Greg, that's a very good point. I first started contra dancing in 1988,
shortly after getting divorced and becoming a single father. At the time
I was so busy with my 6 year old son and working and commuting full time
I had no social life at all, and contra dancing became my only social
outlet. I had a really hard time at first, since I'd never done any kind
of structured dancing before, and one thing I still remember is how
welcoming everyone was. The caller can make such a difference in terms
of making newcomers feel relaxed and not judged about their limited
skills. -Lewis Land
On 4/18/2010 9:17 AM, Greg McKenzie wrote:
Thank you, Nancy, for a wonderful and heartening description of
teaching dance in public schools. For whatever reason, our society is
experiencing an epidemic of autistic syndrome disorders, depression,
asperger's syndrome, bipolar disorders, psychopathology, and
paranoia. When I look out at a hall full of 100 people I have to
assume that these groups are represented to, at least, some degree.
How many of those dancers have considered suicide within the last
year? How many are using antidepressants right now? How many are
going through a divorce or the death of a close family member?
As callers we need to keep this in mind. This is why I always try to
take full responsibility. I know that, at least some in the audience,
are likely to take any negative implications personally. Almost all
of us have been in that state at one time or another. And all of us
have some weakness in our social or dance-related skills. As a
community we need to adapt to the strengths and weaknesses of
everyone, and the caller should set an example of that. This is how
we teach the value of community. This is why I love contra dancing.
Greg
********
Nancy wrote:
Hello to all callers -
I am a public school music teacher, and so am a de facto caller to
each of
my classes whenever we dance (which is often). So it is not a
self-selected
group in any sense - everyone's there - everyone dances. There are many
children with processing issues - they do literally need to repeat
back to
you what you said in order to process it. There are many children
who are
spatially challenged - they don't see the BIG PICTURE of the circle, or
lines, or square - and don't know that they are a part of this
formation.
And there are the directionally challenged - left? Right? The kids
with big
social or emotional issues...... etc etc etc.
These are the reasons I love to teach dance, and feel that it is SO
IMPORTANT. To be IN the circle reinforces the concept of a circle,
being
one part of a larger whole where everyone is equal and everyone is
important
helps everyone's self-esteem. Moving to music with others helps
those who
are depressed and lonely. The structure and "rules" - hands out and
smile
at your next partner - teaches social tools and makes it safe for all,
including those students for whom this is the only time in the day when
other students will reach out to them with a smile.
So, yes, there are many "fires" if you think of it that way. But I
love to
see their faces when they do finally "get it" and then can do it on
their
own, and then start to own it. Of course, I have the luxury of
spending a
whole class period on one dance, or teaching it in bits over several
classes, so I know it is a whole other can of worms to call at a public
dance. But please be gentle with the challenged ones. It might very
well
be that they have never had to move in a certain direction with a
specific
hand with specific strangers within 2 seconds of you telling them to
do so.
Not many people even just walk a straight line at 120 beats per
minute, let
alone do it in changing formations with others. Patience patience
patience.
Now, to get the other dancers to have patience also.....
Nancy Fiske
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