[Tango-L] Using the Social dance as THE model for the student

[Andrew RYSER SZYMAÑSKI]

I must disagree. it's not a question of copying anybody. Most probably these two would not do the same again to the same music; but they would still respect it's PHRASING & cadences. Two or three years of memorising steps will only be counter productive & prevent you from letting yourself GO & express the FEEL of the music with only a limited vocabulary that any partner can understand: e.g. see how he got her to close on the last chord without moving his feet: tense contrast.
[-OK, so it's La Miller, & she knows how to suggest things to the man without making it obvious that she is driving from the back seat....]

Andrew W. RYSER SZYMAÑSKI,
23b All Saints Road,
London, W11 1HE,
07944 128 739.


--- On Thu, 20/1/11, Michael <tangomaniac at cavtel.net> wrote:

> From: Michael <tangomaniac at cavtel.net>
> Subject: Re: [Tango-L] Using the Social dance as THE model for the student
> To: "Mario" <sopelote at yahoo.com>, "TANGO-L" <tango-l at MIT.EDU>
> Date: Thursday, 20 January, 2011, 3:28
> No, Mario. What I see is you want
> somebody to copy somebody else's dance so they don't have to
> come up with their own. This is NOT "Dancing with the Stars"
> where the pro choreographs a dance for the celebrity to
> memorize. Do you really want somebody to dance the SAME
> dance over and over again?
> 
> My teacher told me, "Step side left with the woman. You're
> on your left foot. What foot is the woman standing? If she's
> standing on her right foot, what can you lead?" Teaching a
> man how to think is more important than memorizing a
> routine. Memorized routines don't work when you run out of
> space.
> 
> Michael
> I danced Argentine Tango --with the Argentines
> 
> From: Mario 
> 
> What I'm enthused about is arriving at a 'whole' 
> dance...from beginning to end... expressed throughout as one
> whole fluid reaction to the music.   I'm
> comparing again to language aquisition; the difference
> between studying 'parts of speech' (which doesn't work
> by-the-way) and hanging into a fluent conversation... as I
> see it from having just gone thru it., the BIG problem for
> the 2 and 3 years student is putting it all together and
> enjoying a complete dance...and at the end feeling that he
> expressed a whole, complete pice of
> art.   Don't you see what I'm getting
> at?  Fluency produces fluency...you study fluency by
> practicing fluency...not grammar.
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