Just as most language classes have nothing to do with language fluency, most
dance classes have nothing to do with dance fluency, Both tend to look more
like a frustrating attempt to read engineering schematics. I say that both
areas of 'education' SLOW DOWN the progress of the students, teach them BAD
HABITS, and erect barriers that they will be hard put to solve in the
future....in other words the last thing that 'education' wants to see are
students that are fluent in their language/dance and 'students' that don't need
more classes. I'm not saying that this is the conscious intention of the
teaching industry but it sure is their product.
There is an alternative to this mess. I hold that 'fluency' is best learned by
practising 'fluency' and not by splitting the dance/language up into tiny
conceptualized pieces to be examined, practised out of context and later re
combined (with music) to form a beautiful whole...this is not going to happen.
My experience in the language arts shows me that most students who go on to
fluency do not really know and are not aware of how they have attained that
fluency.
I am also an oils painter. I am used to the withering criticism that comes from
the painting community and I see that same competition here on Tango-L in
spades. Well, I'm not afraid of it. I have 25 years experience in the theory
and practise of language acquistion. I see it's relevance in Tango acquisition
and I have something to say about it. If you don't like that, tough.
I'm already receiving hate mail saying that I'm claiming to have 'mastered' the
Milonga. My Milonga ability brings me lots of fun and smiles on the faces of
my partners. That's a good enough mastery for me at this point. I can't say
the same about my Tango dancing after four months of lessons. I'm sure that
someone out there can relate to this. If not, so what. sincerely Mario
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