> When I am teaching, particularly coaching for performances, I stress the use > of body language and eye contact first before speech because dancing is a > team effort. We work a lot on mistakes, not only on how the person making > the mistake should deal with it, but how the rest of the set should respond.
We should really teach "smooth recovery" in all our classes. it's as
important for social dancing as for performance dancing. One exception
though: BSCD (Before Scottish), when I was doing just performance
dancing, I learned that one should, while recovering from a mistake, look
as though all the other dancers were the ones who made the mistake. I
don't think that has any place on a social dance floor.
> I have made some observations regarding the maturing of dancers, and wonder > if anyone else notices the same or similar: > > > It seems to me that enthusiastic dancers often pass through identifiable > stages of maturity as dancers: as beginners, they are attentive and > studious and willing to work hard--they take direction. Their smiles when > they "get it" are infectious.
And so rewarding for the teacher! > > Then comes early intermediate dancers. > . . . . they want to share their knowledge.
> . . . students who will speak over the teacher to coach a > newbie, and are the ones most likely to push people into place. > They do not notice their own imperfections.
True also of the inexperienced teacher in another teacher's class.
Hardest for any teacher is to be in one of your teacher-candidate's
classes. . . You've been interupting them for thirty hours of classes.
why stop now?
Priscilla Burrage Vermont US