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Teaching
Method
By Jeffrey and Andrea Smith
The
following is a description of the teaching method we use in out
classes and workshops. It is admittedly an intellectual description
of something that is easier done than said. Furthermore, it lacks
the humor and playfulness that characterize our teaching environment.
Nonetheless, knowing the method can be valuable. We recognize
that there are three levels of dance.
1)
In the head
2) In the body
3) In
the heart
When
a student first learns a move, it's in the head. This stage is
characterized by a scrunched forehead, looking at the floor, and
few smiles. With repetition, the move gets into the body. Then,
magically, it gets into the heart. From there, the dancer finds
he is dancing WITH his/her partner and TO the music.
Going
from the head to the body
The trick for moving into the body is successfully repeating the
step at a speed that works for you. This means that if you are
repeating the move over and over again, but making mistakes often,
that's too fast. Slow down so that your mind can still guide your
body to do the move correctly. (We explain to students that it
is their responsibility to slow down their pace during class if
needed, even if the music is faster.) Then build your speed. Continue
to repeat, even if it gets boring. If it's boring, then it's in
your body and no longer demanding much attention from your head.
But don't worry. When it gets into your heart, the boredom is
replaced with joy.
Going
from the body to the heart
For many people, dancing from the heart is natural. Just put on
the music and let them go. But for others, it may need to be coaxed.
This could take the form of having students listen and dance more
TO THE MUSIC. Or WITH THEIR PARTNER. Or trying different music
(or different partners).
One
of the most effective methods is to encourage improvisation. This
often takes a series of steps, the first of which is to overcome
the fear. In our improvisation classes, we lead students step
by step beyond their fear, into their body, into the parts of
their body, connecting to the music, connecting to their partner,
and then, like magic, they are in their hearts. The effect of
this particular workshop is really quite amazing. Dancers consistently
have a significant breakthrough, both in their style and their
enjoyment of dance.
Breaking
down the moves
We
teach systematically. We always show the move in its entirety
as the first step of teaching. We suggest that people do not try
to pick it apart at this stage. Rather, this is the time for a
holistic vision of the move. We will then share the counts of
the move and, if appropriate, describe the parts of the move.
Then, we pick a certain part of the step to isolate. The students
practice just this part so it gets into the body. We then practice
and/or add more and more pieces, building up to the whole step
or combination of steps.
We
usually chant or sing the description along while eveyone does
the step, e.g. rock step, kick step, kick and kick step, etc.
This accomodates some people's learning style, and helps sturdents
remember the moves. Of course not evey move nor every dancer needs
this level of breakdown. So we watch and follow the pace of the
class.
It's
interesting that for some students, music makes it easier. For
others, music, at first, makes it harder. Special tricks to learning
and teaching dance:
1. Sing the song to your feet We recommend that new swing dancers
always sing the song in their head that tells them where their
feet should be. Some of these lyrics can be: step, step, rock
step; triple triple rock step; left, right left-right; slow slow
quick quick; or 1 & 2, 3 & 4, 5, 6. The choice of the chant will
depend on the step and the person. But it often helps to have
this going inside, even out loud, for the first few hours of learning
dance.
2.
Master classes and video taping For our advanced students, we
will video tape one couple and then critque the play back in front
of the whole class. The student will have the opportunity to immediately
dance again, instituting the correction and seeing the effect
on video.
3.
Re-ordering the sequence of learning When a move or combination
involves a particularly challenging section in the middle or the
end, we will sometimes begin teaching that section first. Through
repitition, the complex steps get into the body and become comfortable
and familiar. Then, we can work backwards, or up to that point.
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