits.

Islackofclarityemphasizesthethemeofthepainting.

Itismeanttosuggestthatthewomanisinadarkroom.

nthediscussion,whatistheprofessor'sattitude

Inwardportraiture?

Theartist'stechnicalskillisthemostimportantaspectofa

portrait.

Anartistisldomabletocreateanexactlikenessofasubject.

Agoodportraitportraysthesubjectinareinformaltting.

Agoodportraitportraysmorethanaphysicalimage.

26

stheprofessormentiontheFrench

Impressionists?

Toidentifyotherartistswhooftenpaintedwomenand

children

TopointoutoneoftheinfluencesonCeciliaBeaux'swork

ToquestiontheimportanceofImpressionisminportraiture

TocontrasttheirviewofartwithCeciliaBeax'svision

TPO21Lecture4

pectofAliceNeel'sworkdoestheclass

mainlydiscuss?

Thewaysthatherartisticstyledevelopedovertime

Theinfluenceofphotographyonherportraits

Thestylesheudtoportrayhersubjects

CriticismofherapproachtoRealismandExpressionism

intdoestheprofessormakeabout

photographyandportraitureinthetwentiethcentury?

Paintersbegantoproducemorelifelikeportraitsinimitation

ofphotography.

Photographylargelyreplacedthetraditionofportraitpainting.

27

Photographersfollowedthestyleofportraitpaintersin

creatingtheirwork.

Bothphotographyandportraitpaintingwereconsidered

inferiorart.

ingtotheprofessor,whattwoaspectsof

Neel'sworkarecharacteristicofExpressionism?Clickon

2answers.

Thedepictionofunusualobject

Thewaythesubjects'facesareportrayed

Theshapeofthesubjects'bodies

Theuofcolorinthepaintings

ingtotheprofessor,whydidNeelpaint

portraits?

Shefeltsthatitwasthebestwaytoreprentatimeperiod.

Sheenjoyedthetechnicalchallengeofpaintingportraits.

Shefoundthatitwastoodifficulttoearnalivingpainting

abstractart.

ShefollowedtheleadofExpressionistpainterswhoalso

paintedportraits.

28

stheprofessordiscussthevarietyof

peopleinNeel'sportraits?

ToexplainwhyittookNeelalongtimetofindher

characteristicstyle

ToexplainwhyNeelexperimentedwithgenresotherthan

portraiture

ToidentifyelementsofRealismandExpressionisminNeel's

paintings

ToemphasizeadistinctivefeatureofNeel'sbodyofwork

stheprofessorsaythis:

Toinfluencethestudents'opinionsaboutAliceNeel'swork

TosuggestthatAliceNeelcreatedherbestpaintingslateinher

career

ToreinforcethefactthatNeel'sworkwasnotappreciated

ToshowthatAliceNeel'ssituationwassimilartohisown

TPO22Lecture4

estheprofessormainlydiscuss?

Thechangingopportunitiesformusiciansintheearlytwentieth

century

Thehistoryoffilmmusicfromtheearlytwentiethcenturyto

theprent

Thetypesofmusicthataccompaniedsilentfilmsintheearly

twentiethcentury

Theinfluenceofnewsoundtechnologyonthefilthindustry

29

stheprofessorpointoutthat20,000jobsfor

musiciansdisappearedattheendofthesilent-filmera?

Toexplainthatmanymovietheatersclodattheendofthe

silent-filmera

Toexplainthatlivemusichadlostpopularity

Toillustratethehugedemandformusiciansduringthe

silent-filmera

Toemphasizethenumberofjobscreatedbytheproductionof

soundmovies

theprofessor'sattitudeabouttheviewthatmusic

wasudinmovietheaterstocoverupthenoiofthefilm

projector?

Heissurpridthatanyonewouldhavethatview.

Hedoubtsthatfilmprojectorswereverynoisy.

Heisconvincedthatitwastrueformostofthesilent-filmera.

Hedoubtsthatitcanfullyexplainwhymusicwasplayed.

estheprofessorfindunusualaboutthemusic

accompanyingearlysilentfilms?

Itwasverydifficulttoperform.

Itdidnotrelatetotheactiononthescreen.

Itwasusuallyimprovidbypianoplayers

Itwaslectedbythefilmmakers.

estheprofessorimplyabouttheuoforgansto

accompanysilentfilms?

Theaudiencepreferredorganmusicoverothertypesofmusic

Organsweretooexpensiveformanytheaterowners.

Itdelayedtheintroductionofrecordedmusicintheaters.

Itledtoalossofemploymentformanymusicians.

ingtotheprofessor,whywasitdifficultfor

musicianstogetajobatoneofthefilmstudios?Clickon2

answers.

Musicianswhohadplayedinmovietheaterswerenotusually

hiredbythefilmstudios.

Thereweremoremusicianslookingforjobsthantherewere

jobsavailableatthefilmstudios.

30

Musicianshadtobeverytalentedtomeetthedemandsofthe

filmstudios.

Thefilmstudiospreferredmusicianswhohadsomeacting

experience

TPO23Lecture4

themainpurpoofthelecture?

Todiscusssomefilmstheclasswillbeviewing

Tohelppreparestudentsforaclassassignment

Tocomparetwotypesoffilmmakingtechniques

Totalkaboutthehistoryofscreendance

stheprofessorsaythatfacialexpressions

arerelativelyunimportantinliveperformances?

Topointoutthatdancingandactinghavemanydifferences

Toemphasizethatscreendancersshouldnotbeconcerned

abouttheirfacialexpressions

Togiveanexampleofaweaknessofmodernchoreography

Tosuggestareasonwhydancersmightwanttoparticipateina

screendance

stheprofessortrytomakestudentsfeel

moreconfidentabouttheirassignment?Clickon2

answers

Hetellsthemtheywillbeabletopracticeeditingfilms.

Hetellsthemthattechnicalassistanceisavailableiftheyneed

it

Hetellsthemtheywillnotbegradedonthetechnicalaspects

oftheirfilm.

Hetellsthemthateditingtechniquesareeasytolearn.

stheprofessortalkaboutadancer

enteringandexitingaframe?

31

Toexplainonewayofcreatinganofflowinascreendance

Topointoutthatsomescreendancesarefilmedonastage

Tohelpexplainwhyscreendanceisbecomingmorepopular

Toremindstudentstofollowsafetyguidelineswhenfilminga

screendance

ingtotheprofessor,whatdoesscreen

danceoffertoviewersthatlivedancedoesnot?

Achancetoedifferenttypesofdancesbeingperformedat

thesametime

Anopportunitytosharetheenthusiasmdancershavefortheir

art

Awaytoehowdancehaschangedovertime

Amoreconvenientwaytowatchdance

theprofessor’sopinionaboutthefuture

impactofscreendance?

Itwillinspiresomestagechoreographerstochangetheir

methods.

Itwilleventuallyreplacelivedance.

Itwillprobablybuildnewaudiencesforlivedance.

Itwillprobablydiscouragesomepeoplefromenteringthe

danceprofession

TPO24Lecture2

thelecturemainlyabout?Clickon2answers

Differencesbetweenapicalballetandmodemdance

Waysinwhichmoderndancechangedduringthetwentieth

century

FactorsthatlimitedIsadoraDuncan'sopportunitiestoperform

Apioneerofanewtypeofperformingart

stheprofessormentionmodernartandmodern

music?

Toillustratehowdifferentartformscaninteractwithone

another

Toidentitysomecharacteristicssharedbyallformsofartistic

expression

Toexplainthatmodemdancealsobrokewithtraditions

32

TocomparetheattitudesofEuropeanandAmericancriticsto

moderndance

retwocharacteristicsofIsadoraDuncan'sdance

performances?Clickon2answers

Shedancedtocontemporarymusicalcompositions

Sheworefree-flowingcostumes

Sheudtdesignsinspiredbynature.

Shedancedwithoutshoes.

stheprofessormentionthatDuncanwatchedAnna

Pavlovapractice?

TohelpexplainhowDuncan’sopinionofballetwasformed

Toshowhowmoderndancebegantospreadthroughoutthe

works

Toreinforcetheimportanceofdancersworkingtogether

TohelpexplainwhyDuncandecidedtobecomeaprofessional

dancer

estheprofessorimplyabouttherivalrybetween

classicalballetandmoderndance?

Audienceshavegenerallybeenunawareofit.

CriticstendtoexaggerateDuncan'sroleinit

ItisnotasstrongnowasitwasinDuncan'slime.

Itincreadasmoderndancebecamemorepopularthan

classicalballet

stheprofessorsaythis

ToexplainwhyDuncanwasinvitedtoperforminRussia

ToindicatethattheRussiangovernmentstronglysupported

ballet

ToexplainwhythereweremoredancecriticsinRussiathanin

mostothercountries

TohelpexplainwhyDuncan’sstylewasnotappreciatedby

somedancecritics