I agree with this. I have observed an occasional beginners session where the
caller tries to teach every single move. That makes no sense, how can a person
who is unfamiliar with all of this possibly absorb so much information?
Definitely some work with music. And sometimes I have observed confusion
because while the caller is teaching the band is warming up and playing
fragments that are out of sync with what is being taught.
The thing I always tell a beginner when I dance with one is “It is OK to make
mistakes - even experienced dancers make mistakes”.
John
> On Sep 11, 2019, at 6:24 AM, Michael Barraclough via Callers
> <callers@lists.sharedweight.net> wrote:
>
> Hi All
>
> I couldn't disagree more with the comments below.
> For me, dance is movement laid upon music - no music, no dance. Having the
> band is best, but if the band can't do it (why not?) then recorded music can
> work fine. I start with a circle (no partner) and get everyone moving.
> Dancers get to feel the music and to listen to the caller. People aren't
> necessarily used to listening and to being told what to do. Take this as an
> opportunity for new dancers to learn that they need to do this at a contra
> dance. Try 8-bars, 4-bars, 2-bars etc, mix them up, after a few circle
> left/right throw in a right/right or left/left. As well as circling, you can
> do some in and out (again, mix up everyone/men/ladies/tall/short) etc. After
> that, I pair people up randomly by getting concentric gendered circles going
> in opposite directions and you get a partner when the music stops. Now you
> can do a few turns, do-si-dos and maybe swinging. After that promenade out of
> the circle into lines. Then I teach the concept of progression (at length,
> it's probably the most important thing for a successful contra evening).
> Then, and only then, a few figures.
>
> Michael Barraclough
> On 11/09/2019 02:53, Woody Lane via Callers wrote:
>> Hi Jim,
>>
>> I never use music during the pre-dance lesson until the very end of the
>> lesson. I don't think there is a need until the end.
>>
>> My entire lesson is filled with moves -- either as a couple or as a
>> foursome. We repeat the moves; we repeat the moves, again and again. For
>> moves like courtesy turn, pass through, right-and-left through, ladies
>> chain, 1/2-hey, and full hey -- once they learn the actual move, then I add
>> the count -- either 8 or 16. Again, with no music, just my voice.
>>
>> Then, during the last 4 minutes or so of the lesson, I ask the band to play
>> a single tune -- whatever the band likes, reel or jig. I want the tempo at
>> regular dance speed -- 112-118 or so. The dancers are still in their
>> foursomes. Then I call those moves to the music -- hash call so no one knows
>> what move is next. The dancers dance to the music, do the moves at speed in
>> the right tempo, finish the moves on time, and learn to listen to the
>> caller. I don't worry about lining up for a contra and learning the
>> progression -- I can teach that in 30-seconds during the first dance of the
>> evening. Basically, I want dancers to have fun and confidence in dancing.
>>
>> I think this lesson does a good job of getting new dancers confident and
>> dancing to the music.
>>
>> Best,
>> Woody
>> --
>> <><><><><><><><><><><><><><><><><><>
>> Woody Lane
>> Caller, Percussive Dancer
>> Roseburg, Oregon
>> http://www.woodylanecaller.com <http://www.woodylanecaller.com/>
>> cell: 541-556-0054
>>
>> On 9/10/2019 12:41 PM, jim saxe via Callers wrote:
>>> I'd like to hear from any of you who can share experience or advice about
>>> making use of music during the introductory lesson (a/k/a "new dancers'
>>> orientation", "beginners' workshop", etc.) that often precedes a regularly
>>> scheduled contradance.
>>>
>>> What source of music do you use? (Recorded music played on a device that
>>> you control? Live music played by a musician assisting with the lesson?
>>> Music that you yourself can play on some instrument while leading the
>>> session? Your own singing of song lyrics, nonsense syllables like "la la
>>> la", or dance calls? Music that may happen to be coming from the evening's
>>> band doing their sound check at the other end of the hall? ..) How--in as
>>> much detail as you care to supply--do you use that music in your teaching?
>>> What do you think/hope your use of music contributes to the effectiveness
>>> or fun of the lesson?
>>>
>>> I tossed out a few ideas on this topic, with much uncertainty about which
>>> ones were any good, in a message I sent on September 2 in the "Brain Dead -
>>> Need Suggestions" thread. I'm re-raising the topic here under a more
>>> descriptive Subject line in hope of getting responses from people who can
>>> offer comments based on actual experience.
>>>
>>> Thanks.
>>>
>>> --Jim
>>>
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>>
>>
>>
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