(shaoshu minzu)
"ethnic minority"
The category of ethnic minority in China is a direct result of twentieth century nation building. Before 1949, ethnic categories in China were more fluid and groups defined themselves in relation to others depending on location and context. In 1954, the CCP led Ethnic Classification project set out to create a taxonomy of the people of new China and established (often through arbitrary measures) the categories of 54 and then 56 ethnicities.
Thus, the concept of ethnicity circulates differently in China than it does in the United States and it cannot be stressed enough that ethnicity as it is conceived of in the United States is not commensurable to ethnicity in China (See: Xiaoyuan Luo, Frontier Passages). Consequently, American notions of ethnic dance often conflict directly with Chinese notions of ethnic dance.
To give a better idea of exactly how different ideas of ethnicity in relation to dance can be, the term "民族" (minzu) is translated in various ways. It can be translated as "ethnicity," "race," "nationality" and "nation." So what we translate as "ethnic dance" can alternately be translated as "nation dance," which, has a much different English connotation.
(wudao kecheng)
"dance curriculum"
The idea of a dance curriculum for ethnic dance often comes as a surprise to dancers in the United States. Yet, the idea that ballet has a curriculum is a completely straightforward idea for many (Note: Ballet is also an "ethnic" dance, see Joann Kealinohomoku's pathbreaking work) This is likely due to entrenched and reductive ideas of "folk" versus "concert" dance forms and "creative" versus "traditional" dance forms. Within these paradigms, folk and traditional are assigned the "ethnic" and static positions and concert and creative are released of the duties discursively connected to tradition and ethnicity. The Chinese dance model unseats these categorizations as it places ethnic dance within a highly professionalized setting and emphasizes the creative spirit within ethnic dance choreographies.
At the symposium, teachers shared their strategies for teaching basic movement vocabulary of each ethnic group represented. The text above describes types of shoulder movements that Mongolian dance requires and methods to strengthen the student's technique.
After the teachers discussed strategies, their students would give a demonstration.
Tibetan Guoxie dance is derived from village dances. Important elements in this dance include the rhythm of the stomping and the weaving of lines.
Key aesthetic elements in Korean dance include: breath, lengthening, emotion, and dynamic emphasis.
The breath, lengthening, and dynamic emphasis are all evident in this demonstration.
Female students demonstrate Uyghur basic movement vocabulary.
The Professional Chinese Dance Curriculum has three components :
1.Han folk dance
2. Ethnic Minority dance
3. Classical Chinese dance
All three are derived from rural life, folk traditions, court dances, religious practices, and various ethnic "characteristics" but ALL three are highly professionalized.
Chinese dance as a professional field, which includes Ethnic minority dance, was created for the purpose of establishing a unified Chinese dance form that encompassed the newly delineated minority groups.
"Chinese dance...is concert choreography that reflects the local and ethnic heritage of China in an ethnically and regionally diverse manner that was/is linked closely to folk culture." Wilcox 2018