Dance Diplomacy: The Cold War Era and its Application Today

Dance is a universal language. Like music, movement has the unique ability to transcend the constrictions of language; and reach beyond preconceived notions and into the hearts and minds of an audience, no matter their country of origin or place in society. Throughout the Cold War period, this intrinsic power of dance was harnessed and repurposed by both the governments of the United States and of the Soviet Union to form a powerful and potent form of cultural diplomacy. 

In this presentation, you will find a brief overview of the history of the development of ballet in both the US and the Soviet Union. I will discuss the effects of the Bolshevik Revolution on Russian ballet and how Russian ballet companies had to embrace Socialist Realism to survive throughout the Soviet period. I will also discuss the origins of western concert dance in the US, and the origins of American ballet. This history helps us better understand why American and Soviet ballet were specifically used as central forms of diplomacy. Just as excellence in ballet became a mark of Soviet strength, excellence in dance became a symbol for US artistic freedom; and these two tenants have come to help shape international affairs. As you explore the presentation, you will see numerous examples of this phenomenon in action as well as two performances—“The Flames of Paris” and “Stars and Stripes”— that should help viewers better understand how ballet was used for political purposes during the Cold War period. 

On the final slide of the presentation, I will discuss key takeaways from the historical study of dance diplomacy, and explain how this applies to modern diplomatic relations. Dance diplomacy offers a peaceful alternative to force and helps governments form close relationships with local citizens in regions, which can help a state further their foreign policy goals and shape their global image while maintaining international peace and security.

Find My Presentation Here: http://go.osu.edu/DanceDiplomacy

Federalist Paper: Congressional Apportionment

“The Constitution, therefore, must be understood, not as an enjoining an absolute relative equality, because that would be demanding an impossibility, but as requiring of Congress to make the appointment of Representatives among the several states according to their respective numbers, as near as may be. That which cannot be done perfectly must be done in a manner as near perfection as can be…”

– Daniel Webster Addressing the U.S. Senate, April 5, 1862

 

Amongst the five existing methods and the three rejected methods, no one means of apportionment exists that encompasses complete equality. Achieving complete equality would mean satisfying the many measures of equality that exist such as:

 

minimizing the differences between the largest average district size and the smallest within a state (…) minimizing the differences in each person’s individual share of his or her representative (…) minimizing the differences in average district sizes, or in individual shares of a Representative, when those differences are expressed as percentages (…) minimizing the absolute representational surplus among state (…) minimizing the absolute representational deficiency among state (Huckabee 2001).


As a country, we must ask ourselves how we can establish a method of apportionment that better balances fair representation while sustainably maintaining this phenomenon? How can we observe the precedent “one person one vote” as established by a series of three supreme court decisions in 1962 — (Baker v. Carr), (Wesberry v. Sanders), (Karcher v. Daggett) — while respecting the purpose of The Great Compromise?  To put it simply, no straightforward answer to either of these questions exists nor will one ever exist (2001). The restraints of our system—a fixed number of representatives, a minimum of one representative for each state no matter its population size, and the limits that state lines place on district size—makes is innately impossible to eradicate inequality. What legislators can control, however, is the susceptibility to bias that our chosen apportionment methods experience. Therefore, I propose Congress reverse its apportionment method back to the method used in 1840: The Webster Method,  for its unbiased tendencies in dealing with large and small states.

The Webster Method proposes that a set divisor is chosen such that the sum of the rounded quotas is equal to the total number of seats in The House of Representatives to be appointed. Any remainder is then rounded up or down based off the figures arithmetic mean. This method ensures that each state is allotted its fair share of representatives. The Jefferson Method follows the same procedure, but remainders are not considered and at the time of its use, in 1790, there was no set number of seats in The House of Representatives. This property puts States with a quotient at a disadvantage as constituents represented by the remainder are left out of the apportionment. Our current method, the Hill Method or The Method of Equal Proportions, follows a similar procedure as the Webster and Jefferson Method, except the figure is rounded at the geometric mean. Because of this, the rounding point between two number is far more variable then the Webster Method as rounding is based on the square root of the multiplication of two numbers (Public Mapping Project).
In October of 1991, The Supreme Court ruled in favor of The Department of Commerce in the case The Department of Commerce v. Montanna, reversing a district court decision regarding the constitutionality of Congress’s use of The Method of Equal Proportions in reapportioning seats after the 1990 census. This landmark case would explicitly set the precedent that Congress retains complete discretion in choosing the method of apportionment and The Executive Branch branch retains complete discretion in determining who should be included in the “population” that is counted in each census. Montana had argued, “that the equal proportions formula violated the Constitution because it “[did] not achieve the greatest possible equality in the number of individuals per representative” (2001). In my opinion, Montana was right, but the Supreme Court clearly disagrees. The Court argued that Congress’s “experience, experimentation, and debate about the substance of the constitutional requirement” made this legislative body uniquely qualified to choose there desired method, in the Court’s view, there was no real argument for the state of Montana’s case. The Court also stated that “both mathematical and political reasons point to the Method of Equal Proportions as the best plan for a just apportionment. It is very desirable that this permanent plan should embody the best method now known…Reapportionment will be taken out of politics” (Department of Commerce v. Montana). It seems that the Supreme Court was relying on the comfort of tradition and the hopes of avoiding future partisan conflict to rationalize the continued use of this method of apportionment—The Method of Equal Proportions — that favors small states by 3-5%. As the 2001 CRS Report for Congress states: the best method of apportionment is “a matter of judgment — not some indisputable mathematical test,” therefore we can deduce that the Supreme Court’s mathematical rationale in forming their opinion was not the best measure for claiming one measure superiority over another (2001).
Methods favoring small states should be considered further innately unequal when compared to methods favoring large states as many facets of the Great Compromises—two representatives per state allocated to the Senate and one minimum representative per state allocated to The House of Representatives—ensures that small states are not overshadowed. We must guarantee that this phenomenon does not allow the votes of citizen’s living within larger states to be overshadowed by a state with fewer inhabitant. This only reaffirms that Congress must strive to actively observe the rule of “one person, one vote.” This rule is not only acknowledged but put into practice with The Webster Method and its adherence to the concept of fair share.

The Webster Method of Major Fractions retains many of the same properties as the Jefferson Method, without favoring large states, and includes quota representation in which each State’s apportion follows the concept of fair share when rounding quotients.  The Webster Method is the least biased method of any existing method and ensures that positive bias, as shown through our current method, towards small states is not present.

 

Works Cited

“Congressional Apportionment.” Public Mapping Project, www.publicmapping.org/apportionment.

“Department of Commerce v. Montana, 503 U.S. 442 .” Oct. 1992.

Huckabee, David C. “The House of Representatives Apportionment Formula: An Analysis of Proposals for Change and Their Impact on States.” Congressional Research Service Report for Congress, 10 Aug. 2001, pp. 1–23.

Young, H Peyton. Dividing the House: Why Congress Should Reinstate an Old Reapportionment Formula. Brookings, 2001, pp. 1–7, Dividing the House: Why Congress Should Reinstate an Old Reapportionment Formula.

G.O.A.L.S.

  • Global Awareness: Throughout my undergraduate experience I plan to expose myself to many different individuals from diverse backgrounds. On the local campus level, I am cultivating my global awareness by becoming an active member in OSU’s Collegiate Council of World Affairs chapter. I also plan to study abroad and hope to take part in The History of WWII study program.
  • Original Inquiry: At its core, Ohio State is a research institution and one that extends its resources to every student whether they are a first-year undergraduate or a doctoral candidate. Therefore, I plan to take advantage of this opportunity and pursue undergraduate research.
  • Academic Enrichment: By the time of graduation I hope to have maintained a strong GPA while taking a rigorous course load. Ideally, I would like to achieve a 3.85 GPA and have graduated summa cum laude.
  • Leadership Development: Throughout my undergraduate experience I hope to lead my legacy with confidence and enthusiasm. I want to exemplify this through inclusion and integrity.
  • Service Engagement: Since arriving on campus, I have become involved with the student organization Net Impact and am currently participating in a sustainability-based service project to lead to a more sustainable campus. I am also a volunteer with the Legal Aid Society of Columbus and Ohio Citizens for the Arts. 

Career

[“Career” is where you can collect information about your experiences and skills that will apply to your future career.  Like your resume, this is information that will evolve over time and should be continually updated.  For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.]

Artifacts

My Mentor: Sydney Green

Sydney Green is a second-year Politics, Society, and Law Scholar. She hails from the peach state of Georgia and is also a Morrill Scholar. Sydney is currently pursuing a bachelor of arts in Political Science and Sociology with her eyes set on one day attending law school. As far as her career goals go, Sydney hopes to carry out a career in education, as she loves kids, before moving into education advocacy. She dreams of making education accessible to all no matter their personal, socio-economic, or societal circumstances. On campus, Sydney is involved in multiple mentorships outreach programs such as S.T.E.P., G.E.M., and College Mentors for Kids. She is also a member of Black Students Association where she is involved with student education equity and Undergraduate Black Law Student Association. Sydney spends most of her free time working as a resident advisor in Taylor Tower, as a Senate intern and carrying out research on education policy in the sociology department.

Sydney’s main message to freshman: focus on yourself. She stressed the importance of not getting caught up with others opinions or personal pursuits. She said, “just know who you are and where you are going, and even that can change, just stay focused.”

Through PSL Sydney said that she was able to find her passion and lifetime goal of making education more accessible. It was on the county courthouse field trip that Sydney learned a career as a juvenile defense lawyer was not for her. Although this realization was crushing, it allowed her to discover that she is passionate about preventing kids from ever even entering the courthouse. By promoting education accessibility she believes she can achieve this.

About Me

Hi! My name is Emily Needham and I am a first-year student in The Ohio State University’s College of Arts and Sciences. Growing up in Cleveland, Ohio I was exposed to a vibrant arts community and had the privilege of studying dance from a young age. When I was fourteen years old, I began my serious ballet training at The School of Cleveland Ballet and continued my studies at Orlando Ballet School and The School of Pennsylvania Ballet. While living in Philadelphia, my senior year of high school, I was an involved member of PA Ballet’s trainee program dancing up to 30 hours a week. I also worked as a history tutor with younger dancers at the ballet—this opportunity allowed me to serve my local arts community while sharing my passion for history with others.

Although I am no longer pursuing a professional ballet career my passion still remains. Therefore after graduation, I plan to continue onto Law School and get involved with arts advocacy or run for elected office. With my degree, I hope to bring the arts to underexposed communities and those areas that need it the most.

Since arriving on campus I have worked to further develop my interests by becoming a communications intern with Mary Lightbody’s campaign in Ohio’s 19th district house race.

Year in Review

[ “Year in Review”  is where you should reflect on the past year and show how you have evolved as a person and as a student.  You may want to focus on your growth in a particular area (as a leader, scholar, researcher, etc.) or you may want to talk about your overall experience over the past year.  For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.]