Comments on: Skeletal http://www.limericktango.com/2009/08/skeletal/ ...from the Shannon to the Rio de la Plate Thu, 19 Jan 2012 13:46:22 +0000 hourly 1 http://wordpress.org/?v=3.0 By: LimerickTango http://www.limericktango.com/2009/08/skeletal/#comment-396 LimerickTango Mon, 07 Sep 2009 16:02:04 +0000 http://www.limericktango.com/?p=510#comment-396 Which just goes to show that tango is not something that you can teach but is something that the student must learn. ______ Walk, you must young Luke. Which just goes to show that tango is not something that you can teach but is something that the student must learn.

______
Walk, you must young Luke.

]]> By: Caminos de Tango http://www.limericktango.com/2009/08/skeletal/#comment-395 Caminos de Tango Sat, 05 Sep 2009 14:33:52 +0000 http://www.limericktango.com/?p=510#comment-395 Very interesting in the context of the dance indeed. I think you are absolutely right that giving structure/sequences with an undertanding of the dynamics of the dance is very important. I guess it depends on the level of the students too: I notice that sometimes beginners can be overwelmed if you try to introduce them to the concept of the dance, improvisation, etc... They just dont know what you are talking about! So giving them structure is very good. It's only once they encounter the limits of the structures themselves (ie: being stuck on the dancefloor because they cannot do their last side step as there's a wall or another couple in the way :-)) that they will ask for an understanding of the dance, how to develop the structures. Then is a good time to introduce them to destructuring. Sorry I just ruined your music section, but the same thing happens with music... and painting: one cannot do good abstract/modern art without being able to paint a bunch of flowers properly first. Very interesting in the context of the dance indeed. I think you are absolutely right that giving structure/sequences with an undertanding of the dynamics of the dance is very important.

I guess it depends on the level of the students too: I notice that sometimes beginners can be overwelmed if you try to introduce them to the concept of the dance, improvisation, etc… They just dont know what you are talking about! So giving them structure is very good.

It’s only once they encounter the limits of the structures themselves (ie: being stuck on the dancefloor because they cannot do their last side step as there’s a wall or another couple in the way :-) ) that they will ask for an understanding of the dance, how to develop the structures. Then is a good time to introduce them to destructuring.

Sorry I just ruined your music section, but the same thing happens with music… and painting: one cannot do good abstract/modern art without being able to paint a bunch of flowers properly first.

]]> By: LimerickTango http://www.limericktango.com/2009/08/skeletal/#comment-394 LimerickTango Fri, 04 Sep 2009 14:59:43 +0000 http://www.limericktango.com/?p=510#comment-394 Yes "well devised sequences" can "include a redundancy that allow” dancers “to slip out the odd prop or two when they are not needed". But note the qualitative. Yes it's entirely possible to create something in your students through wielding sequences. But there are those out there who burden their students with collections of steps, simply churning out one sequence after another with no regard to development or understanding. _____________________________ Give a man a fish: feed him for a day. Teach a man to fish: feed him for life. Give a man a cat and he'll be fishing for the rest of his life. Yes “well devised sequences” can “include a redundancy that allow” dancers “to slip out the odd prop or two when they are not needed”. But note the qualitative. Yes it’s entirely possible to create something in your students through wielding sequences. But there are those out there who burden their students with collections of steps, simply churning out one sequence after another with no regard to development or understanding.

_____________________________
Give a man a fish: feed him for a day.
Teach a man to fish: feed him for life.
Give a man a cat and he’ll be fishing for the rest of his life.

]]> By: Caminos de Tango http://www.limericktango.com/2009/08/skeletal/#comment-393 Caminos de Tango Thu, 03 Sep 2009 15:37:52 +0000 http://www.limericktango.com/?p=510#comment-393 So I will try and put this in context of the dance and in relation to the "step merchants": "step merchants", by offering set sequences, offer "structures". This means that they afford "stability" but also "flexibility". Well devised sequences or "structures", "can include a redundancy that allow" dancers "to slip out the odd prop or two when they are not needed". So I would say that "Step Merchants" are "the giants shoulders that allow" dancer "to reach further". :-) :-) So I will try and put this in context of the dance and in relation to the “step merchants”:
“step merchants”, by offering set sequences, offer “structures”. This means that they afford “stability” but also “flexibility”. Well devised sequences or “structures”, “can include a redundancy that allow” dancers “to slip out the odd prop or two when they are not needed”. So I would say that “Step Merchants” are “the giants shoulders that allow” dancer “to reach further”. :-) :-)

]]> By: Pete | The Tango Notebook http://www.limericktango.com/2009/08/skeletal/#comment-392 Pete | The Tango Notebook Mon, 31 Aug 2009 06:34:17 +0000 http://www.limericktango.com/?p=510#comment-392 WELL said! Those who lack structure are usually the ones putting it down. It takes discipline to be creative. Creativity can flourish if you give it a system and variables, but it's just chaos if you have nothing to tie it down. I enjoyed your post :) Pete | <a href="http://www.tango-blog.com" rel="nofollow">The Tango Notebook</a> WELL said! Those who lack structure are usually the ones putting it down. It takes discipline to be creative. Creativity can flourish if you give it a system and variables, but it’s just chaos if you have nothing to tie it down.

I enjoyed your post :)

Pete | The Tango Notebook

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