Classifying Indian Classical Dances By Motion Posture Patterns

Dance is a classic form of human motion which is usually performed as a reaction of expression to music. The Indian classical dances, for instance, require multiple complicated movements that relates to body motion postures and hand gestures with high similarities. Past studies showed interests using various methods to classify dances. The most common method used is the Hidden Markov Models (HMM), apart from using the correlation matrix method and hierarchical cluster analysis. Nevertheless, less effort has been placed in analysing the Indian dance by using the data mining approach. Therefore, the objectives in this work are to (i) distinguish different types of Indian classical dances, (ii) classify the type of dance based on motion posture patterns and (iii) determine the effects of attributes on the classification accuracy. This study involves five types of Indian classical dances (Kathak, Bharatanatyam, Kuchipudi, Manipuri and Odissi) motion postures. The data mining approaches were used to classify the motion posture patterns by type of dances. A total of 15 dance videos were collected from the public available domain for body joints tracking processes using the Kinovea software. Data mining analysis was performed in three stages: data pre�processing, data classification and knowledge discovery using the WEKA software. RandomForest algorithm returned the highest classification accuracy (99.2616%). On attribute configuration, y-coordinates of left wrist (LW(y)) was identified as the most significant attribute to differentiate the Indian classical dance classes

Views on Early Music as Representation

Early music performance in its broadest capacity presents a compelling case of being something in the present that is representing, presenting, enacting, re-enacting, living and re-living, concretising and fantasizing a historical past. It is both what it is and something entirely other. Inspiring countless efforts to come to terms with its nature, one way of approaching the act of conveying or “doing” history is through pedagogy. Pedagogy, here, is multifaceted, as it is placed and displaced in learning, acting, mediating, communicating, perceiving, conveying and persuading historically remote, cultural practices. As such, this anthology includes both explicitly pedagogical chapters and more implicit approaches situated within pedagogical settings. The driving force behind the project is: When maintaining and sustaining a certain European cultural heritage, how do we do so as artists and pedagogues and to what effect? To cast a fresh gaze on traditional Early music performance studies, the authors of this volume argue for the pedagogical potential of such a project. Not only as something functioning as an artefact used within an educational setting, but as something primarily pedagogical also in its formation and re-formation. The way Early music is construed and portrayed just to fulfil the official boundary of its terminology is also a pedagogical act performed in multiple ways. It is not a question of regarding Early music scholarship and artistry as binary presentism versus historicism, but rather as historicism in presentism and presentism in historicism – which is precisely what this volume is all about and to which it seeks to contribute. The anthology’s chapters highlight spectatorship, experience, theory, rhetoric, philosophy, representation, performance, performativity, literature, visual arts, pedagogy, education, pragmatism and also newmaterialism. They examine music that is readily categorised as Early music, as well as music that borders on, or is becoming, something else entirely, but with evident roots in the Early music repertoire

Views on Early Music as Representation

Early music performance in its broadest capacity presents a compelling case of being something in the present that is representing, presenting, enacting, re-enacting, living and re-living, concretising and fantasizing a historical past. It is both what it is and something entirely other. Inspiring countless efforts to come to terms with its nature, one way of approaching the act of conveying or “doing” history is through pedagogy. Pedagogy, here, is multifaceted, as it is placed and displaced in learning, acting, mediating, communicating, perceiving, conveying and persuading historically remote, cultural practices. As such, this anthology includes both explicitly pedagogical chapters and more implicit approaches situated within pedagogical settings. The driving force behind the project is: When maintaining and sustaining a certain European cultural heritage, how do we do so as artists and pedagogues and to what effect? To cast a fresh gaze on traditional Early music performance studies, the authors of this volume argue for the pedagogical potential of such a project. Not only as something functioning as an artefact used within an educational setting, but as something primarily pedagogical also in its formation and re-formation. The way Early music is construed and portrayed just to fulfil the official boundary of its terminology is also a pedagogical act performed in multiple ways. It is not a question of regarding Early music scholarship and artistry as binary presentism versus historicism, but rather as historicism in presentism and presentism in historicism – which is precisely what this volume is all about and to which it seeks to contribute. The anthology’s chapters highlight spectatorship, experience, theory, rhetoric, philosophy, representation, performance, performativity, literature, visual arts, pedagogy, education, pragmatism and also newmaterialism. They examine music that is readily categorised as Early music, as well as music that borders on, or is becoming, something else entirely, but with evident roots in the Early music repertoire