Re: [Tango-L] Fw: Better? Worse? Just different

2011-04-25 Thread Brian Dunn
Jan Bares wrote: ... During my classical ballet classes, I found an information about the research documenting that physical expression needs to be taught separately from the musicality... In classes we have organized with Luciana Valle, she defines musicality as taking in what the music gives

Re: [Tango-L] Better? Worse? Just different

2011-04-25 Thread Myk Dowling
On 21/04/11 23:12, Sharon Pedersen wrote: It's interesting to me to compare the tango situation to the situation for contradance, which is danced entirely to live music and has a thriving population of dance bands who play very well for dancers. I wonder what makes the difference? From my

Re: [Tango-L] Did you wow your partner?

2011-04-25 Thread Sharon Pedersen
On Sun, Apr 24, 2011 at 7:56 PM, Michael tangoman...@cavtel.net wrote: I compliment good dancers where good is defined as ease of movement and musicality, What is the measure of a follower's musicality? (Measure is the wrong word for this, but I can't think of the right word.) For a leader, I

Re: [Tango-L] Did you wow your partner?

2011-04-25 Thread Michael
Sharon: I mean that the woman finishes her adornment, step over, or something else at the end of a measure or phrase. (It feels better at the end of a phrase because it feels like a period at the end of a sentence.) She takes her time to add an adornment to her boleo or stepover. She knows what

[Tango-L] Tango without music?

2011-04-25 Thread Nussbaum, Martin
Totally disagree with all those who want to isolate tango instruction from the music. The only reason to dance IS the music. If not, just take up tai chi, or contact improv, or partner yoga, why bother with tango. The student should learn the feel of the steps, the technique, and the

[Tango-L] phrases (Re: Did you wow your partner?)

2011-04-25 Thread Andy Ungureanu
Am 25.04.2011 18:54 schrieb Michael : Walk to his music and you'll feel the end of phrases. Musically, I'm pretty sure a phrase is 16 measures. If you define measure like this: http://en.wikipedia.org/wiki/Bar_%28music%29 , a phrase in tango has usually 4 measures (roughly 8 sec). 16 of

Re: [Tango-L] Tango without music?

2011-04-25 Thread Huck Kennedy
On Mon, Apr 25, 2011 at 10:57 AM, Nussbaum, Martin mnuss...@law.nyc.gov wrote: Totally disagree with all those who want to isolate tango instruction from the music.  The only reason to dance IS the music. While I absolutely agree that music is the only reason to dance, learning a movement

Re: [Tango-L] Tango without music?

2011-04-25 Thread Gordon Erlebacher
I also believe that any movement, sequence, should be able to be executed in slow motion to make sure that balance is maintained at all stages (excluding volcadas and colgadas, even those too can be performed in slow motion). Obviously music is not required. On the other hand, one can always

Re: [Tango-L] Tango without music?

2011-04-25 Thread Tom Stermitz
Almost all beginners can step on the beat, with a little (decent) instruction. Dancing to the music means movement energy corresponds to musical energy, which is about the beat plus the phrase. When a beginner moves WITH the phrase of the music, the movements feel right, and he has more

[Tango-L] FW: Tango without music?

2011-04-25 Thread Nussbaum, Martin
Michael, we shall continue the conversation in NY when you get here. To put it simply, If there is no music, there is no dance. If there is no music, there is no tango. You can also learn how to dance by studying ballet. But we are reading this list because we dance tango, not ballet. Nothing in

Re: [Tango-L] Tango without music?

2011-04-25 Thread HBBOOGIE1
Let’s try to sort this music / learning / dancing question out. Unless you’re from another planet every one of you have had a tango lesson group or private First the instructors will dance the figure their going to teach Now the men and women get split up usually facing each other from

[Tango-L] Tango without music?

2011-04-25 Thread jan bares
Martin, Tom, Sorry, have to disagree. You have a student whose total concentration is on “which foot first and where do I place it? And then, where does my other foot go?” It does not matter how well the instructor explains the music, the music at this point is a distraction or at best the