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provide -- prevent serious crime and terrorism. The move has been | :00:02. | :00:10. | |
criticised by many. Now it is time for HARDtalk. | :00:10. | :00:16. | |
The rock star of ballet, the bad boy of Byley, ballet's highest | :00:16. | :00:21. | |
profile nerd. Wayne McGregor is known for pushing the boundaries of | :00:21. | :00:26. | |
an art form, only associated with easy on the I entertainment. He has | :00:26. | :00:31. | |
been the resident choreographer at the Royal Ballet for some time. He | :00:31. | :00:35. | |
continues to push his audiences and his dancers to the very limit, | :00:35. | :00:41. | |
constantly concocting new ways of marrying ballet with science, art | :00:41. | :00:46. | |
and architecture. Is that why he remains a maverick inside the | :00:46. | :00:56. | |
:00:56. | :01:17. | ||
Wayne McGregor, welcome to HARDtalk. Thank you. You have made headlines | :01:17. | :01:21. | |
for 20 years in the dance world. A mover, a shaker, a real headline | :01:21. | :01:30. | |
maker. One of the things you can do in life is what you believe in. I | :01:30. | :01:35. | |
am interested in developing my work. It is not me who describes myself | :01:35. | :01:42. | |
in that way. You are someone -- someone who writes a lot about you | :01:42. | :01:47. | |
is Luke Jennings. He says of your agenda that you have always try to | :01:47. | :01:51. | |
push dance into new and uncharted areas, beyond the limits of | :01:51. | :01:57. | |
classical geometry and prove that by, in so doing, no-one will fall | :01:57. | :02:02. | |
of the edge of the Earth. What is important is that dance should | :02:02. | :02:06. | |
incorporate the real world. I am fascinated by the technology of the | :02:06. | :02:12. | |
body. I am interested in pushing the body. I am pushing the dancers | :02:12. | :02:16. | |
to challenge themselves, not only with their technical instruments | :02:16. | :02:21. | |
but with their creative capacities. I am interested in pushing | :02:21. | :02:25. | |
audiences to look can see different things. I am interested in looking | :02:25. | :02:30. | |
at the way they engage with the product in new ways at may be | :02:30. | :02:34. | |
taking on a different intellectual journey. Dance is a contemporary | :02:35. | :02:40. | |
art form. -- maybe take them on. It should keep challenging people to | :02:40. | :02:44. | |
understand their world differently. That is one of the challenges of | :02:44. | :02:48. | |
art. Many important points to do with your work, the relationship | :02:48. | :02:53. | |
with dance, the body and the audience. I will come back to those | :02:53. | :03:01. | |
points. We're sitting in advance studio. We are in the ballet house | :03:01. | :03:07. | |
in London's Covent Garden. What about pushing technology and | :03:07. | :03:13. | |
investigation, is that your brand? I do not think there is a | :03:13. | :03:17. | |
restricted brand. This is a creative organisation. It is made | :03:17. | :03:22. | |
up of individuals with fantastic ideas. The big theatres and opera | :03:22. | :03:26. | |
houses have the capacity and do them for this kind of Endeavour. It | :03:26. | :03:33. | |
is not that you are all the sudden decrying the heritage that exists. | :03:33. | :03:38. | |
These are points of departure. What is lovely about this theatre is you | :03:38. | :03:43. | |
can have both of those in a week. Classical and cutting edge. The | :03:43. | :03:50. | |
audience is acclimatising to that. You are able to, but how welcome | :03:50. | :03:55. | |
visit by the establishment, the Swan Lake diehards, when you were | :03:55. | :04:00. | |
brought in as the choreographer, Monica Mason felt obliged to say | :04:00. | :04:05. | |
that you were a challenge to the company. Have you been a challenge? | :04:05. | :04:10. | |
I hope so. I am here to create a different type of conversation. | :04:10. | :04:17. | |
That is valuable. As a hunger and an appetite, they have to engage | :04:17. | :04:22. | |
with the real work, living artists, do things that were not possible in | :04:22. | :04:26. | |
the past. That is the wonderful thing about working with bodies, | :04:26. | :04:31. | |
like people. You are working with incredibly well trained individuals | :04:31. | :04:35. | |
who have dedicated their lives to an art form which, for them, is the | :04:35. | :04:40. | |
most important thing in their lives. You have to have people in front of | :04:40. | :04:44. | |
you who challenge you to think differently and explore new ways | :04:44. | :04:47. | |
and put people in a different way. Talking about doing the impossible, | :04:47. | :04:52. | |
you have done that by becoming the resident choreographer here cut the | :04:52. | :04:57. | |
Royal Ballet the very first person to come from a non ballet | :04:57. | :05:02. | |
background, contemporary dance, the first non- in-house product. The | :05:02. | :05:07. | |
Jew face opposition? Not in the building. I was working with open | :05:07. | :05:12. | |
arms. When there is a type of attitude or agenda in an | :05:12. | :05:16. | |
organisation, you have assumptions. We all look for evidence to | :05:16. | :05:20. | |
reaffirm our opinion before we look at something openly. There is | :05:20. | :05:24. | |
always a little bit of people who don't like the work. That will | :05:24. | :05:29. | |
happen. I don't like certain types of film-makers. There is a taste | :05:29. | :05:34. | |
issue. One of the things about my residency is it is not just about | :05:34. | :05:39. | |
my work, it is about the creativity and the organisation and doing | :05:39. | :05:43. | |
things in ways that have not been done before. One of my big drives | :05:43. | :05:49. | |
has been to offer opportunities to younger choreographers to have the | :05:49. | :05:54. | |
confidence to start making things. That will be part of my legacy here. | :05:54. | :05:58. | |
It is not just about my work, and is about encouraging others. I | :05:58. | :06:03. | |
believe anyone can do it, you can make a dance, anyone can do it. You | :06:03. | :06:06. | |
need to have the skills, understanding and knowledge to | :06:06. | :06:13. | |
start. You are brought a new spirit of the house. A celebrated cultural | :06:13. | :06:20. | |
commentator wrote that the world was a part from the warm, central | :06:20. | :06:25. | |
heating classrooms and the sandwiches off Covent Garden. He | :06:25. | :06:31. | |
says you engage with Concert, a binding cruelty and the technical | :06:31. | :06:37. | |
revolution. The question is, how did you get here? Yukon from | :06:37. | :06:41. | |
northern England, Stockport. Your parents wanted to pursue to be | :06:41. | :06:46. | |
academic. Where did this drive from dance come from? I did not set out | :06:47. | :06:52. | |
to be the resident choreographer at the Royal Ballet. I knew I had grid | :06:52. | :06:55. | |
pagans who gave me the confidence to try anything. I was one of those | :06:56. | :07:00. | |
young people who tried a lot of different sports and clubs. -- grid | :07:00. | :07:07. | |
parents. I grew up in the 1970s, John Travolta, Rees, these were the | :07:07. | :07:14. | |
type of things I wanted to do. I got the bug. As soon as you have an | :07:14. | :07:17. | |
understanding of your body and you have your body working in a | :07:17. | :07:22. | |
language that you're not familiar with, it is motivating and exciting. | :07:22. | :07:26. | |
That kept me going. Then I went into amateur dramatics at | :07:26. | :07:30. | |
university. My parents were keen for me to have a strong academic | :07:30. | :07:34. | |
body of work. They would support the extra-curricular stuff as a | :07:34. | :07:41. | |
hobby. In terms of an education, it was quite broad and well-rounded. | :07:41. | :07:45. | |
You have stayed in the world of academia, even within dance. We | :07:45. | :07:50. | |
will go back to that. You trajectory, I love that along the | :07:50. | :07:56. | |
way you organise tea dances for a local council in the UK, in | :07:56. | :08:03. | |
Redbridge Council, you started your dance company, Random Dance, at the | :08:03. | :08:08. | |
age of 22 and it is still going strong. It is youthful arrogance. I | :08:08. | :08:14. | |
did a degree in semiotics. I came back to the UK. It is hard to | :08:14. | :08:18. | |
become a choreographer and make a living out of it. I came back to | :08:18. | :08:24. | |
London and got this first job in Redbridge and my first job was to | :08:24. | :08:28. | |
animate dance activity in a range of contexts. That was with schools, | :08:28. | :08:33. | |
community groups, bilingual learners. One of my favourite | :08:33. | :08:37. | |
sessions was the weekly tea dance and a Thursday afternoon. For me, | :08:37. | :08:43. | |
what is interesting, the first encounter I had was with an amazing | :08:43. | :08:49. | |
post-modern choreographer called William Forsyth. It was through an | :08:49. | :08:54. | |
elderly lady who told me I had to go and see this incredible American | :08:54. | :08:59. | |
experimental choreographer, rolled and precise. That, for me, was | :08:59. | :09:04. | |
incredible. -- William Forsyth. You never know what will come from | :09:04. | :09:09. | |
engaging with people. Being a choreographer, you have to interact | :09:09. | :09:13. | |
with other people. One of the most powerful things about dance is its | :09:13. | :09:17. | |
opportunity to be able to make cohesive groups of people | :09:17. | :09:21. | |
collaborate, discuss and share ideas. It does not matter what the | :09:21. | :09:27. | |
context of that is, it can be acted as, hip hop, ballet, contemporary, | :09:27. | :09:32. | |
the process is similar. That is why I find it easy to slip around all | :09:32. | :09:38. | |
of those contexts. You are still slipping around. You might think | :09:38. | :09:43. | |
that you may close yourself of here and play with these amazing and the | :09:43. | :09:48. | |
pressure of dancers but you continue with Random Dan's Aja work | :09:48. | :09:58. | |
outside the world of dance with art installations all the world. There | :09:58. | :10:02. | |
are pop videos, Harry Potter and the Goblet of Fire, you are going | :10:02. | :10:07. | |
into the madness of the Olympic Games, London 2012, the festival, | :10:07. | :10:13. | |
The Big Dance, that is part of the Olympic festival in the UK. You | :10:13. | :10:18. | |
will takeover to father's career and get people like me, | :10:18. | :10:22. | |
enthusiastic but talentless dancers involved. -- takeover Trafalgar | :10:22. | :10:29. | |
Square. What do you get from that? Everyone has a talent for dance but | :10:29. | :10:32. | |
it is undiscovered. I would love to give everyone the opportunity to | :10:32. | :10:41. | |
see if dance is for them. It is not that, first of all, I would love to | :10:41. | :10:44. | |
have the first dance for young people. Dancing is important for us. | :10:44. | :10:49. | |
We have to engage with lots of people as choreographers. In the | :10:49. | :10:55. | |
large-scale events, there are experts, choreographers, directors, | :10:55. | :11:00. | |
they teach the dance to a whole lot of people and they do it. That is | :11:00. | :11:05. | |
one way of working. You saw that at the Beijing Olympics. Mass | :11:05. | :11:11. | |
participation, incredible accuracy, detail. One of the things I want to | :11:11. | :11:15. | |
do is encourage people's creative capacity. I want people to make | :11:15. | :11:21. | |
their own dances. For The Big Dance, I want to have thousands of dancers, | :11:21. | :11:25. | |
each making their own choreography with a structure so that each | :11:25. | :11:30. | |
person in that project has made their own dance and are each a | :11:30. | :11:33. | |
choreographer. That shift of power and ownership of material is | :11:33. | :11:37. | |
different to learning from someone else. Let's talk about your | :11:38. | :11:42. | |
choreography. It is a world away from what one might expect of the | :11:42. | :11:46. | |
Royal Ballet, the romantic costumes and storylines and movement of Swan | :11:46. | :11:51. | |
Lake. With the Nutcracker, your work is known for a jagged, rapid | :11:51. | :11:59. | |
movement. Often an absence of narrative. Some have said, I think | :11:59. | :12:03. | |
you said, that has been inspired by your own body when you work. I have | :12:03. | :12:09. | |
got a very long body. I am interested in fracturing lines and | :12:09. | :12:14. | |
dysfunctional behaviour. I think one of the things about | :12:14. | :12:18. | |
choreography is working with expert bodies, you're able to deviate the | :12:18. | :12:21. | |
body in strange ways. That's strange is has an inherent beauty. | :12:21. | :12:27. | |
The body is capable of so much. -- that strangeness. I have to explore | :12:27. | :12:32. | |
that territory. I grew up in the age of computers and the Internet. | :12:32. | :12:37. | |
That way of thinking, and debt -- a dendritic way of thinking, you | :12:37. | :12:41. | |
start of some were quickly Adjei Musa Morrell's. It is lot a linear | :12:41. | :12:47. | |
way of thinking. It is amazing how you work in the world. -- you start | :12:47. | :12:55. | |
of somewhere quickly, -- back neuroscience is connected with the | :12:55. | :12:59. | |
body. You find interesting collaborators that you would not | :12:59. | :13:05. | |
have had access to. I think in a way there is a fantastic function | :13:05. | :13:08. | |
of new technology and the Internet in bringing people together, | :13:08. | :13:12. | |
interesting people together and they would never have been able to | :13:12. | :13:18. | |
have that collision of forces. That is inspiring. We talked about your | :13:18. | :13:24. | |
academic background and how that is ongoing. You have worked in | :13:24. | :13:28. | |
collaboration with scientists at Cambridge University, as San Diego, | :13:28. | :13:32. | |
he seemed fascinated by this connection between the mind and | :13:32. | :13:39. | |
body and dance. -- you seem. You have been described by critics as a | :13:39. | :13:49. | |
:13:49. | :13:49. | ||
new Renaissance man. Not at liberty So much of what happens cognitively | :13:49. | :13:56. | |
is invisible. Some only talk about dancing terms of non-verbal | :13:56. | :14:00. | |
communication. I am here sitting talking to about dancing. When I'm | :14:00. | :14:05. | |
in the studio I am talking about dancers, two of is that ideas from | :14:05. | :14:09. | |
them. I am using intonation, sonification to shape movement. I | :14:09. | :14:14. | |
wondered, what is going on creatively in the mind when you are | :14:14. | :14:18. | |
organising the mind? Through dancing itself, or creating things. | :14:18. | :14:25. | |
There is a cognitive, create -- creative technique. You can learn | :14:25. | :14:30. | |
ways you can be creative and think with the body. We do that naturally. | :14:30. | :14:34. | |
The job of the brain is to make models for things, to look for | :14:34. | :14:40. | |
patterns. To do routines. If I am to get out of the habit of making | :14:40. | :14:45. | |
the things I always do, if the dancers are going to get away from | :14:45. | :14:49. | |
when they are improvising from things they're always tend to do, | :14:49. | :14:53. | |
you have to ask, what are some of the mental models that make that | :14:53. | :14:58. | |
happen? As soon as I can do that I can subvert and challenge it and | :14:58. | :15:02. | |
take it somewhere else. How would that translate for example into a | :15:02. | :15:12. | |
:15:12. | :15:13. | ||
work of yours, kronur, asked what - - which has known as fast-track you | :15:13. | :15:23. | |
:15:23. | :15:23. | ||
here. Minimalist in sight and sound. How does that translate into his | :15:23. | :15:28. | |
theory of yours? It translate to do with the capacity, what is the | :15:28. | :15:32. | |
capacity of eight dancer? The capacity is not an inherent way of | :15:33. | :15:38. | |
moving. It is actually a cognitive map. To do complex core nations | :15:38. | :15:43. | |
with my body going in different directions by have to train my mind | :15:43. | :15:47. | |
to see it and to do it. With something like that work, that kind | :15:47. | :15:51. | |
of rewiring of a dancer's attitude to moving is something that happens | :15:51. | :15:57. | |
in the making of that. How did the dancers react to that? You say | :15:57. | :16:02. | |
rewire. One of your favourite ballet dancers said that working | :16:02. | :16:08. | |
with you makes you feel like your brain has been rewired. But some | :16:08. | :16:13. | |
have been disturbed by it. Darcey Bussell says, you need Wayne | :16:14. | :16:18. | |
MacGregor, he is very nice. Many see his steps and you say, he is | :16:18. | :16:23. | |
not so nice. You push them. have to. To keep engaged in the art | :16:23. | :16:27. | |
form you are working in you have to be really hungry and pushed. This | :16:27. | :16:32. | |
is not a place for complacency. It is a place for experimentation. It | :16:32. | :16:37. | |
is like in anything. Some dancers are receptive and open to the | :16:37. | :16:41. | |
challenge, curious, wanting to engage in the relationship with you | :16:41. | :16:46. | |
and will do anything to facilitate that. I am not a dictator at | :16:46. | :16:50. | |
progress. I am very collaborative in the way I elicit these moods. | :16:50. | :16:54. | |
Dancers offer things as well. They offer opportunities and options. | :16:54. | :16:58. | |
And then you get the dancers who are not into it. They're quite | :16:58. | :17:01. | |
closed it down and have a particular view of the world. | :17:01. | :17:04. | |
that depend on their training? Is there a difference between those | :17:04. | :17:09. | |
who are trained in classical compared with contemporary? Perhaps | :17:09. | :17:14. | |
even nationalities? I think it is partly the training institutions | :17:14. | :17:16. | |
internationally and how different they trained their young people. It | :17:17. | :17:24. | |
is not so much a genre specific. It is not about styles. The | :17:24. | :17:28. | |
contemporary dance world has always had its students' learning about | :17:28. | :17:33. | |
creativity and improvising in a way that often ballet schools have not. | :17:33. | :17:39. | |
But that is changing now. But here, I think it does not matter. Another | :17:39. | :17:44. | |
thing is the individual. Some individuals are curious and open | :17:44. | :17:49. | |
wind -- open-minded and some do not. I always work with the ones who do. | :17:49. | :17:55. | |
How far do you push them? The dance world is known for exotic -- for | :17:55. | :18:00. | |
exhausting them, for pushing them to the edge. You read define what | :18:00. | :18:05. | |
is possible for a body. In that do you feel a pastoral responsibility? | :18:05. | :18:12. | |
On HARDtalk we spoke to another ballet star -- another ballet staff. | :18:12. | :18:17. | |
He spoke of the pain and the sacrifice as well as the jury. | :18:17. | :18:23. | |
course. I am working with him at the moment. Of course there is pain | :18:23. | :18:27. | |
and sacrifice. But dancers are not empty vessels with no intelligence | :18:27. | :18:30. | |
to be able to have that conversation with you. We have a | :18:30. | :18:33. | |
stereotyped view of a dancer that they are waiting for the master to | :18:33. | :18:36. | |
come in and have all of this information and they will do | :18:36. | :18:40. | |
anything they can to make it work and will not say anything. That | :18:40. | :18:44. | |
they suffer in silence. That is just not true. The dancers I have | :18:44. | :18:48. | |
worked with for a long period of time now, they want to come back. | :18:48. | :18:54. | |
They asked, what more have you got for me? There seems to be a | :18:54. | :18:57. | |
voracious appetite for them to be pushed in different directions. I | :18:57. | :19:02. | |
don't experience any resistance. I just don't. Some people find that | :19:02. | :19:06. | |
uncomfortable to listen to. But wherever I go in the world I don't | :19:06. | :19:09. | |
experience that. By Shakespeare is the opposite. Passionate | :19:09. | :19:17. | |
individuals who are desperate for you to be with them. The dancers | :19:17. | :19:24. | |
you meet having this thirst and to learn. But what about your | :19:24. | :19:29. | |
audiences? Are they as thirsty? I am thinking here... There is a | :19:29. | :19:35. | |
Telegraph Review, for example, of one of your works. It was linked to | :19:35. | :19:40. | |
your scientific research. They write, there is great theory behind | :19:40. | :19:43. | |
Wayne McGregor's new piece, but it does not necessarily make great | :19:43. | :19:49. | |
dance. It is interesting. That is one person's point of view. I tend | :19:49. | :19:58. | |
not to listen to critics in that race. I'm not them, they are not me. | :19:58. | :20:04. | |
What is important is that... It is interesting for me when I see the | :20:04. | :20:10. | |
lineage of the work. A reviewer might write about a piece and their | :20:10. | :20:13. | |
first confrontation with it in a particular way. Two years later | :20:13. | :20:18. | |
when it comes to London again it is different. They say that I have | :20:18. | :20:22. | |
changed the choreography, the structure, I adapted it. Actually, | :20:22. | :20:27. | |
the piece is the same and what has changed is the reviewer. They have | :20:27. | :20:30. | |
had the sense an understanding of the peace and have gone to a | :20:30. | :20:34. | |
journey and faced it in a different way. Sometimes when you face | :20:34. | :20:37. | |
something for the first time, you have all of the questions about it. | :20:37. | :20:41. | |
And those questions come out in a particular piece of writing. For | :20:41. | :20:46. | |
some people it is a step too far. They don't have a feeling for it. | :20:46. | :20:50. | |
But I know because at the number of audiences that keep coming to see | :20:50. | :20:54. | |
the work all over the world that there is something that attracts | :20:54. | :20:57. | |
them. There is something that they find maybe. There are things that | :20:57. | :21:07. | |
they find emotional in the work. That gives me confidence to make | :21:07. | :21:11. | |
more. Talking to you about your theory and the passion you have for | :21:11. | :21:15. | |
it, would you say that the process is more important than the product? | :21:15. | :21:20. | |
What is interesting about that question is, it is more whether or | :21:20. | :21:22. | |
not the process has to be communicated with the audience and | :21:23. | :21:29. | |
how much they understand it -- have to understand it before they watch | :21:29. | :21:35. | |
the peace? Some audiences do not like to hear about the process. I | :21:35. | :21:38. | |
am totally OK with that. What is difficult is when you read about | :21:38. | :21:45. | |
the process and then overlaid that onto the object of the dance and | :21:45. | :21:49. | |
look at through a filter. As an audience member you have to make a | :21:49. | :21:53. | |
conscious decision about whether or not you want to watch the object | :21:53. | :21:57. | |
fresh, with no information around it, or whether you want to watch it | :21:57. | :22:07. | |
through a filter. If you simply want entertained? The Nutcracker, | :22:07. | :22:13. | |
something must provoking. The White Cromer. You can come to many of my | :22:13. | :22:17. | |
pieces and just enjoy the visceral thrill of dancers moving for | :22:17. | :22:26. | |
anomaly in space. Or an interesting collision between design and space | :22:26. | :22:31. | |
-- design and choreography. My job as a choreographer is to work | :22:31. | :22:38. | |
choreographic lights in relation to music. All of those hierarchies are | :22:38. | :22:42. | |
unbalanced, if you like. But if you want to come and experience an | :22:42. | :22:45. | |
event, to have something that gives you a direct moment, then | :22:46. | :22:51. | |
absolutely calm without reading of the theory. Hopefully it should | :22:51. | :23:00. | |
still grab you and make you want to see it again. Let me put to you a | :23:00. | :23:04. | |
quote from a celebrated choreographer who says, | :23:04. | :23:09. | |
choreographer is easier than using. Just go and do and don't seem so | :23:09. | :23:14. | |
much about it. -- easier than you think. That is interesting. Often I | :23:14. | :23:19. | |
go into the studio and it just do. That is a practice in itself. He | :23:19. | :23:23. | |
grew up in an area where communication technologies were not | :23:24. | :23:28. | |
how they are now. He has a different way of thinking about how | :23:28. | :23:35. | |
dance is made. The revelation - Mackie replied Jacques -- he | :23:35. | :23:39. | |
revolutionise the way dance was made at this time. Another of his | :23:39. | :23:45. | |
famous quotes is that in ballet the warm and dancer is the most | :23:45. | :23:49. | |
important, the most celebrated. Now if you said that to any male | :23:49. | :23:55. | |
performer they would have a worry with that. -- the woman. It is my | :23:56. | :23:59. | |
job to test some of those stereotypes from the pass. To find | :23:59. | :24:06. | |
new ways. I don't think he would make the pieces he made then now. | :24:06. | :24:12. | |
You feel you still have a long way to go? I have got so far to go. So | :24:12. | :24:16. | |
many exciting possibilities. It is just opening up. The more we start | :24:16. | :24:21. |