Re: [Callers] Brain Dead - Need Suggestions

[jim saxe via Callers]

On Aug 29, 2019, at 9:22 PM, K Panton via Callers 
 wrote (re teaching about the relation of dance 
figures to the music):

> As it happens, I'm calling a regular contra evening in a few weeks and I'm 
> going to experiment, right off the top of the beginner session, by playing a 
> tune (i.e. start music, then say "welcome")
> 
> ...
> have the dancers listen for phrasing and then (repeating) in a big circle 
> holding hands:
> 
> L/R 8
> 
> F/B 8
> 
> L4/R12 
> 
> F2/B2/R4
> 
> L OR R 6/2 the other way. 
> 
> i.e. introduce them to a few ways of slicing up a musical phrase in ways they 
> will encounter with contra figures.
> ...

I think that phrase divisions like the last three--"L4/R12", "F2/B2/R4", and "L 
OR R 6/2 the other way") are unusual for contra dancing and also  lot to expect 
new dancers to deal with, especially if you want them to memorize a sequence of 
several different such things (as distinguished from one repeated over and 
over).  Yeah, the timing of "F2/B2/R4" is similar to the common sequence of a 
balance followed by a Petronella twirl, but I think dancers generally deal with 
that by first learning to think of the balance as a single chunk rather than as 
"F2/B2".

I've sometimes started a new dancers' session by getting people into a circle 
and leading the following sequence, directing the actions by body English while 
singing _a capella_, something like this (with capitalized syllables indicating 
downbeats, and "-" indicating a downbeat with no lyric):

Circle Left (8 beats): MARy HAD a LITtle CAT, LITtle CAT, LITtle CAT.
Circle Right (8): MARy HAD a LITtle CAT.  it ATE a BALL of YARN -.
Forward (4): and WHEN the LITtle KITtens CAME,
Back (4): KITtens CAME, KITtens CAME,
Forward (4): WHEN the LITtle KITtens CAME,
Back (4): they ALL had SWEATers ON -.

Then I talk a little how the moves of each dance fit particular bits of the 
tune, like lines in a song.  Lots of other tunes and lyrics (e.g., "Yankee 
Doodle") could be used for this sort of exercise or the band or a single 
fiddler might be enlisted to provide instrumental music.

I haven't come up with a well-developed script for further incorporating music 
into a pre-dance intro session, but I'll mention a few other ideas that I've 
had, some of which I've tried out from time to time.  I'd be interested in 
hearing from anyone who routinely incorporates music (live or recorded) or 
singing into such sessions or into their teaching at one-time events such as 
the one Richard Hopkins described in the message that started this thread.

I've had various concerns about some of the ideas I describe below:  How long 
will this take, and is it the best use of the available time?  Will this feel 
too much like drilling or like haranguing/criticizing dancers about styling 
(for any of which people may have limited patience) and not enough like the fun 
party people came for?  Is this appropriate for a pre-dance intro, or should it 
be left for later, when the new dancers are mixed with a larger number of 
experienced dancers?  Will attempting to teach something about styling set up a 
situation where those who "get it" may become impatient with those who don't? 
Etc, etc.  These concerns are part of what has kept me from developing a more 
extensive routine for incorporating music into a pre-dance intro or into the 
teaching at a ONS.  They're also part of the reason I'm eager to learn about 
other callers' ideas and experiences.  Anyway, with those caveats, here are 
some ideas:

Rather than ask new dancers to do unusual things like L4/R12, I think it could 
be more useful to try to get them doing common thing well.

For example, after leading the sequence described above

 Cir L (8); Cir R (8); F (8); F (8)

one might ask dancers to repeat that sequence a few times to music.  Besides 
giving practice with phrasing, this could be a way of teaching the idea of 
dances following a repeating pattern--in this case, one that's only half as 
long as a standard contra and also less varied than a typical contemporary 
contra, and thus less of a strain on new dancers' memories.

You might use this or any similarly simple sequence as an opportunity to 
demonstrate "the special step we use in this kind of dancing", namely a simple 
brisk walking step, one step to the downbeat.  If you have appropriate musical 
examples available, you could demonstrate taking one step to the downbeat even 
when the tune is very notey and some people may be inclined to take lots of 
quick little steps.

After a just few rounds of the preceding sequence, most folks are likely to 
have it memorized.  If it seems appropriate, the caller might show how to use 
the last couple beats of the music for Circle Left to slow down and turn 
around, ready to start the Circle Right on the first beat of the next chunk of 
the tune.  Similarly, the caller might teach how to dance each half of Forward 
& Back as "step; step; step; CLOSE", ending ready to change direction 

Re: [Callers] Brain Dead - Need Suggestions

[Administrator via Callers]

Most of the callers in San Diego start out the beginner session by teaching 
circling to the left and right (in a big circle) and forward and back, twice, 
first counting it out with 8s, and then singing a tune - usually Angeline the 
Baker - while doing it again. We don’t really worry about whether we sing well 
or not - that’s not the point. Sometimes if the band is aware and amenable 
they’ll play Angeline briefly for the exercise. And yes, it teaches walking to 
the music, 8 beat phrasing, listening to the caller, and realizing that the 
caller calls before you have to do the next move. It seems to work reasonably 
well. 

Martha


> On Aug 29, 2019, at 9:22 PM, K Panton via Callers 
>  wrote:
> 
> As it happens, I'm calling a regular contra evening in a few weeks and I'm 
> going to experiment, right off the top of the beginner session, by playing a 
> tune (i.e. start music, then say "welcome")
> 
> https://youtu.be/O0AW6MQXX0Y <https://youtu.be/O0AW6MQXX0Y>
> 
> (Don't worry, the 3/4 quickly changes to jigs. I've listened to many tunes to 
> accompany this idea - Pop, Motown, Celtic - and this tune seems to provide 
> the musicality and the clear phrasing useful for this exercise, and 
> continuity with what they'll hear while dancing later.)
> 
> have the dancers listen for phrasing and then (repeating) in a big circle 
> holding hands:
> 
> L/R 8
> 
> F/B 8
> 
> L4/R12 
> 
> F2/B2/R4
> 
> L OR R 6/2 the other way. 
> 
> i.e. introduce them to a few ways of slicing up a musical phrase in ways they 
> will encounter with contra figures.
> 
> Finish off with a maze of F/B/L/R 8 OR 16
> 
> My contention/hope/observation is that I have never seen an intro session 
> that actually introduces new dancers to the music and, therefore, they have 
> no connection between music and figures when the band actually starts playing 
> later. My hope is that, by first laying a musical foundation, the newbies 
> will try to sync the movements they learn to the music they heard first. 
> 
> We'll see.
> 
> this idea might work for your situation.
> 
> On Sat., Aug. 17, 2019, 16:16 ,  <mailto:callers-requ...@lists.sharedweight.net>> wrote:
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> 
> 
> Today's Topics:
> 
>1. Brain Dead - Need Suggestions (Linda S. Mrosko)
>2. Re: Brain Dead - Need Suggestions (David Harding)
>3. Re: Brain Dead - Need Suggestions (Bob Peterson)
>4. Re: Brain Dead - Need Suggestions (Winston, Alan P.)
>5. Re: Brain Dead - Need Suggestions (Colin Hume)
>6. Re: Brain Dead - Need Suggestions (Woody Lane)
>7. Re: Brain Dead - Need Suggestions (jim saxe)
> 
> 
> ----------
> 
> Message: 1
> Date: Fri, 16 Aug 2019 23:40:27 -0500
> From: "Linda S. Mrosko" mailto:elmero...@gmail.com>>
> To: Callers List  <mailto:callers@lists.sharedweight.net>>
> Subject: [Callers] Brain Dead - Need Suggestions
> Message-ID:
>  <mailto:cahc5bqfhhvs7hvyspxgcmvozffrt8kntmke8a2rsfyb90ov...@mail.gmail.com>>
> Content-Type: text/plain; charset="utf-8"
> 
> Although I've been calling forever and I know things, I'm not currently
> inspired to do this and am asking for help.
> 
> Been hired to lead a dance for a music school -- ages 5 and up to teens and
> their parents and my contact asked if I could lead "dances that encourage
> really paying attention to beat counts?.throw in some music education in
> addition to fun."
> 
> So I'll do my standard ONS dances for this group to recorded music that has
> very good beat counts and distinct phrasing.  That's not the problem.  The
> problem is *"throw in some music education."  *I don't need a dissertation,
> just bits and pieces.  The dance is only 1-1/2 hours long followed by ice
> cream.
> 
> I've got a job that keeps me pretty busy and am training for a new j

Re: [Callers] Brain Dead - Need Suggestions

[K Panton via Callers]

As it happens, I'm calling a regular contra evening in a few weeks and I'm
going to experiment, right off the top of the beginner session, by playing
a tune (i.e. start music, then say "welcome")

https://youtu.be/O0AW6MQXX0Y

(Don't worry, the 3/4 quickly changes to jigs. I've listened to many tunes
to accompany this idea - Pop, Motown, Celtic - and this tune seems to
provide the musicality and the clear phrasing useful for this exercise, and
continuity with what they'll hear while dancing later.)

have the dancers listen for phrasing and then (repeating) in a big circle
holding hands:

L/R 8

F/B 8

L4/R12

F2/B2/R4

L OR R 6/2 the other way.

i.e. introduce them to a few ways of slicing up a musical phrase in ways
they will encounter with contra figures.

Finish off with a maze of F/B/L/R 8 OR 16

My contention/hope/observation is that I have never seen an intro session
that actually introduces new dancers to the music and, therefore, they have
no connection between music and figures when the band actually starts
playing later. My hope is that, by first laying a musical foundation, the
newbies will try to sync the movements they learn to the music they heard
first.

We'll see.

this idea might work for your situation.

On Sat., Aug. 17, 2019, 16:16 , 
wrote:

> Send Callers mailing list submissions to
> callers@lists.sharedweight.net
>
> To subscribe or unsubscribe via the World Wide Web, visit
>
> http://lists.sharedweight.net/listinfo.cgi/callers-sharedweight.net
> or, via email, send a message with subject or body 'help' to
> callers-requ...@lists.sharedweight.net
>
> You can reach the person managing the list at
> callers-ow...@lists.sharedweight.net
>
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of Callers digest..."
>
>
> Today's Topics:
>
>1. Brain Dead - Need Suggestions (Linda S. Mrosko)
>2. Re: Brain Dead - Need Suggestions (David Harding)
>3. Re: Brain Dead - Need Suggestions (Bob Peterson)
>4. Re: Brain Dead - Need Suggestions (Winston, Alan P.)
>5. Re: Brain Dead - Need Suggestions (Colin Hume)
>6. Re: Brain Dead - Need Suggestions (Woody Lane)
>7. Re: Brain Dead - Need Suggestions (jim saxe)
>
>
> --
>
> Message: 1
> Date: Fri, 16 Aug 2019 23:40:27 -0500
> From: "Linda S. Mrosko" 
> To: Callers List 
> Subject: [Callers] Brain Dead - Need Suggestions
> Message-ID:
> <
> cahc5bqfhhvs7hvyspxgcmvozffrt8kntmke8a2rsfyb90ov...@mail.gmail.com>
> Content-Type: text/plain; charset="utf-8"
>
> Although I've been calling forever and I know things, I'm not currently
> inspired to do this and am asking for help.
>
> Been hired to lead a dance for a music school -- ages 5 and up to teens and
> their parents and my contact asked if I could lead "dances that encourage
> really paying attention to beat counts?.throw in some music education in
> addition to fun."
>
> So I'll do my standard ONS dances for this group to recorded music that has
> very good beat counts and distinct phrasing.  That's not the problem.  The
> problem is *"throw in some music education."  *I don't need a dissertation,
> just bits and pieces.  The dance is only 1-1/2 hours long followed by ice
> cream.
>
> I've got a job that keeps me pretty busy and am training for a new job
> that's taking up a lot of my time and I just can't think anymore.
>
> Any suggestions?
>
> --
>
>
>
> *Looking forward,Linda S. Mrosko*
>
> *102 Mitchell Drive*
>
> *Temple, Texas 76501*
> *(903) 292-3713 (Cell)*
> *contradancetx.com <http://www.contradancetx.com>*
>
> *www.zazzle.com/fuzzycozy* <http://www.zazzle.com/fuzzycozy*> (Dance
> buttons, t-shirts, & more)*
> -- next part --
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> --
>
> Message: 2
> Date: Sat, 17 Aug 2019 12:14:43 -0500
> From: David Harding 
> To: callers@lists.sharedweight.net
> Subject: Re: [Callers] Brain Dead - Need Suggestions
> Message-ID: <58633f04-1cd4-4164-6bb9-5988fe438...@comcast.net>
> Content-Type: text/plain; charset="utf-8"; Format="flowed"
>
> I don't read the request as going beyond beat counts.? The basic message
> is hearing the music, stepping in time, and getting to where you need to
> be in eight beats.? Then you have various balance-and-four beats and
> balance-and-twelve beats figures.? You have the timing of the turns on
> down-t

Re: [Callers] Brain Dead - Need Suggestions

[jim saxe via Callers]

On Aug 18, 2019, at 7:33 AM, Linda S. Mrosko via Callers 
 wrote:

>  I think I'll focus on quickly saying something like the difference between 
> reels (animated alligators) and jigs (all the kings horses...) ...

Linda,

I presume and hope that if you use "animated alligators", "all the kings horses 
...", and/or other such phrases to explain the difference(s) between reels, 
jigs, and/or other tune types, you will do it by saying those phrases in the 
actual rhythms you mean to describe.  In my opinion, merely speaking such 
phrases as in ordinary conversation is not an effective way of communicating 
anything,  There are just too many opportunities for misinterpretation.

True story:  I once attended a presentation by a modern western square dance 
caller who gave the Mickey Mouse March as an example of a tune in 6/8 time and 
illustrated by singing

 One, two, three.
 One, two, three.
 Em oh you ess ee.

The Mickey Mouse March may indeed by played and sung in 6/8 time, though it 
seems more commonly to be published in a duple meter time signature (usually 
2/4) with a dotted rhythm.  Compare, for example,

https://www.sheetmusicdirect.com/en-US/se/ID_No/175876/Product.aspx

vs.

https://www.sheetmusicnow.com/products/mickey-mouse-march-easy-piano-p453304

That's not my main point, though.  My point is that even for the 6/8 version, 
the presenter's explanation--singing "one two three" (where the original lyric 
has "M-I-C"), etc.--is completely wrong.  The mere words "one, two, three; one, 
two, three" without the correct rhythm are not adequate to explain the idea of 
6/8 rhythm.  I presume the presenter at that session (who, by the way, I 
believe was--and probably still is--good at his craft and successful at 
entertaining the dancers at his events) had himself once seen or heard the idea 
of a 6/8 tune "taught" in such an inadequate manner.

By the way the 6/8 version of the Mickey Mouse March is an example of a tune in 
6/8 that is generally considered to be not a jig but--you guessed it--a march.  
Another example, definitely written in 6/8, is "Seventy-Six Trombones".  Some 
of Sousa's marches are also in 6/8.

--Jim



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Re: [Callers] Brain Dead - Need Suggestions

[jim saxe via Callers]

On Aug 18, 2019, at 7:33 AM, Linda S. Mrosko via Callers 
 wrote:

>   And 4 potatoes.  Anybody got a good 4 potatoes story?  

I have one.

You may think that "4 potatoes" is an old traditional name for that little 
sequence of fiddle shuffles sometime used to start off a tune.  San Francisco 
Bay area fiddler Jody Stecher claims that he and banjo player Pete Wernick 
invented it in the 1960s as an experiment to see if they could get it to catch 
on (as we would now say, "go viral").  See this thread in the MandolinCafe 
discussion forum:

https://www.mandolincafe.com/forum/threads/92314-Four-Potatoes-Professor

The same claim is also discussed in this thread on FiddleHangout:

https://www.fiddlehangout.com/archive/740

In each of these discussion threads someone suggests a possible connection to 
the children's rhyme "One potato, two potato, three potato, four.  ..."  
However, such a connection seems unlikely to me, since (as I'm not the first to 
notice) the rhythms of the children's rhyme and the fiddle shuffle are not the 
same.

Paul Kotapish, the original poster in the MandolinCafe thread wrote:

> It has occurred to me, of course, that Jody might have been pulling my leg, 
> and that his story about inventing the expression might be the actual bit of 
> folklore.

The same thought occurred to me the first time I heard Jody's story.  However, 
I don't know of any documented use of the term "four potatoes" for an 
introductory fiddle shuffle predating the claimed time frame of the 1960s.  In 
fact, the earliest example I found with the few searches I tried in Google's 
Advanced Book Search is on page 173 of the 6th (1988) edition of the book 
_Dance A While_ by Jane Harris, Ann Pottman, and Marlys Waller:

 ... The caller needs to agree with the musicians about the music
 introduction, so that both the caller and the dancers can get
 off to a good, crisp start.  "Two or four potatoes" or a chord
 are typical.

This is in the contra section, which was significantly updated from the 5th 
(1978) edition of the book.  In a cursory skim of the introduction to the 
contra section in the 1978 edition, I didn't notice the term "potatoes."

To be absolutely clear, Jody and Peter don't claim to have invented the 
introductory shuffle itself (which I presume has long been used as a way for a 
fiddler to set the tempo and help all the members of the band come in on the 
tune together).  They only claim to have coined and spread the name "four 
potatoes" to describe it.

If anyone can find a documented case of the term "potatoes" being used for a 
fiddle shuffle before the 1960's, I'd like to know about it.

I recall Jody telling me that he and Pete (or maybe just Pete) tried to spread 
a couple other neologisms around the same time that they came up with "four 
potatoes," but I don't remember what they were.  I think he said that 
"potatoes" was the only one that caught on.

--Jim

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Re: [Callers] Brain Dead - Need Suggestions

[Martha Wild via Callers]

Do Play Party dances like:

The Bingo dance: To the tune of the Bingo song - if you remember that from 
childhood….

Kids are in two lines facing each other. They start by singing and clapping to 
the beat:

Part 1) There was an old dog, sat on the back porch, and Bingo was his name oh
There was an old dog, sat on the back porch, and Bingo was his name oh.

Part 2) Then they take hands and swing them forward as they walk forward four 
steps “B I NG O” back four steps (arms swing back) “B I NG O” forward four 
steps “B I NG O” and back “and Bingo was his name, oh”

Part3) Then they drop hands, stand in place, and clap hands in front, then 
back, as they say B (front clap) I (back) N (front) G (back) and jump in the 
air waving their arms “O”

Part 4) The top two kids from each line (or you can do the top two couples in a 
little square of four, if there are lots of kids) walk to the bottom of the set 
while the kids on the outside do the Part 1 Bingo song but not with words, with 
“la la la “ etc. Everyone moves up along side. Dance continues for as long as 
the kids want. 

Can be done of course with adults mixed in. You could probably change this to a 
circle if you wanted, and substitute kids promenading around the outside single 
file while doing the la la part. 

They get a sense of rhythm from four steps in and out, clapping on the beat, 
etc.

Martha 



> On Aug 18, 2019, at 6:47 AM, Rebecca via Callers 
>  wrote:
> 
> Hi Linda,
> 
> I each elementary music. I would be more than happy to help you with this if 
> you still need it. My recommendations.
> 
> 1. Teaching the form is great but the little ones will have the hardest time 
> with it and lose interest QUICKLY. 
> 2. If this school event is like mine was, it’ll be an hour and a half of 
> babysitting while parents sit on the side playing on their phones or talking. 
> Maybe you’ll have better luck with this. 
> 3. Actual contras are really hard for elementary aged kids as a whole. And 
> I’ve been teaching them to my kids for years. They have a hard time with the 
> progressions and they will not do a ballroom swing. 
> 4. Several folks have suggested Heel Toe Polka. Great choice!  Also Sasha!  
> My kids can’t get enough Sasha!  Scatter mixers are your friend!  I get back 
> to my classroom tomorrow and I can send you some options if you’d like them. 
> The Vowel Mixer, La Bastraingue, Circle waltz Mixer, Chimes of Dunkirk, 
> Gallopede are all good choices. If you have a large group of kinders, there’s 
> a dance called Kindergarten Reel that you can do with everyone but it’s 
> accessible for Kindergarten. 
> 5. You’ll be calling most of the night. They don’t have the muscle memory 
> that contra dancers have. They need so much more guidance. 
> 
> I wish you the best of luck!  If you have any questions, I would love to 
> guide you in dealing with folk dancing and kiddos. Feel free to email me 
> directly!
> 
> Rebecca
> 
> Sent from my iPad
> 
> On Aug 17, 2019, at 8:57 PM, Rich Sbardella via Callers 
> mailto:callers@lists.sharedweight.net>> 
> wrote:
> 
>> Linda,
>> Chimes of Dunkirk is a great dance for tying the music to the dance.
>> Also Heel & Toe Polka.
>> Is there a dance that changes from 2/4 or 4/4 to 6/8?  I know I've danced 
>> one but I cannot recall it.  
>> I might suggest talking about the types of music we use in traditional dance 
>> and maybe talk about a particular tune and its origins.
>> https://www.youtube.com/watch?v=LZgcvDRZI5Q 
>> 
>> Peace,
>> Rich
>> 
>> 
>> On Sat, Aug 17, 2019 at 12:40 AM Linda S. Mrosko via Callers 
>> mailto:callers@lists.sharedweight.net>> 
>> wrote:
>> Although I've been calling forever and I know things, I'm not currently 
>> inspired to do this and am asking for help. 
>> 
>> Been hired to lead a dance for a music school -- ages 5 and up to teens and 
>> their parents and my contact asked if I could lead "dances that encourage 
>> really paying attention to beat counts….throw in some music education in 
>> addition to fun."
>> 
>> So I'll do my standard ONS dances for this group to recorded music that has 
>> very good beat counts and distinct phrasing.  That's not the problem.  The 
>> problem is "throw in some music education."  I don't need a dissertation, 
>> just bits and pieces.  The dance is only 1-1/2 hours long followed by ice 
>> cream.
>> 
>> I've got a job that keeps me pretty busy and am training for a new job 
>> that's taking up a lot of my time and I just can't think anymore.
>> 
>> Any suggestions?
>> 
>> -- 
>> Looking forward,
>> 
>> Linda S. Mrosko
>> 102 Mitchell Drive
>> Temple, Texas 76501
>> (903) 292-3713 (Cell)
>> contradancetx.com 
>> www.zazzle.com/fuzzycozy*  (Dance buttons, 
>> t-shirts, & more)
>> 
>> ___
>> List Name:  Callers mailing list
>> List Address:  Callers@lists.sharedweight.net 
>> 

Re: [Callers] Brain Dead - Need Suggestions

[Linda S. Mrosko via Callers]

Thanks for all the great suggestions.  I think I'll focus on quickly saying
something like the difference between reels (animated alligators) and jigs
(all the kings horses...) -- waltzes and schottisches.  And 4 potatoes.
Anybody got a good 4 potatoes story?  If any of this giggles any bells, I'd
appreciate your comments.

On Sun, Aug 18, 2019 at 8:47 AM Rebecca  wrote:

> Hi Linda,
>
> I each elementary music. I would be more than happy to help you with this
> if you still need it. My recommendations.
>
> 1. Teaching the form is great but the little ones will have the hardest
> time with it and lose interest QUICKLY.
> 2. If this school event is like mine was, it’ll be an hour and a half of
> babysitting while parents sit on the side playing on their phones or
> talking. Maybe you’ll have better luck with this.
> 3. Actual contras are really hard for elementary aged kids as a whole. And
> I’ve been teaching them to my kids for years. They have a hard time with
> the progressions and they will not do a ballroom swing.
> 4. Several folks have suggested Heel Toe Polka. Great choice!  Also
> Sasha!  My kids can’t get enough Sasha!  Scatter mixers are your friend!  I
> get back to my classroom tomorrow and I can send you some options if you’d
> like them. The Vowel Mixer, La Bastraingue, Circle waltz Mixer, Chimes of
> Dunkirk, Gallopede are all good choices. If you have a large group of
> kinders, there’s a dance called Kindergarten Reel that you can do with
> everyone but it’s accessible for Kindergarten.
> 5. You’ll be calling most of the night. They don’t have the muscle memory
> that contra dancers have. They need so much more guidance.
>
> I wish you the best of luck!  If you have any questions, I would love to
> guide you in dealing with folk dancing and kiddos. Feel free to email me
> directly!
>
> Rebecca
>
> Sent from my iPad
>
> On Aug 17, 2019, at 8:57 PM, Rich Sbardella via Callers <
> callers@lists.sharedweight.net> wrote:
>
> Linda,
> Chimes of Dunkirk is a great dance for tying the music to the dance.
> Also Heel & Toe Polka.
> Is there a dance that changes from 2/4 or 4/4 to 6/8?  I know I've danced
> one but I cannot recall it.
> I might suggest talking about the types of music we use in traditional
> dance and maybe talk about a particular tune and its origins.
> https://www.youtube.com/watch?v=LZgcvDRZI5Q
> Peace,
> Rich
>
>
> On Sat, Aug 17, 2019 at 12:40 AM Linda S. Mrosko via Callers <
> callers@lists.sharedweight.net> wrote:
>
>> Although I've been calling forever and I know things, I'm not currently
>> inspired to do this and am asking for help.
>>
>> Been hired to lead a dance for a music school -- ages 5 and up to teens
>> and their parents and my contact asked if I could lead "dances that
>> encourage really paying attention to beat counts….throw in some music
>> education in addition to fun."
>>
>> So I'll do my standard ONS dances for this group to recorded music that
>> has very good beat counts and distinct phrasing.  That's not the problem.
>> The problem is *"throw in some music education."  *I don't need a
>> dissertation, just bits and pieces.  The dance is only 1-1/2 hours long
>> followed by ice cream.
>>
>> I've got a job that keeps me pretty busy and am training for a new job
>> that's taking up a lot of my time and I just can't think anymore.
>>
>> Any suggestions?
>>
>> --
>>
>>
>>
>> *Looking forward,Linda S. Mrosko*
>>
>> *102 Mitchell Drive*
>>
>> *Temple, Texas 76501*
>> *(903) 292-3713 (Cell)*
>> *contradancetx.com *
>>
>> *www.zazzle.com/fuzzycozy*  (Dance
>> buttons, t-shirts, & more)*
>>
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>>
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>

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*Looking forward,Linda S. Mrosko*

*102 Mitchell Drive*

*Temple, Texas 76501*
*(903) 292-3713 (Cell)*
*contradancetx.com *

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Re: [Callers] Brain Dead - Need Suggestions

[Rebecca via Callers]

Hi Linda,

I each elementary music. I would be more than happy to help you with this if 
you still need it. My recommendations.

1. Teaching the form is great but the little ones will have the hardest time 
with it and lose interest QUICKLY. 
2. If this school event is like mine was, it’ll be an hour and a half of 
babysitting while parents sit on the side playing on their phones or talking. 
Maybe you’ll have better luck with this. 
3. Actual contras are really hard for elementary aged kids as a whole. And I’ve 
been teaching them to my kids for years. They have a hard time with the 
progressions and they will not do a ballroom swing. 
4. Several folks have suggested Heel Toe Polka. Great choice!  Also Sasha!  My 
kids can’t get enough Sasha!  Scatter mixers are your friend!  I get back to my 
classroom tomorrow and I can send you some options if you’d like them. The 
Vowel Mixer, La Bastraingue, Circle waltz Mixer, Chimes of Dunkirk, Gallopede 
are all good choices. If you have a large group of kinders, there’s a dance 
called Kindergarten Reel that you can do with everyone but it’s accessible for 
Kindergarten. 
5. You’ll be calling most of the night. They don’t have the muscle memory that 
contra dancers have. They need so much more guidance. 

I wish you the best of luck!  If you have any questions, I would love to guide 
you in dealing with folk dancing and kiddos. Feel free to email me directly!

Rebecca

Sent from my iPad

> On Aug 17, 2019, at 8:57 PM, Rich Sbardella via Callers 
>  wrote:
> 
> Linda,
> Chimes of Dunkirk is a great dance for tying the music to the dance.
> Also Heel & Toe Polka.
> Is there a dance that changes from 2/4 or 4/4 to 6/8?  I know I've danced one 
> but I cannot recall it.  
> I might suggest talking about the types of music we use in traditional dance 
> and maybe talk about a particular tune and its origins.
> https://www.youtube.com/watch?v=LZgcvDRZI5Q
> Peace,
> Rich
> 
> 
>> On Sat, Aug 17, 2019 at 12:40 AM Linda S. Mrosko via Callers 
>>  wrote:
>> Although I've been calling forever and I know things, I'm not currently 
>> inspired to do this and am asking for help. 
>> 
>> Been hired to lead a dance for a music school -- ages 5 and up to teens and 
>> their parents and my contact asked if I could lead "dances that encourage 
>> really paying attention to beat counts….throw in some music education in 
>> addition to fun."
>> 
>> So I'll do my standard ONS dances for this group to recorded music that has 
>> very good beat counts and distinct phrasing.  That's not the problem.  The 
>> problem is "throw in some music education."  I don't need a dissertation, 
>> just bits and pieces.  The dance is only 1-1/2 hours long followed by ice 
>> cream.
>> 
>> I've got a job that keeps me pretty busy and am training for a new job 
>> that's taking up a lot of my time and I just can't think anymore.
>> 
>> Any suggestions?
>> 
>> -- 
>> Looking forward,
>> 
>> Linda S. Mrosko
>> 102 Mitchell Drive
>> Temple, Texas 76501
>> (903) 292-3713 (Cell)
>> contradancetx.com
>> www.zazzle.com/fuzzycozy* (Dance buttons, t-shirts, & more)
>> 
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Re: [Callers] Brain Dead - Need Suggestions

[Kalia Kliban via Callers]

On 8/16/2019 9:40 PM, Linda S. Mrosko via Callers wrote:
Although I've been calling forever and I know things, I'm not currently 
inspired to do this and am asking for help.


Been hired to lead a dance for a music school -- ages 5 and up to teens 
and their parents and my contact asked if I could lead "dances that 
encourage really paying attention to beat counts….throw in some music 
education in addition to fun."


Pattycake polka is very beat-specific.  Le Brandy has a bit where you're 
counting to the music ("Un, deux, trois, poussez!").  Hard to know what 
they're fishing for with the phrase "throw in some music education..." 
Maybe mentioning how jigs feel different from reels...  Something like 
The Flying Scotsman would certainly get that point across, especially if 
it followed something 2-ish like Galopede.


Kalia
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Re: [Callers] Brain Dead - Need Suggestions

[Rich Sbardella via Callers]

Linda,
Here is a very SIMPLE dance that I almost always use as the first dance
with K-3 children.  I often use CL 8, CR 8, ... instead of CL 16, but often
it takes a while to get youngsters moving so CL 16 is fine.  I learned this
dance from Cal Campbell, and is the best at getting dancers dancing to the
phrase.

Cat's Meow
https://youtu.be/EmwDsd_yf10  


On Sat, Aug 17, 2019 at 8:57 PM Rich Sbardella 
wrote:

> Linda,
> Chimes of Dunkirk is a great dance for tying the music to the dance.
> Also Heel & Toe Polka.
> Is there a dance that changes from 2/4 or 4/4 to 6/8?  I know I've danced
> one but I cannot recall it.
> I might suggest talking about the types of music we use in traditional
> dance and maybe talk about a particular tune and its origins.
> https://www.youtube.com/watch?v=LZgcvDRZI5Q
> Peace,
> Rich
>
>
> On Sat, Aug 17, 2019 at 12:40 AM Linda S. Mrosko via Callers <
> callers@lists.sharedweight.net> wrote:
>
>> Although I've been calling forever and I know things, I'm not currently
>> inspired to do this and am asking for help.
>>
>> Been hired to lead a dance for a music school -- ages 5 and up to teens
>> and their parents and my contact asked if I could lead "dances that
>> encourage really paying attention to beat counts….throw in some music
>> education in addition to fun."
>>
>> So I'll do my standard ONS dances for this group to recorded music that
>> has very good beat counts and distinct phrasing.  That's not the problem.
>> The problem is *"throw in some music education."  *I don't need a
>> dissertation, just bits and pieces.  The dance is only 1-1/2 hours long
>> followed by ice cream.
>>
>> I've got a job that keeps me pretty busy and am training for a new job
>> that's taking up a lot of my time and I just can't think anymore.
>>
>> Any suggestions?
>>
>> --
>>
>>
>>
>> *Looking forward,Linda S. Mrosko*
>>
>> *102 Mitchell Drive*
>>
>> *Temple, Texas 76501*
>> *(903) 292-3713 (Cell)*
>> *contradancetx.com *
>>
>> *www.zazzle.com/fuzzycozy*  (Dance
>> buttons, t-shirts, & more)*
>>
>> ___
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>>
>
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Re: [Callers] Brain Dead - Need Suggestions

[Rich Sbardella via Callers]

Linda,
Chimes of Dunkirk is a great dance for tying the music to the dance.
Also Heel & Toe Polka.
Is there a dance that changes from 2/4 or 4/4 to 6/8?  I know I've danced
one but I cannot recall it.
I might suggest talking about the types of music we use in traditional
dance and maybe talk about a particular tune and its origins.
https://www.youtube.com/watch?v=LZgcvDRZI5Q
Peace,
Rich


On Sat, Aug 17, 2019 at 12:40 AM Linda S. Mrosko via Callers <
callers@lists.sharedweight.net> wrote:

> Although I've been calling forever and I know things, I'm not currently
> inspired to do this and am asking for help.
>
> Been hired to lead a dance for a music school -- ages 5 and up to teens
> and their parents and my contact asked if I could lead "dances that
> encourage really paying attention to beat counts….throw in some music
> education in addition to fun."
>
> So I'll do my standard ONS dances for this group to recorded music that
> has very good beat counts and distinct phrasing.  That's not the problem.
> The problem is *"throw in some music education."  *I don't need a
> dissertation, just bits and pieces.  The dance is only 1-1/2 hours long
> followed by ice cream.
>
> I've got a job that keeps me pretty busy and am training for a new job
> that's taking up a lot of my time and I just can't think anymore.
>
> Any suggestions?
>
> --
>
>
>
> *Looking forward,Linda S. Mrosko*
>
> *102 Mitchell Drive*
>
> *Temple, Texas 76501*
> *(903) 292-3713 (Cell)*
> *contradancetx.com *
>
> *www.zazzle.com/fuzzycozy*  (Dance
> buttons, t-shirts, & more)*
>
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>
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Re: [Callers] Brain Dead - Need Suggestions

[Michael Barraclough via Callers]

The second dance below is called Heaps. It was written in 2000 by Gordon 
Potts for Joe Heaps's wedding ceilidh.


Michael Barraclough

On 17/08/2019 22:49, John Sweeney via Callers wrote:


Hi Linda,

With some of the dancers as young as five you have quite a challenge.  :-)

I would start with something like:

Welcome to the Dance

Sicilian Circle

A1: Circle Left; Circle Right

A2: Star Right; Star Left

B1: Neighbour Arm Right; Arm Left

B2: With Partner: Forward 1, 2, stamp, stamp, stamp; backwards 1, 2, 
clap, clap, clap


Odds (facing CCW) make arches, every go forwards and meet someone new

I always teach B2 multiple times as the first part of the walkthrough 
to establish the progression and direction and who is making the arches.


From a musical point of view this gives them a chance to work easily 
in eights, and practise stamping/clapping at the right time.


The heel and toe in this makes them have to work with the music and 
listen for their turn to go:


Ping

Longways; Proper; Four Couples (but if some sets have five couples it 
is still fine)


A1: Line 1 Lead Around Line 2 to places

A2: Line 2 Lead Around Line 1 to places

B1: Top Couple: two hands: Heel & Toe x2; Gallop to the bottom

Top Couple: two hands: Heel & Toe x2; Gallop to the bottom

B2: Top Couple: two hands: Heel & Toe x2; Gallop to the bottom

Partner Arm Right (or Swing - but for this type of group I would use 
Arming)


To cover some musical education as well you could contrast different 
time signatures.  For example you could use a dance with a long gallop 
(sorry, I know you say “sashay” in the US, but “sashay” is defined as 
“walk in an ostentatious yet casual manner, typically with exaggerated 
movements of the hips and shoulders” so it is completely the wrong 
word!) - I would tell them to “gallop”! Anyway, if you do a simple 
dance with a long gallop and change tunes from a jig to a reel part 
way through, you could tell them in advance to listen for the change 
and see how it changes the feel of the gallop.


You could try Swedish Masquearde 
https://www.barndances.org.uk/detail.php?Title=Swedish_Masquerade to 
show them the difference in feel between a march, a waltz and a polka 
- I would substitute Two Hand Turns for the close hold waltz and polka 
sections. https://www.youtube.com/watch?v=iFqDEfZIxqg


This type of group usually enjoys Horse’s Branle 
https://www.webfeet.org/eceilidh/dances/horses-branle.html, getting 
them to match footwork to the music in the A part, listen for their 
turn every four counts in the B music, and timing their hey to finish 
on time in the C music.  And of course it is different from many tunes 
in that it has three parts.  If you want to be silly you can tell the 
leader in the B part to do something silly in the four beat crossing, 
then everyone else has to do the same thing.


I hope that helps.

 Happy dancing,

John

John Sweeney, Dancer, England   j...@modernjive.com 01233 625 362 & 
07802 940 574


http://contrafusion.co.uk/KentCeilidhs.html for Live Music Ceilidhs

http://www.contrafusion.co.uk for Dancing in Kent

http://www.modernjive.com for Modern Jive DVDs


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Re: [Callers] Brain Dead - Need Suggestions

[John Sweeney via Callers]

Hi Linda,

  With some of the dancers as young as five you have quite a 
challenge.  :-)

 

  I would start with something like:

Welcome to the Dance

Sicilian Circle

A1: Circle Left; Circle Right

A2: Star Right; Star Left

B1: Neighbour Arm Right; Arm Left

B2: With Partner: Forward 1, 2, stamp, stamp, stamp; backwards 1, 2, clap, 
clap, clap

   Odds (facing CCW) make arches, every go forwards and meet someone new

 

I always teach B2 multiple times as the first part of the walkthrough to 
establish the progression and direction and who is making the arches.

 

>From a musical point of view this gives them a chance to work easily in 
>eights, and practise stamping/clapping at the right time.

 

The heel and toe in this makes them have to work with the music and listen for 
their turn to go:

Ping

Longways; Proper; Four Couples (but if some sets have five couples it is still 
fine)

A1: Line 1 Lead Around Line 2 to places

A2: Line 2 Lead Around Line 1 to places

B1: Top Couple: two hands: Heel & Toe x2; Gallop to the bottom

   Top Couple: two hands: Heel & Toe x2; Gallop to the bottom

B2: Top Couple: two hands: Heel & Toe x2; Gallop to the bottom

   Partner Arm Right (or Swing - but for this type of group I would use 
Arming)

 

To cover some musical education as well you could contrast different time 
signatures.  For example you could use a dance with a long gallop (sorry, I 
know you say “sashay” in the US, but “sashay” is defined as “walk in an 
ostentatious yet casual manner, typically with exaggerated movements of the 
hips and shoulders” so it is completely the wrong word!) - I would tell them to 
“gallop”! Anyway, if you do a simple dance with a long gallop and change tunes 
from a jig to a reel part way through, you could tell them in advance to listen 
for the change and see how it changes the feel of the gallop.

 

You could try Swedish Masquearde 
https://www.barndances.org.uk/detail.php?Title=Swedish_Masquerade to show them 
the difference in feel between a march, a waltz and a polka - I would 
substitute Two Hand Turns for the close hold waltz and polka sections. 
https://www.youtube.com/watch?v=iFqDEfZIxqg

 

This type of group usually enjoys Horse’s Branle 
https://www.webfeet.org/eceilidh/dances/horses-branle.html, getting them to 
match footwork to the music in the A part, listen for their turn every four 
counts in the B music, and timing their hey to finish on time in the C music.  
And of course it is different from many tunes in that it has three parts.  If 
you want to be silly you can tell the leader in the B part to do something 
silly in the four beat crossing, then everyone else has to do the same thing.

 

  I hope that helps.

 

Happy dancing,  

   John   



John Sweeney, Dancer, England   j...@modernjive.com 01233 625 362 & 07802 940 
574  

http://contrafusion.co.uk/KentCeilidhs.html for Live Music Ceilidhs 
   

http://www.contrafusion.co.uk for Dancing in Kent   
   

http://www.modernjive.com for Modern Jive DVDs

 

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Re: [Callers] Brain Dead - Need Suggestions

[jim saxe via Callers]

Linda,

I'll hazard a guess that the request to lead "dances that encourage really 
paying attention to beat counts" is really a request for dances that keep 
everyone dancing together in time to the phrasing of the music.  I think that 
skilled contra/ECD/Scottish/... dancers who dance to the phrase mostly do it by 
sensing the structure of the music not by explicit mental counting--unless 
they're forced to resort to counting because the band is getting to 
improvisational.

It is sometimes stated as conventional wisdom that ONS leaders need to 
recognize situations where dancing to the phrase isn't going to be the 
happening thing and learn to let go of the phrasing and let the dancers dance 
at their own comfortable pace.  Perhaps some previous caller who had your gig 
either (a) followed this advice or (b) tried to get people to dance on phrase 
with material where keeping track of the figures and keeping track of the 
phrasing at the same time was beyond the collective skill level of the crowd.  
In either case, your contact's disappointment at the results could be the 
reason for the request you report.

Turning aside from such speculation, here a few specific ideas, with the 
disclaimer that I have little experience leading ONS events and that I won't 
feel insulted if someone more experienced wants to contradict or revise them.

1.  Dancers of a wide age range seem to have any easy time dancing "Sasha!" in 
time to the music.

2.  In any dance from your ONS repertoire that includes

 forward (4 steps, or 3 steps and close)
 back (same)

, changing it to

 forward two, stamp-stamp-stamp
 back two, stamp-stamp-stamp

might help keep people moving together to the music--or at least help convince 
your contact that you're trying to teach something--especially if you can 
select music that seems to fit that action.  (However, I recommend avoiding 
choreography with foot stamping if you find that the space has a non-resilient 
floor.)

3.  You might try something like this version of "(Come) Haste to the Wedding" 
(to the tune of the same name):

 Formation: Sicilian Circle

 A1 (8) Circle L
(8) Circle R 

 A2 (8) Star R
(8) Star L 

 B1 (8) Partners do-si-do
(2) Clap, Clap (i.e, clap own hands together on beats 9 and 10)
(6) Partners two-hand turn once around

 B2 (8) Neighbors (sometimes called "opposites") do-si-do
(2) Clap, Clap
(6) Pass Through (and bow to new neighbors if time allows)

Perhaps other list members who have taught this dance often can share their 
approaches for teaching dancers to clap on beats 9 and 10 of the B parts, 
rather than on beats 7 and 8 as some may tend to do.  Of course it will help to 
have music where the correct beats are played staccato and with emphasis.

I look forward to reading ideas that others may offer.

--Jim

On Aug 16, 2019, at 9:40 PM, Linda S. Mrosko via Callers 
 wrote:

> ...
> 
> Been hired to lead a dance for a music school -- ages 5 and up to teens and 
> their parents and my contact asked if I could lead "dances that encourage 
> really paying attention to beat counts….throw in some music  education in 
> addition to fun."
> 
> ...

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Re: [Callers] Brain Dead - Need Suggestions

[Woody Lane via Callers]

Hi Linda,

An idea: After teaching about AABB, perhaps have a couple of tunes that 
are crooked -- both extra 8-bar parts (e.g., AABBCC) and tunes with 
extra beats. Then demonstrate the differences with standard contra tunes.


Woody

On 8/17/2019 11:33 AM, Bob Peterson via Callers wrote:
For added “music education” make the teens listen for the AABB 
pattern. I wouldn’t even go that far for under 7th grade unless they 
play an instrument.



On Aug 17, 2019, at 13:14, David Harding via Callers 
> wrote:


I don't read the request as going beyond beat counts.  The basic 
message is hearing the music, stepping in time, and getting to where 
you need to be in eight beats.  Then you have various 
balance-and-four beats and balance-and-twelve beats figures.  You 
have the timing of the turns on down-the-hall.  That sounds to me 
like plenty of material for 1 1/2 hours.


On 8/16/2019 11:40 PM, Linda S. Mrosko via Callers wrote:
Although I've been calling forever and I know things, I'm not 
currently inspired to do this and am asking for help.


Been hired to lead a dance for a music school -- ages 5 and up to 
teens and their parents and my contact asked if I could lead "dances 
that encourage really paying attention to beat counts….throw in some 
music education in addition to fun."


So I'll do my standard ONS dances for this group to recorded music 
that has very good beat counts and distinct phrasing.  That's not 
the problem.  The problem is *"throw in some music education." *I 
don't need a dissertation, just bits and pieces.  The dance is only 
1-1/2 hours long followed by ice cream.


I've got a job that keeps me pretty busy and am training for a new 
job that's taking up a lot of my time and I just can't think anymore.


Any suggestions?

--
*Looking forward,

/Linda S. Mrosko/
*
*102 Mitchell Drive
*
*Temple, Texas 76501
*
*(903) 292-3713 (Cell)*
*/contradancetx.com /*
*/www.zazzle.com/fuzzycozy*  
(Dance buttons, t-shirts, & more)

/*
*/
/*

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Re: [Callers] Brain Dead - Need Suggestions

[Colin Hume via Callers]

On Sat, 17 Aug 2019 19:20:08 +, Winston, Alan P. via Callers wrote:
> I'd think if you could get them to do "Lucky Seven" and count the progression 
> aloud (1 .. 2.. 3 ..) so that they're
> hearing 2 beat or 4 beat chunks on the pull by, you'd be exceeding the 
> request.

In my experience you can't be on the beat for every change - you lose it at 
about 5!

Colin Hume

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Re: [Callers] Brain Dead - Need Suggestions

[Winston, Alan P. via Callers]

I'd think if you could get them to do "Lucky Seven" and count the progression 
aloud (1 .. 2.. 3 ..) so that they're hearing 2 beat or 4 beat chunks on the 
pull by, you'd be exceeding the request.

-- Alan

From: Callers  on behalf of Linda S. 
Mrosko via Callers 
Sent: Friday, August 16, 2019 9:40 PM
To: Callers List 
Subject: [Callers] Brain Dead - Need Suggestions

Although I've been calling forever and I know things, I'm not currently 
inspired to do this and am asking for help.

Been hired to lead a dance for a music school -- ages 5 and up to teens and 
their parents and my contact asked if I could lead "dances that encourage 
really paying attention to beat counts….throw in some music education in 
addition to fun."

So I'll do my standard ONS dances for this group to recorded music that has 
very good beat counts and distinct phrasing.  That's not the problem.  The 
problem is "throw in some music education."  I don't need a dissertation, just 
bits and pieces.  The dance is only 1-1/2 hours long followed by ice cream.

I've got a job that keeps me pretty busy and am training for a new job that's 
taking up a lot of my time and I just can't think anymore.

Any suggestions?

--
Looking forward,

Linda S. Mrosko
102 Mitchell Drive
Temple, Texas 76501
(903) 292-3713 (Cell)
contradancetx.com<http://www.contradancetx.com>
www.zazzle.com/fuzzycozy*<http://www.zazzle.com/fuzzycozy*> (Dance buttons, 
t-shirts, & more)
[https://docs.google.com/uc?export=download=1kuZrPZVFDxB2sUbGAG-r3fr1mI0l4SlI=0B6Wx3S_CPEZlQ0RZaStSazBLNENhOVVBaFE0SXhUUHhxbCtFPQ]
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Re: [Callers] Brain Dead - Need Suggestions

[Bob Peterson via Callers]

For added “music education” make the teens listen for the AABB pattern. I 
wouldn’t even go that far for under 7th grade unless they play an instrument.



> On Aug 17, 2019, at 13:14, David Harding via Callers 
>  wrote:
> 
> I don't read the request as going beyond beat counts.  The basic message is 
> hearing the music, stepping in time, and getting to where you need to be in 
> eight beats.  Then you have various balance-and-four beats and 
> balance-and-twelve beats figures.  You have the timing of the turns on 
> down-the-hall.  That sounds to me like plenty of material for 1 1/2 hours.  
> 
> On 8/16/2019 11:40 PM, Linda S. Mrosko via Callers wrote:
>> Although I've been calling forever and I know things, I'm not currently 
>> inspired to do this and am asking for help. 
>> 
>> Been hired to lead a dance for a music school -- ages 5 and up to teens and 
>> their parents and my contact asked if I could lead "dances that encourage 
>> really paying attention to beat counts….throw   in some music 
>> education in addition to fun."
>> 
>> So I'll do my standard ONS dances for this group to recorded music that has 
>> very good beat counts and distinct phrasing.  That's not the problem.  The 
>> problem is "throw in some music education."  I don't need a dissertation, 
>> just bits and pieces.  The dance is only 1-1/2 hours long followed by ice 
>> cream.
>> 
>> I've got a job that keeps me pretty busy and am training for a new job 
>> that's taking up a lot of my time and I just can't think anymore.
>> 
>> Any suggestions?
>> 
>> -- 
>> Looking forward,
>> 
>> Linda S. Mrosko
>> 102 Mitchell Drive
>> Temple, Texas 76501
>> (903) 292-3713 (Cell)
>> contradancetx.com 
>> www.zazzle.com/fuzzycozy*  (Dance buttons, 
>> t-shirts, & more)
>> 
>> 
>> 
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>> 
>> Archives:  https://www.mail-archive.com/callers@lists.sharedweight.net/ 
>> 
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Re: [Callers] Brain Dead - Need Suggestions

[David Harding via Callers]

I don't read the request as going beyond beat counts.  The basic message 
is hearing the music, stepping in time, and getting to where you need to 
be in eight beats.  Then you have various balance-and-four beats and 
balance-and-twelve beats figures.  You have the timing of the turns on 
down-the-hall.  That sounds to me like plenty of material for 1 1/2 hours.


On 8/16/2019 11:40 PM, Linda S. Mrosko via Callers wrote:
Although I've been calling forever and I know things, I'm not 
currently inspired to do this and am asking for help.


Been hired to lead a dance for a music school -- ages 5 and up to 
teens and their parents and my contact asked if I could lead "dances 
that encourage really paying attention to beat counts….throw in some 
music education in addition to fun."


So I'll do my standard ONS dances for this group to recorded music 
that has very good beat counts and distinct phrasing.  That's not the 
problem.  The problem is *"throw in some music education." *I don't 
need a dissertation, just bits and pieces.  The dance is only 1-1/2 
hours long followed by ice cream.


I've got a job that keeps me pretty busy and am training for a new job 
that's taking up a lot of my time and I just can't think anymore.


Any suggestions?

--
*Looking forward,

/Linda S. Mrosko/
*
*102 Mitchell Drive
*
*Temple, Texas 76501
*
*(903) 292-3713 (Cell)*
*/contradancetx.com /*
*/www.zazzle.com/fuzzycozy*  (Dance 
buttons, t-shirts, & more)

/*
*/
/*

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[Callers] Brain Dead - Need Suggestions

[Linda S. Mrosko via Callers]

Although I've been calling forever and I know things, I'm not currently
inspired to do this and am asking for help.

Been hired to lead a dance for a music school -- ages 5 and up to teens and
their parents and my contact asked if I could lead "dances that encourage
really paying attention to beat counts….throw in some music education in
addition to fun."

So I'll do my standard ONS dances for this group to recorded music that has
very good beat counts and distinct phrasing.  That's not the problem.  The
problem is *"throw in some music education."  *I don't need a dissertation,
just bits and pieces.  The dance is only 1-1/2 hours long followed by ice
cream.

I've got a job that keeps me pretty busy and am training for a new job
that's taking up a lot of my time and I just can't think anymore.

Any suggestions?

-- 



*Looking forward,Linda S. Mrosko*

*102 Mitchell Drive*

*Temple, Texas 76501*
*(903) 292-3713 (Cell)*
*contradancetx.com *

*www.zazzle.com/fuzzycozy*  (Dance
buttons, t-shirts, & more)*
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