Tango as therapy

Tango will push your buttons. All of your buttons. If you have emotional baggage or trauma (and who doesn't?), tango will ask you to unpack it, evaluate it, and perhaps send some of it to the emotional Goodwill. If you want to get really good at tango, you need to be ready to tackle your issues.

After teaching tango for 20 years, what I have noticed is that people come to tango to tackle their issues, whether on a conscious level or an unconscious level. They want to dance tango badly enough to reach into the scary emotional closet and bring old fears and hurts into plain sight. They are willing to do this hard work because tango has grabbed them and dragged them into a new space. In this new space, they see that, if they work hard, a whole new universe of beauty and music and dance is waiting for them.

 

Relationship baggage

Tango brings up all of the good and bad experiences you have had with other people in your life. Many dancers bring a lack of trust, or other emotional baggage, with them into tango. Because it is done in couples, it seems to bring up ALL past negative baggage about relationships! I joke that I am the cheapest marriage counseling available in Portland, Oregon.

"He's doing it wrong again!" "Tell her I don't want her to criticize my dancing anymore!" "Why does s/he always blame mistakes on me?" Part of learning to dance tango is learning to give gentle feedback ONLY WHEN ASKED. This applies to dance partners, life partners, and to random people you dance with once and never see again!

For people who are single, or take lessons solo, these messages still come up and need to be dealt with. Can you trust me as your teacher? What about the people in group class? Which milonga feels safe to you?

 

Trust issues

Tango requires both dancers to entrust themselves to a new experience in which both people are impacted by the actions of the other person. The dance is done close together, touching bodies. For many people, dancing like that requires a level of trust rarely seen in modern life, especially in the North American culture. We are brought to value independence and individuality. Tango seems to invade this space, asking us to depend on the other person and merge into the couple, losing our individuality.

Tango actually requires the dancer to maintain the individual self and care for the self, in order to dance well as a team. Each person has a lot more possibility to embellish and make the dance their own, than is usually available in ballroom or other couple dancing.

However, it takes a deep level of trust to allow another person that close. "I can't do this!!" is the reaction I hear from many new dancers. To try something new, something complex, with another person--let alone in front of other people--brings up all of our fears about making a fool of ourselves. It brings up the middle school dance: will we be chosen or rejected? Will this person respect and value me, or will they treat me badly? Trust is a big issue for many people coming to tango.

 

Intimacy concerns

Enjoying how you feel dancing is an enjoyment of the senses (sensuality). Tango is all about enjoying how the body feels when it is moving to music, expressing itself, and interacting with other people's bodies. At its best, it is what I call an "in-body" experience, where my brain can turn off and I can just BE.

However, North Americans often conflate sexuality and sensuality. That's why we have jokes like: "Why does the [insert your choice of church/religion] prohibit sex? Because it might lead to dancing!" Our culture is not 100% comfortable with enjoying sensuality. One Buenos Aires dancer told me, "You poor Yankees! So Puritan! Here, we just do what we want, and go to confession." If you have intimacy issues, tango really pushes your buttons.

On the other hand, you learn that you can be intimate and sensual on a non-sexual level that you may not have found before. At its best, tango allows you to connect more closely with your fellow human beings in a deeply profound manner.

 

Learning to love your body

So many of us don't like our bodies! To dance and become aware of the shape of our body on a deeper level, to find how it works (or struggles) to dance, can push a lot of buttons about not feeling good about body issues.

The body awareness that tango teaches, is invaluable but not easily built. On the way, you have to learn to listen to your body and hear what it is saying. For some people, this is easy and a given in their life. For others, many years pass before the day that they say to me, "Hey, I FELT that!!!!!!" (with about that many exclamation points in the tone of their voice).

After the Princess-and-the-pea phase, where you feel every tiny thing that your body does, you can settle down to a nice medium sensitivity that allows you to care for your body, improves your balance and alignment, and retrains to move in a healthy, pain-free way. That's worth it, isn't it?

When you really feel your body and live in your body, you have to accept how it is shaped and how it works. Popular culture trained me to hate the shape of my body: strong, not slender, with a big butt and calves. Tango has taught me to love the strength and my curves. What can it teach you to love about YOUR body?

 

Traditional roles (like following) vs. the modern woman

This can be a big button for some people. Luckily, most people who feel this way know that they have an issue. Often, they announce "I have a problem with some guy telling me what to do" (or something like that) at the first lesson. Rarely is this button a surprise for the dancer :-)

Tango is a 50-50 dance. Both people need to do half of the work for it to function. The leader does make some decisions for the couple, but the follower has veto power. The follower can also inspire the leader to change the plan for the next move; the speed of a move; the flavor of the dance. In short, the follower is the motor of the dance. No motor, no dance.

Yes, if a man is leading and a woman is following, buttons about traditional roles will be pushed. However, try to reserve judgment about what it looks like tango is, and see what you can make of tango for yourself. For me, I like to lead and to follow, but not at the same time. I let myself be led when I follow, and I build my dance around my follower's needs when I lead. It's a conversation, a dialogue, not a monologue.

I'd like to hear from you: when you started tango, what buttons did it push for you? Have you found resolution/change/revolution? Tell me!

 

 

 

 

 

What's the best way to learn Argentine Tango, Part IV

Below are a few odds and ends from Make It Stick that didn't fit anywhere else, but seemed important to share with you.

Why you need a teacher to master tango

 

We are all hardwired to make errors in judgment. Good judgment is a skill one must acquire, becoming an astute observer of one’s own thinking and performance . . . when we’re incompetent, we tend to overestimate our competence and see little reason to change… (Brown et al. 104)

One more piece of the learning puzzle remains: calibration. Calibration is: “the act of aligning your judgments of what you know and don’t know with objective feedback so as to avoid being carried off by the illusions of mastery. . ." (Brown et al 210).

It's hard to give yourself objective feedback when learning something. Brown et al. point out that many people have a false sense of mastery of information long before they actually know the new material well. Also, because we base our sense of mastery on our own subjective experience, we can be WAY off base about our level of mastery if no one else gives us a reality check (Brown et al. 111).

Taking private lessons, in addition to group lessons, is the only way to become a master of tango. If you don't care what level you reach, and you just want to dance a little for fun, you can get by with group lessons. Watching YouTube will not teach you the sublety of tango :-)


Deliberate practice usually isn’t enjoyable, and for most learners it requires a coach or trainer who can help identify areas of performance that need to be improved, help focus attention on specific aspects, and provide feedback to keep perception and judgment accurate. (Brown et al. 184)

 

It's OK to fail!

I’ve not failed. I’ve just found 10,000 ways that don’t work. Thomas Edison

Western culture doesn't like failure. Many of us will do just about anything to avoid making mistakes, especially publically (Brown et al 90). Failure has spurred many new discoveries over the eons, and avoiding failure can make us so risk-adverse that we are too afraid to try anything new, to experiment to find new things (Brown et al 92-93). What if we were all too afraid to try learning? There would be no tango moves that had been created in the past 100+ years for us to dance. I think that most moves come from making mistakes while doing moves that already exist. What a boring dance tango would be without mistakes!

…to achieve expertise requires thousands of hours of dedicated practice in which one strives to surpass one’s current level of ability, a process in which failure becomes an essential experience on the path to mastery. . . The qualities of persistence and resiliency, where failure is seen as useful information, underlie successful innovation in every sphere and lie at the core of nearly all successful learning. (Brown et al 93)

 

There is no age limit

There’s virtually no limit to how much learning we can remember as long as we relate it to what we already know.” In fact, because new learning depends on prior learning, the more we learn, the more possible connections we create for further learning. (Brown et al 76)

Humans continue to generate neurons in the hippocampus throughout life. This is the area of the brain where we consolidate learning and memory, so we should be able to learn as long as we make an effort (Brown et al. 172).

 

Whether you think you can or you think you can’t, you’re right

Many people believe that their intellectual ability is hardwired from birth, and that failure to meet a learning challenge is an indictment of their native ability. But every time you learn something new, you change the brain. . . . “We become capable through the learning and development of mental models that enable us to reason, solve, and create . . .  the elements that shape your intellectual abilities lie to a surprising extent within your own control. (Brown et al. 23)

According to Brown et al., “Mastery requires both the possession of ready knowledge and the conceptual understanding of how to use it (35-6)." In studies of mastery, it has been seen that “ten thousand hours or ten years of practice was the average time the people . . .studied had invested to become expert in their fields" (Brown et al. 185).

 

Suggestions for Gaining Mastery

 

  1. Be the one in charge: “Mastery, especially of complex ideas, skills and processes, is a quest.” Don’t leave it up to the teacher!
  2. Embrace the notion of successful intelligence: Build on your strengths, but push your envelope. Figure out what you want to learn, what you need to do to get there, make a plan, and keep pushing yourself, testing yourself, and working on the areas that are weak.
  3. Adopt active learning strategies: “develop workarounds or compensating skills for impediments or holes in your aptitudes.” Make sure you aren’t just doing what feels easy and safe.
  4. Build the structure: look for the deep fundamental structures of what you want to learn, and build on those. That organizes all the learning, creates connections, and makes for successful learning (Brown et al. 159-160).

Where are you on your ten thousand hours? Get out there and dance!

 

 

 

What's the best way to learn Argentine Tango, Part III

Make It Stick: Why spaced, interleaved practice works

In the spirit of Make It Stick, I am adding details and presenting some review of the material from before, but in a different way here, to "make it stick" in your brain :-)

In this post, I am detailing how to think of the process of learning, and how you can use your practice best to retain information.

Effortful Retrieval

In effect, retrieval---interrupts forgetting. (Brown et al. 37).

Finding or remembering old information is hard because our brain has forgotten the cues or connections to the information stored, not because we have lost information permanently (Brown et al. 77). So how do we help ourselves keep information at our fingertips? Struggling to find old information forces the brain to make new connections, linking old information to new information and/or modifying the information we are retrieving with new details.

For tango, the way we self-test/retrieve information, is to try moves or techniques of moving, at practicas or milongas. If it works, you know it! If it doesn't, that is also clear. In one study that Brown et al. cited, students who didn't get tested at all on information forgot 52% of what they had learned after ONE week, while students who had been tested repeatedly, only forgot 10% (Brown et al. 55). What is the takeaway here? GO DANCING!

 

Repeated retrieval

To be most effective, retrieval must be repeated again and again, in spaced out sessions so that the recall, rather than becoming a mindless recitation, requires some cognitive effort. (Brown et al. 45)

Once you have it right, don't stop practicing/reviewing! It is easy to misremember material. Often, if you dance with someone doing it wrong, you will change your memory of the move to what they are doing. Or, someone may remember it differently, and you start to form a memory based on the other person's version (Brown et al. 116-7).

Often in tango, we say that you have to learn something at least three times to remember it well. I have heard numerous teachers repeat this information. Why does repeating the learning experience help you remember? Relearning/recalling learning makes material clearer, connects it better into cues/memory and “weakens competing routes” of cues/memory (Brown et al. 83).

 

Elaboration

Elaboration is the process of giving new material meaning by expressing it in your own words and connecting it with what you already know. (Brown et al. 22)

When you learn something new in tango, figure out how it fits into the information you already know. This creates connections in your brain that help you access the new information more readily. Find how the new move or technique fits into the big picture of your tango dancing, and you will remember the information better.

One way I help my students do this, is to present information that is closely related, but different. Each new step is connected into the material we have already learned.

For example, my advanced class is working on back paradas, leader front sacadas through the follower's back step, and single-axis turns from the follower's back step. For these three moves, there is only a slight change in the lead to produce different results (send the follower, but don't go; intersect the middle of the follower's back step; and intersect the follower's back step as close to the new landing spot as possible). When we work on them in the same class, the followers can feel the difference in the leader's moves more clearly, and the leaders can see when they have misjudged the movement (and have a backup plan in place, using one of the other options).

I often have students work together doing peer-teaching, which requires them to be able to explain what they are going in their own words.

 

Generation

As you cast about for a solution, retrieving related knowledge from memory, you strengthen the route to a gap in your learning even before the answer is provided to fill it and, when you do fill it, connections are made to the related material that is fresh in your mind from the effort. (Brown et al. 88)

Generation is "the act of trying to answer a question or attempting to solve a problem rather than being presented with the information or the solution is known as generation” (Brown et al. 87). If you have to generate part of the information (fill in the blank for example); you remember the information better because you had to work on retrieval more (Brown et al. 48).

Last week, I taught Tete's "famous ocho" and this week, I taught the reverse volcada that I think developed from Tete's move. I showed the class Tete's ocho, and asked, "What would happen if I moved away from the follower at this point?" Answer: the follower steps forward. "What could I do to prevent the follower from stepping?" Answer: the leader suspends the follower so that s/he can't step. "How do I need to move to get back on balance, moving line-of-dance, to exit?" Answer: [Usually] stepping behind with my left, then sidewises with my right foot, and then walking forward out of the move.

As we worked through each piece of the movement, I tried to ask a question that required thought. I can just show the move over and over, but it won't "stick" the way that requiring students to generate their own answers will. I am still working on this part, as I love to be helpful and provide answers for them :-)

 

Reflection

Take time to think about what you’ve just learned and tie it into what you already know; figure out what you need to know to make it all fit together, or what skill you are still lacking in order to be able to do this thing (Brown et al 209). What is the big picture? What is the overarching larger context for this new information?

People who learn to extract the key ideas from new material and organize them into a mental model and connect that model to prior knowledge show an advantage in learning complex mastery. (Brown et al. 22)

After a class, you should think about/note/write down the key ideas or moves that you have learned. This helps with reflection (retrieval of recently learned info), elaboration (connecting it to what you already know) and generation (putting it in your own words as you mentally rehearse it) (Brown et al. 88).

I write detailed notes during and after a class when I study with a new teacher, or if I want to remember a pattern to teach it later. For example, if I hadn't kept a notebook during my studies with Tete in 2000 and 2001, I would never be able to teach a class of his movements from memory in 2015!

 

What's the best way to learn Argentine Tango, Part II

Make It Stick: Why can't I remember moves when I go home after class??

Most people think that repeating information over and over is the best way to learn. In "massed practice," we repeat the same information/moves over and over again, until it feels familiar. Unfortunately, instead of creating long-term memory, when we do this, we are working with our short-term memory. As we loop through our short-term memory, the material begins to feel familiar. We gain confidence and feel good, as if we learned the movement really well. However, when we get home, we can't remember what we did in class (Brown et al. 83).

Just stuffing information into your brain does not help you learn. Think of cramming for an exam: you pass the exam, but is that information really available for later recall? For example, a tango festival, with twenty hours of lessons in a weekend, would be like cramming for an exam. How much of that information is still there a week later?

 

How to learn movement efficiently

Embrace the fact that significant learning is often, or even usually, somewhat difficult. You will experience setbacks. These are signs of effort, not of failure. Setbacks come with striving, and striving builds expertise. (Brown et al. 201)

 

Spaced Practice

Massed practice will not help you to learn tango. Instead, you need to space out your practice time. This helps your brain build the connections between the new information and what you already know, which cannot happen immediately. Also, the fact that you have to work hard to retrieve the information each time you practice, helps you learn more thoroughly (Brown et al. 65).

When people ask me how often they need to practice, or take classes, I tell them that it varies by person. If you want to improve, you need to review the information before you forget it; and then keep reviewing it. Personally, if I wait more than 48 hours to review something, I often can't find the information in my memory. So, for me, I need to practice at least every other day when I am trying to learn something new.

 

Interleaved Practice

The learning from interleaved practice feels slower than learning from massed practice. Teachers and students sense the difference . . . and the compensating long-term advantage is not apparent to them. As a result, interleaving is unpopular and seldom used (Brown et al. 66-7)

Interleaving is studying at least two things, rather than just studying one. In an example from the book, a group of people who already were good at baseball were divided in two. One group was given massed practice of hitting several kinds of pitches, but one at a time. They felt good about how they were learning, and continued practicing for six weeks. The other group interleaved all the different kinds of pitches, never knowing what was coming up. They felt frustrated that they weren’t doing very well. At the end of six weeks of practice, they performed much better than the other group (Brown et al. 80-1).

Although I have used some of these techniques for years, some are new to me, or were things that I did not often do. I had felt pressure to make my lessons feel easier from my students, and had drifted towards too much repetition of one thing at a time. However, the changes I have made to class in the past three months have made a believer out of me: I am seeing results that I have not seen in 30 years of teaching! My students agree that class is more challenging and feels more frustrating, but they are learning faster.

 

Varied Practice

If you interleave different skills or moves, you learn better than working on one thing, but you can improve on that with varied practice: mix it up! Do things in different orders! Do different exercises and drills!

The evidence favoring variable training has been supported by recent neuroimaging studies that suggest that different kinds of practice engage different parts of the brain. The learning of motor skills from varied practice, which is more cognitively challenging than massed practice, appears to be consolidated in an area of the brain associated with the more difficult process of learning higher-order motor skills. (Brown et al. 67)

My guess is that tango counts as a higher-order motor skill :-) When I teach private lessons, I often write three- to four- moves on the white board, and then have the student dance them in different orders. With the "cheat" of seeing the names of the moves, or pictures of them, the student works through different orders of movement. After that, I ask that they do so without looking at the board.

 

 

 

 

What's the best way to learn Argentine Tango?

Part One: How the brain learns

Make It Stick

I have been reading Make It Stick, by Peter C. Brown, Henry L. Roediger III and Mark A. McDaniel. This book covers several decades of learning research, aimed at the educated layperson. One of my students brought it to my attention (thanks, Marcia!) because she knows I am interested in ways to learn and to teach.

Expert performance does not usually rise out of some genetic predisposition or IQ advantage. It rises from thousands of hours of . . .sustained deliberate practice . . . slow acquisition of a larger number of increasingly complex patterns,  patterns that are used to store knowledge about which actions to take in a vast vocabulary of different situations. (Brown et al. 183)

Does this sound like tango to you? It does to me.

What have I found out? The way that most people think is the best way to learn is actually the worst way to learn. However, because it feels easier, learners ignore studies that show them how to boost learning and keep employing methods that don't work well.

I have seen a huge jump in retention of both technique and specific steps since I tweaked my teaching style to implement suggestions from Brown et al. in my teaching.

 

How does the brain learn?

Neurogenesis

Neurogenesis, or the creation of new neurons, actually happens in the brain BEFORE learning begins (Brown et al. 172). So that means that the intention to learn is a trigger for creating an atmosphere in the body that allows for new memories and motor patterns to stick! As a teacher, I find this exciting, because it means that, just by showing up for class, by intending to learn something new, a person is predisposed to learn.

 

Encoding

When you learn new information, dance or otherwise, the brain first encodes it:

...the brain converts your perceptions into chemical and electrical changes that form a mental representation of the patterns you’ve observed. . . we call the new representations within the brain memory traces. Think of notes jotted or sketched on a scratchpad, our short-term memory. (Brown et al. 72)

 

Consolidation

Each time you repeat the new movement or piece of information, the traces in the brain are strengthened. The brain "reorganizes and stabilizes the memory traces," allowing for more connections to be made to other memory traces, so that it can be recalled at a later time (Brown et al. 73). The process of creating long-term memory storage is called consolidation.

 

Reconsolidation

In the next step of learning, the brain continues to work on the new material, reconsolidating it, pulling it out of storage, modifying it if necessary, and connecting it to more information to strengthen the memory, each time it is used: “Scientists believe that the brain replays or rehearses the learning, giving it meaning, filling in blank spots and making connections to past experiences…” (Brown et al. 73).

 

Myelination

As you continue practicing, or using, the stored information, those neuronal pathways become coated with myelin. It acts like insulation, allowing the signals to move faster along those pathways. Brown et al. note that:

our learning it thought to be recoded in . . . the same area that controls subconscious actions . . . As a part of this process of recoding, the brain is thought to chunk motor and cognitive action sequences together so that they can be performed as a single unit [and they speed up]. (Brown et al 171)

In tango, this is why you can only do a new movement slowly at first. Gradually, you will be able to dance it correctly at higher and higher speeds: the improvement in performance is due to how fast the electrical signals can travel in your body.

Good news for older learners: our "neural circuitry" continues to grow into our sixties (Brown et al. 170)! Watching my older students, I suspect this actually continues longer, because some of the biggest gains I have seen have come from my students in their seventies.

 

So what does this mean for tango?

The next post will cover how to use this information to learn in a way that "makes it stick" so you can really dance!

 

 

 

 

A quote from Gavito

As I go into a session of teaching my Thursday nighters what I learned from Tete Rusconi a long time ago in Buenos Aires, I have been thinking about what I learned from Tete. He was an awful teacher, but a great dancer. I put up with direct insults on a weekly basis to learn from him, and learned tons. He didn't like the fact that I was leading in his class, but he respected me for sticking with it. Years later, when he saw me in Portland, he grinned from ear to ear, crossed the floor to say hello, and asked me to dance twice. That made up for a lot!

I wish I had given Gavito's teaching more of a chance and learned from him as well.  As a newbie tango dancer at a California dance festival, I walked out of a group lesson with him because of his treatment of the class. I knew he was famous, but felt frustrated as a teacher, that someone teaching me could be such a jerk. If I had gone to his classes in Buenos Aires, not expected him to be a good teacher, but understood I could learn to dance by watching him (as I did from Tete), perhaps I would have seen beyond the attitude, and would have more of his experience in my dance.

I saw him dance in the milongas in Buenos Aires a bit. Mostly, he sat with his friends and a drink, getting up to dance once in a while. I liked his intensity and the seriousness with which he took his tango, but I didn't get to know him at all.

My relationship with Gavito has been forged by a student who hasn't even been to Buenos Aires, and started dancing long after Gavito passed away. One day, he walked into his lesson and said, "I know who I want to dance like: Gavito!" and proceeded to inundate me with videos. We worked on Gavito's moves and styling in his lessons. One day, he dropped by my house and handed me a book. "Read it," he said, and left. It was Ricardo Plazaola's book, I Wanted To Dance: Carlos Gavito: Life, passion and tango.

It's a quick read. Mostly, it is a biography that wanders around Gavito's life, interspersed with interview quotes. Here is the one that struck me as a great followup to last week's blog posting:

You spend many years learning technique, learning to do everything well, everything perfectly...Many years...But afterwards, when you do everything perfectly, you have to become less perfect, you have to 'mess up' your style. You have to give it your own personal touch. That's when your tango becomes your own, the tango that you feel like a fist in your stomach. something that rips you from the inside that maes you cry...There are tangos that make me cry And for that. how long does it take? A year? Two? Ten? Many years. For some people it takes a lifetime. (p. 122)

What do you think?

 

 

 

 

Tango: practical vs. ideal (or, Why I teach Naughty Toddler)

One of my students felt frustrated when her dance partner returned after several months off. She practiced diligently during that time, and brought her dancing up to a good, solid level. However, she told me that, after dancing with me for a few months, she felt upset that her technique didn't feel as good with her partner, who is an intermediate leader. Why couldn't she dance as well as with me? Several other students have also commented that, "It's no use working on good technique when, on the dance floor, I never need it!"

So why do we work on having perfect technique? What about focusing on how to deal with dancing with real people, who do not dance perfectly?

Why work on ideal technique?

Yes, it's true that a "perfect" tanda only happens once every few years for me. Most of the time, I dance with beginner and intermediate students, who don't yet have the level of dance that would allow me to dance without effort. HOWEVER, when that unforgettable tanda happens, I want to have the chops to give back what I'm receiving from my partner. I work almost every day at my technique, after 20 years of tango, for those in-body experiences.

As your own technique gets better, you can maintain it under less-than-ideal circumstances. This gives you a better dance with someone than you would have with poor technique. I assume that, when I am dancing with a dancer at a lower level, one of my jobs is to my partner have a better dance experience. How? By dancing my absolute best technique. At Portland Tango Marathon, a long-time friend told me that I made him "look good" on the dance floor. Yes! That should be a given.

Why work on problem-solving, save-your-butt moves?

For me, I think a dancer needs to study both good technique and survival plans in order to dance well and to enjoy social dancing. I try to balance my classes so that we alternate working on ideal technique, flow/energy games, and what I call "Naughty Toddler," a game I made up while teaching at the University of Oregon about ten years ago.

Naughty Toddler is game where the dancers take turns NOT following and NOT leading. The partner needs to adjust in different ways to have a successful dance. This game is about getting out of your head, and into your natural body, letting your dance happen in spite of yourself; finding the flow of the dance.

I originally made up this game so that followers would give more energy to the leaders: how many of us have started tango dancing like robots, scared to do anything "wrong" that the leader didn't ask us to do? I have found that the game also helps leaders: it gives them real-life practice in dealing with unexpected situations. If you can survive Naughty Toddler, you can survive the dance floor!

The rules for naughty follower:

  • Don't follow!
  • Try to get your leader to run into other people/the wall/get flustered
  • Pretend you aren't dancing with someone else! Do your worst imitation of what you see on YouTube if you are out of ideas
  • Play!

What does the leader need to do?

  • Just like when working with a toddler, it's easier to cut off access to the forbidden space instead of saying no; don't wrestle, find a way to reduce the follower's momentum to zero, and re-take the lead.
  • Gentle hands: use your body position to block/redirect the follower. The hands for are preventing accidents if nothing else works.
  • Keep breathing and don't freak out: this is how it feels when you are a beginning lead all the time!!

The rules for naughty leader:

  • Don't lead!
  • Just dance around doing your own thing
  • It is still your job to navigate: make sure you don't run into anyone
  • Don't worry about whether the follower gets what you are doing

What does the follower need to do?

  • Hold onto the leader's shoulders
  • Stay in front of them
  • Don't worry about what foot to use, just stay upright

Naughty Leader helps followers get practice in how to stay on balance and dance as well as possible, even when there is no clear lead. It also helps leaders understand that they can allow themselves to NOT make a plan, and still have a dance.

Not everyone likes Naughty Toddler

If you are teacher, be aware that not everyone likes Naughty Toddler. Some of my elderly students sit down for the game, unless they have a trusted partner. It scares them because they are afraid of falling down. Another student refuses to play the game (although I hope she will eventually try it) because "it just doesn't do it for me" as a perfectionist: it pushes ALL of her buttons. She was shocked when I correctly guessed her motives for avoiding it. As a perfectionist myself, I know how useful this game has been for me as a dancer. Those who are very structured find the exercise emotionally uncomfortable. As a teacher, I am all about coaxing people out of their comfort zone into a stronger dance.

Bringing the ideal and practical together

The aim of working perfect technique and Naughty Toddler/energy games in tandem, is to create a vibrant, energized, joyous dance with good technique. Without energy, the dance is academic and cold. Without technique, it is lacking elegance and power. Put the two together, and ....you've got what I think tango ought to me.

Now go out there and dance!

 

 

A few more thoughts from "The Art of Learning"

I found a few more tidbits of information in The Art of Learning that are very useful for tango dancers, even though Josh Waitzkin is discussing chess and tai chi.

 

Subtle is good!

...players tend to get attached to fancy techniques and fail to recognize that subtle internalization and refinement is much more important than the quantity of what is learned. (The Art of Learning, 123)

If I could be paid for each time someone complains to me, "But this is subtle," I would be rich! Tango IS subtle, with a deep body awareness needed to achieve mastery. Dancing on Monday night, I found a zone where I was aware of how all of my muscles and my frame fit together, and I could feel the interplay of muscles, of my balance, of my partner's musicality, on a deeper level than usual. I have come to enjoy little, tiny elements of the dance; the subtlety of tango.

 

Waiting: finding the white space in the poetry that is tango

Not only do we have to be good at waiting, we have to love it. Because waiting is not waiting, it is life. (The Art of Learning, 186-7)

This is what tango is about: finding the pauses, enjoying the waiting, being in the zone in quiet moments. If you try to live for the exciting moments only, for the big, flashy moves, you have missed the heart of tango. In the waiting, you find yourself and your partner.

 

Create a routine to make dancing less stressful

To have success in crunch time, you need to integrate certain healthy patterns into your day-to-day life so that they are completely natural to you when the pressure is on. (The Art of Learning, 187)

Although there is no one quote about this that works for tango, I really like Waitzkin's creation of a routine that helps focus, calm and prepare a person for something stressful. A LOT of people tell me that they find going out dancing so stressful and anxiety-provoking that they prefer to just come to lessons and dance with me! Now, while that is flattering on one hand, it means that they are working really hard and not getting to play with tango.

If going dancing brings out all of your negative self-talk ("I can't dance; maybe I should just quit!") or your fear of not having a good time ("No good dancers are going to notice me, and I will probably just have a bad evening!") or trigger pet peeves ("I hate it when people keep dancing with bad floorcraft! Why are they getting in my way and ruining my evening?"), then you are setting yourself up to have a negative experience. Dancing should be fun! Socializing should be fun! Dancing should feed your life, not suck it dry.

What calms you down? Build a routine of a few short activities that you enjoy, and help set yourself up to succeed and enjoy the evening. Here's what I like to do:

  1. Shower.
  2. Pick out a nice outfit.
  3. Do 15 minutes of stretching.
  4. Spin or knit for 10-15 minutes.
  5. Go dancing.

Make a routine out of things you already like to do, and the positive feelings you have about those activities, will transfer to the dancing.

Build a short-cut relaxation routine

After you have developed a good routine that helps you prepare for dancing, you can make a shorter version to work for times when you don't have an hour or more to prepare to dance. What if a friend calls and says, "Hey! I'm going to the milonga in twenty minutes! Let's go!" Do you want to refuse because you need an hour to kick into gear?

Think about gradually shortening your routine so that is still relaxes and prepares you, but only takes a few minutes. This is also helpful for those nights when you start to lose your cool part of the way through the milonga: a difficult partner, a bad collision, or just seeing someone you don't want to see across the floor. Maybe going out of the room, doing a stretch, rinsing your face, and getting a drink of water will clear your mind; but only if you have developed a short-hand version that you know works. Part of the reason it is effective, is that you have practiced it, and wired your body to relax when you go through your ritual.

Once a simple inhalation can trigger a state of tremendous alertness, our moment-to-moment awareness becomes blissful, like that of someone half-blind who puts on glasses for the first time. We see more as we walk down the street. The everyday becomes exquisitely beautiful. The motion of boredom becomes alien and absurd as we naturally soak in the lovely subtleties of the 'banal'. (The Art of Learning, 197)

 

An aside from me

This is not from the book, but from a therapist who specializes in treating anxiety. If you are stressed out about dancing tango, go dancing. If you are nervous or anxious, avoiding going will simply cause more anxiety. Just go. If you show up, sit down, change your shoes and chat with people at your table, you have succeeded in getting to the milonga! Dance one or two tandas before fleeing. Next week, stay one more tanda. Add a tanda a week. As you meet more people, you will have more folks to dance with you, and you will feel more at home. Pick a table and sit at the same place each week. Become part of the community, and feel how that helps you feel less nervous about the dancing! And listen to the tiny moments that create joy.

Investment in loss

I am still reading The Art of Learning by Josh Waitzkin, in between other books and projects. Today, I was struck by the following paragraph, and then taught a class immediately after reading. My student felt frustrated that she was "losing the tango she had" before, although my impression is that she is improving at a steady pace.  Here's what Waitzkin wrote about learning Tai Chi Pushing Hands:

In order to grow, [the learner] needs to give up his current mind-set. He needs to lose to win. . . . William Chen calls this investment in loss. Investment in loss is giving yourself to the learning process. In Push Hands it is letting yourself be pushed without reverting back to old habits--training yourself to be soft and receptive when your body doesn't have any idea how to do it and wants to tighten up. (p. 107)

This resonates with me as a process that I continually experience each time I go up a level in tango. I have to let go of the familiar motor pathways that make me feel competent, and set off down new motor pathways that feel weird, disorienting and unfamiliar. Gradually, as those new habits fall into place, they begin to feel normal and good; and I reach a new level of dance.

I see dancers all the time who remain at the same intermediate level permanently because it is just too frightening to step off the curb into a new modality. I started from scratch in tango after teaching for twelve years. It was a scary year, as I learned new things and started to teach them. I had to acknowledge that I was also trying to get them into my body. I felt very vulnerable. I have a card in front of my computer that reads: "A ship in port is safe; but that is not what ships are built for (John Augustus Shedd)." I read that every day, and try not to let my vulnerability keep me hiding from growth.

What about you?

 

Thought for the day

I've been reading a few books at the same time, as usual. I am reading Josh Waitzkin's "The Art of Learning: a journey in the pursuit of excellence" during my morning tea. Here's what I found today for all of you who are struggling to attain a higher level in your tango practice:

The key to pursuing excellence is to embrace an organic, long-term learning process, and not to live in a shell of static, safe mediocrity. Usually, growth comes at the expense of previous comfort of safety. The hermit crab is a colorful example of a creature that lives by this aspect of the growth process (albeit without our psychological baggage). As the crab gets bigger, it needs to find a more spacious shell. . . . [Someone afraid to try and fail] is like an anorexic hermit crab, starving itself so it doesn't grow to have to find a new shell. (Waitzkin: 33)

Get out there and GROW!

Body alignment: finding YOUR midline

The more I teach, the more I focus on finding where each person's body can balance best.

For a lot of people, dancing tango means finding the front of the partner's body with the front of their own body. Focusing on the front surface of each body sometimes leads to leaning, heaviness, and loss of balance. What other ways can we think of connection, in order to protect our own body and dance better?

 

Spine front-to-back

try to picture my spine in 3-D, and build my body around that. Here's a great picture of the spine in the body that might help you with the image I'm talking about. What I like here, is that you can see the ribs and the pelvis, but the feeling of all the bones being IN the body is really well done. I want my torso and spine to be aligned, nice and long, and supple, like in this picture.

Front-to-back, my pelvis is balanced so as to keep my spine as relaxed and long as possible; and to let me use my deep core muscles instead of my back muscles, to hold me up. This gives me a lot more rotational movement possible around my center.

 

Balancing right and left sides of the body

My body is divided right and left, with my spine as the dividing line. That doesn't mean that there is a straight line down the middle all the time. If I am standing on one foot, that midline has some curves in it! Check out The Birth of Venus! The free leg (the one she does not have weight on), is relaxed, and the pelvis is lower on that side. My pelvis is like a see-saw, with the support side up and the free side down; that tips side to side, each time I change weight from one foot to the other.

My shoulders and shoulder girdle rest in a relaxed way, as if they were draped over my body. Remember that the only bony connection between your arms and your body, is your collarbone: the rest is muscle. This page might be overkill, but it does show how everything is connected.

Both the pelvic girdle and the shoulder girdle have to adjust when we move, in order to created balanced movement through our midline. The more we can be efficient with motion at the periphery (away from the midline), the easier it is to remain balance in the center.

If we adjust right and left at our shoulders (the metronome approach, tick-tocking from side to side with the head and shoulders) instead of the hips (pendulum swing) there is a lot more movement in order to stay balanced. Why work harder??

 

Contrabody motion for balanced walking, running or dancing

The midline constantly changes, balanced over one foot or the other; with a pendulum movement of the hips; and responding balancing motion in the upper body, spine, shoulder girdle and head. If this is done without motion twisting around the torso, efficient movement is impossible.

Contrabody motion means the opposite side of the torso and hips/leg match up. If you have ever gone cross-country skiing, you had to do this to move :-) Right arm/torso and left hip/leg come forward, and then the other alternates. I looked for good explanations on the web, but have not found a really good one yet.

Think about jogging or running, or even walking quickly as if to catch the bus: The faster we move, the more we tend to use contrabody motion, because we cannot move efficiently without it!

 

Exercise for finding good contrabody motion

This is a new find-your-own-body exercise I have been teaching recently:

Version 1: Sitting for hip stability

  • Put your fingers into your solar plexus region, just under where your ribs stop and your belly starts, to feel your oblique muscles
  • Find neutral: straight ahead
  • Twist to your right and feel what muscles start to work (if nothing is working, that's a problem!)
  • Come back to neutral
  • Twist to your left and feel what muscles are working
  • Return to neutral

Version 2: Standing

Take a Pilates ball and squeeze it between your thighs (letting your midline help your stability)

  • Repeat the above exercise, with either a helper or a mirror to ensure that you are not twisting the hips.
  • Make sure that the same muscles are working as in Version I
  • Breathe!

Version 3: No Pilates ball

  • Use your thighs against each other to help you stabilize so that you don't rotate the hips (for those of you with thinner thighs, imagine that they are touching: energy does almost as much as you can with muscle, maybe more!).
  • Continue to use your obliques.
  • Now try walking, feeling this motion.
  • Repeat

 

Putting it all together

Putting it all together is both easier and harder than it sounds. After all, you have been walking since you were a baby--but no one taught you how to walk any specific way. Look! The baby is walking! Cool! Done.

As an adult, it can feel disconcerting to realize how little body awareness most of us use day-to-day. When I ask students if they can feel certain motions, I often am told, "No." Only after learning to tune into the body, can some people feel what is going on in their muscles, bones, energy, etc. For some people, even partial awareness can take years, especially if any emotional trauma is being held in the body (read: all of us).

I like to think of the body as being a bunch of stretchy bands, linked together in the center of the body, working as a system to make elegant, fluid motion possible. That's the muscles.

I think of the bones as a building structure, but perhaps one designed by toddlers: the bones don't stack in a straight line, but each one is held up by bones further down. The whole structure rests on the arches of our feet, which are like the earthquake cushions under skyscrapers: they adjust constantly with micro-motions, so that the entire structure might sway, but will stand up.

The nerves move electricity around our bodies and that of our partners. The tango connection for me is more about this electrical field interface, then just touching (although touching is nice!).

Our breath, circulation and lymph constantly pump through, connecting the other systems at many levels. The fluidity of the dance mirrors the actual fluids in our bodies!

It's a complex system to balance, even when not moving, but that constant motion within our bodies is what keeps us balanced. After all, if we tried to NOT move at all, we would not be dancing!

 

 

 

El escondido: our folk dance finale!

Sole Avila was in charge for this last dance, as I have only danced it a few times. What a fabulous job she did! Thank you, Sole, for sharing your expertise with us and your dances! This whole series of lessons would have never happened if you had not come to my October chacarera class and asked, "When is the next one?"

Dance Chart

As usual, the chart makes more sense after learning the dance :-)

Dance videos

Video one: a nice performance, with the escondido starting at about 3:30.

Video two: a bit fancier footwork for you men.

Video three: a classic escondido tune and nice video, even though you can't see their feet all the time. I like it that they are having so much fun!

Video four: nice and clear, with no one in the way!

 

Music for dancing

 

Los Manseros Santiagueños- El Escondido

Escondido del amanecer - Los hermanos Toledo

Peteco Carabajal - Escondido en la alabanza starts at 39:48: If you look below the video part, each song on the album can be reached via the clickable list. VERY useful! Plus, I really love his music.

Escondido - Que siga el baile is accompanied by a very cute video of kids dancing.

 

 

El Chamamé

Growing up dancing polka and other Central European folk dances; then moving to Oregon and hanging out with a lot of Mexicans who danced; and then learning Argentine folk dances, you can see how many parts of the Americas received immigrants from the same areas of Europe.

Chamamé is a good example of this. To me, it is quintessential polka-like bar dancing :-)

Dance chart

This is the only dance we've learned that won't bring up a dance chart like the other three: if you can polka or waltz, you can chamame. I'll put up a few videos that show the variants we talked about in class. Really, I think we spent ten minutes teaching this dance (as opposed to more than an hour for zamba). All you tango dancers and folk dancers got in the spirit and went for it!

Dance videos

Do you want ALL the information about this dance? Here it is. Warning, it's about 20 minutes long!

Here's what we looked like, more or less.

This is my favorite, so far!

Did you want to see it with zapateo? Here it is!

Here's a video of a chamame festival, with comments by bystanders and dancers (in Spanish).

 

Go dance!

 

 

 

Music to dance

Kilometro 11: This is one of the songs we used for class.

 

 

 

Zamba

Zamba is the most complex dance that we tackled. Somehow, its timing is a lot harder than chacarera, chamame and escondido. Also, Sole and I were taught different variants of this dance, so it has been hard for us to teach "one" way to do it :-)

When you add that both of us learned to dance it to the music, changing directions when the music said to do so, you can see how hard it was for both of us to learn to count it for the rest of you! Also, if you go online, you will find SO many different ways to teach it/dance it, that in the end, we are trying to teach all of you to hear the music and dance the way we learned. We know this is driving those of you who like to have a concrete plan, totally crazy. We continue to try to figure out an easier way to count.

Dance chart

http://razafolklorica.com/wp-content/uploads/2014/01/zamba03.jpg

Dance videos

Video one: an older couple with a very dignified, pretty zamba

Video two: my tango teachers dancing a zamba. Oscar was a national malambo champion, so his folk dancing is really something!

Video three: I love this song!! It is Los Manseros Santiagueños playing El Amoroso

 

Music for dancing zamba

  • Al jardín de la república (this video is the magical Mercedes Sosa, but we danced to Los Fronterizos)
  •  Paisajes de Catamarca (Los Chalchaleros)
  • Viene Clareando (Los Chalchaleros)--OK, OK, I like the Chalchaleros!
  • Perfume de Carnaval (Peteco Carabajal and others)
  • Pongale por las hileras (Los Travadores de Cuyo)--video
  • El Amoroso (Los Manseros Santiagueños)

  •  Zamba para no morir (Hernán Figueroa Reyes)

  • Cartas de amor que se queman--cute video

  • La añera (the legendary Atahualpa Yupanqui)


And, again, I will add Sole's favorites later on.

Chacarera doble

I promised that I would put up review information on each of the folk dances we have learned this month, and I am finally getting around to it! Sorry it took so long.

As we saw in a class taught by two people, learning a folk tradition can be difficult because there are so many variations in a dance. As we joke in Balkan dancing, "What village are YOU from??!!" when someone dances a dance differently from what we learned.

As a long-time folk dancer, I can attest to the fact that many good folk dancers who teach, learned by doing, and don't have a well-defined teaching plan. I cannot count the number of times I've been told to "Do this!" Usually, the teacher has been doing the dancing since childhood, and has a deeply ingrained kinesthetic knowledge of the dance. This kind of teacher offers invaluable insight into the folk tradition, and how dance and music have been taught for hundreds of years, or more.

Sole will be teaching escondido this coming Thursday, which I have never officially learned, so this will be more in the folk tradition of teaching. Should be fun!

 

Chart of dance step order

Here is a chart of the chacarera doble steps:

http://www.portaldesalta.gov.ar/imagen/chaca2.jpg

Here, you can see that there are variations right away: both Sole and I were taught to do 2 rombos, instead of advance and retreat and then one rombo.

 

Videos of chacarera doble

If you watch two or three videos, you will already see how varied performance of each dance is. Here, I've chosen videos for a nice connection between the couple and/or flashy zapateo so that you can learn extra moves :-)

Video one: Nice, clear, easy to see how it fits with the music, etc.

Video two: You can dance this with two couples. This one seems to be a mom and her three boys. VERY cute, especially this littlest, who obviously likes to do this!

Video three: 10 ways to do the sarandeo (zarandeo is a variant spelling).

Video four: zapateo by a bunch of kiddos who are way better than we are :-) There are tons with more impressive zapateo, but this gives you an idea the we could learn these.

 

Music to dance chacarera doble

We danced to two kinds of songs for chacarera doble: ones with 8 counts for the vuelta entera, and ones with 6 counts for the vuelta entera (the one that felt like a race to the finish!).  Here are the ones we did in class so far:

8-count vueltas:

  • La Sachapera (Los Manseros Santiagueños)
  • El Olvidao (a bunch of different people do this one, but this video is Raly Barrionuevo)
  • Entre a mi pago sin golpear (Los Manseros Santiagueños)

6-count vueltas:

  • Añoranzas (Los Chalchaleros)--the video is Peteco Carabajal and others
  • El embrujo de mi tierra (Peteco Carabajal)
  • Flor de Cenizas

 

Also, I found a list online of good chacarera dobles, although you will need to figure out which are 8- and 6-count vueltas on your own.

CHACARERA DOBLE
Amor en las trincheras - Chacarera doble (Vicky Castiñeira/Carlos Carabajal)
Bajo las sombras de un árbol - Chacarera doble (Peteco Carabajal)
Cuando me abandone mi alma - Chacarera doble (Raul Trullenque/Cuti Carabajal)
Donde ha quedado el cielo - Chacarera doble (Peteco Carabajal)
El embrujo de mi tierra - Chacarera doble (Carlos y Peteco Carabajal)
El nuevo amor que yo tengo - Chacarera doble (J. L. Carabajal/M. Medina)
En pampa de los guanacos - Chacarera doble
La calle alegre - Chacarera doble (Cuti Carabajal/Oscar Valles)
La oriunda - Chacarera doble
La sachapera - Chacarera doble (Oscar Valles/Carlos Carabajal)
Pampa de los guanacos - Chacarera doble (Cristóforo Juarez/Agustín Carabajal)
Para qué me habrás mirado - Chacarera doble
Qué pena chacarera - Chacarera doble (C. Carabajal)
Tiene sentido la vida - Chacarera doble (Mario Alvarez Quiroga)
Tierra madre chacarera - Chacarera doble (Peteco Carabajal)

 

There are tons of other songs that work, and I will be asking Sole to tell me her favorites to add here.

Learning through contrast: interleaving of practice

The more I read of Make It Stick, the more I am changing how I teach. What I find most interesting, is that I will plan a class and then read a chapter of the book, which tells me to do what I just planned to do. After almost 30 years of teaching, I'm starting to do it right!

Peter C. Brown el al. write,

"In interleaving, you don't move from a complete practice set of one topic to go to another. You switch before each practice is complete. . . . It's more effective to distribute practice across these different skills than polish each one in turn. The athlete gets frustrated because the learning's not proceeding quickly, but the next week he will be better at all aspects [of the different parts of the movement] than if he'd dedicated each session to polishing one skill." (p. 81).

How are we working on this in tango this week? We always do this in Body Dynamics class, as we build on skills week after week, doing 5-10 minutes on several different themes each time the class meets.

In advanced class this week, we are looking at several very similar ideas in the dance, that all have slight differences in spacing, the marca (lead), and how the follower moves to complete the pattern.

For example, we've been working on the sentada and a leg drag that comes out of a parada. The sentada and parada are similar moves, but in the parada, the follower's weight is mostly on the back foot, but s/he is stopped with the feet apart. In the sentada, the follower's weight is 100% on the back leg, but in a flexed, springlike way, with the leg crossed in front. This again is only a tiny bit different than getting the follower to do a reverse cross and actually change weight at that moment. When you add the idea of the sacada led through the follower's back step; or a single-axis turn from the same place, then you begin to see that TEENY differences in setting up a step create different responses from the follower.

So why should be work on these at the same time? Isn't this just too confusing?

Here is my question to you: how many times have you led a move, only to have it not go quite perfectly? Perhaps you misjudged the space. Perhaps the follower jumped to conclusions and did a different move. For whatever reason, you are now forced to pull other information out of your memory and immediately apply it.

What if that piece of information was already grouped with the movement that you had tried to do? Wouldn't it be more likely that you could adjust to the reality of the moment successfully? I know this works for me, and that's why I'm teaching this to the advanced dancers.

As a follower, why would this be useful? For me, the more important aspect of working like this is to encourage the follower to be a better follower. Instead of picking a move out of what I call "the index box" from memory, and executing it, the follower MUST wait for the leader to lead the move, precisely because it is not 100% clear which move is being done, until the lead has happened (and if it has not been led, then....that's not the follower's issue). Many followers stay on the intermediate level for years and years, because they are not willing to through the index box of moves away and simply follow. To me, that is the difference between an intermediate and advanced follower, no matter how many years s/he has followed.

So, tomorrow, be prepared for crazy mayhem--for really learning these cool moves!

Tango mindfulness III: games for exploration, contd.

More games and exercises to tune into tango

Last post, I detailed the games that I use to teach how to tune into your own body and to your partner. In tango, we also need to tune into the whole group of people dancing for maximum enjoyment, as well as to the space and the music.

Tuning into the whole group

One of the things I remember from when I was doing my fieldwork in Buenos Aires for my thesis, was the description one older man gave me of dancing "in the old times" (pre-1990s). He said that there used to be very few crashes on the dance floor. If you watched the dancers, everyone seemed to be in the same flow, dancing together. He added that he didn't see that happening anymore, as new dancers were too focused on themselves.

I was struck by what he said, and constructed some exercises aimed at improving the awareness of the group and of the space around the dancers.

1. Blindfold tango: Just as you can feel that you are near someone or something when you have your eyes closed, you can tune into the group dancing without using your eyes. BOTH dancers in each couple close their eyes or are blindfolded. Using the breathing exercises we worked on before, the couple tunes into each other, and then starts to dance around the room in SLOW MOTION with very soft bodies so that if they collide with another couple, no one will get injured. The point of this exercise is to get both leaders and followers tuned into all the people in the room and the space in the room.

2. Solo-couple: I use this drill more than any other drill, as it helps develop navigation skills as well as tuning-in skills. When I call "Solo!" everyone walks around the room, to the music. I encourage people to walk the "wrong" direction, through the middle of the group, etc., to mix up the dancers. When I call "Couple!" everyone grabs the nearest person, and starts dancing WITHOUT pausing (grab & go). When the movement gets caught or clogged behind someone, I yell "Solo!" again and we repeat.

 

Tuning into the space

When I dance in a new space, I really pay attention to the shape of the space and how it affects the dancers. For example, El Beso in Buenos Aires is famous for that awful pillar that creates a traffic jam each time you go around the floor. Folks who are used to dancing there usually manage the space, but visitors take awhile to adjust their dance. Here in Portland, there are several spaces used for practicas and milongas with pillars that make dance flow problematic. In other spaces, the tables are set up in such a way as to intrude on the dance space; while other spaces feel easy to navigate.

Although space management is not just a beginner problem, I use this exercise mostly with beginners and intermediates. I recently used it in my advanced class for the first time, and saw a marked improvement in the quality of dance in a small space, so I will probably use it more in the future.

1. Full space: First, I let everyone dance using the whole room. When we are learning new moves, this is how I usually use the space, so everyone knows how big the room is.

2. 1/2 room: Then, I divide the room with furniture or a human wall, and make everyone do "solo-couple" in this new space.

3. 1/4 room: Gradually, I move the "wall" to create smaller and smaller spaces, each time doing "solo-couple" at least once so that all the dancers adjust to the amount of space they have. I stop squeezing the dance space when people start freaking out (not breathing, tightening their bodies, etc.) unless we are near a festival time, when I use this to accustom the dancers to how it will feeling dancing at the festival.

 

Tuning into the music

For dancers who grew up with rock 'n roll (or more modern versions of North American music), playing with tango music can seem confusing. Several of my students tell me that dancing milonga and vals are easier because they encourage simply dancing to the beat.

However, in order to fully explore tango music, the dancer needs to listen to more than just the beat of the music. Here are some exercises that I have designed to play with the music and get more out of a tanda.

1. Speed drill: sloooooow, pauses, half-time, regular (tiempo), fast (contratiempo)

Most dancers like one or two speeds of movement, but tango can have many different flavors within the dance. By practicing all of the possibilities, dancers can add a flavor or two to their movement, making their dance musically richer (BTW, I do NOT suggest doing this academically while dancing to be "interesting" but rather a way to access deeper listening skills to the partner and the music).

In class, we practice each way of moving to the music, one at a time, before combing them:

  • Almost all dancers can find the tiempo, or regular beat. Those who cannot, can often cheat off of the nearby dancers visually, and more or less move to the rhythm of the dance.
  • Dancing contratiempo, using syncopation, takes a bit more work. While most dancers can understand the concept of dividing the regular beat into two (or in vals, three) parts, many dancers struggle to remain elegant while dancing faster.
  • Many tangos of the rhythmic era function well when danced using just these two ideas. Indeed, this is how most of my students prefer to dance, avoiding the pitfalls of the pausa (pause) :-)
  • Alternating moving and pausing (half-time), or incorporating pauses into the dance, provides a challenge for many dancers. Foremost, if you are not dancing on-balance, pausing is very difficult. Also there is the question of "how long do I pause here?" for folks who don't hear phrasing in the music easily.
  • Adding pauses into the dance, and emphasizing them in the romantic tango music, really brings out a richness that is lost without those pauses.
  • Slow-motion dancing does not fit all tango music, but I like using it when the music is dramatic, or the melody line is slow and drawn-out. I encourage slow-motion dancing as a way to experience the widest range of possibilities for expression in the dance.

2. What's your favorite flavor?

Identify your favorite speed to use for dancing tango, and gradually add more layers of timing. Most dancers understand that more choices means richer dancing, but need some help identifying what they are using, and what could be added.

3. Repeat, repeat, repeat: same music three times:

We danced best when we love the tango (or the vals or the milonga) that we are dancing. Finding the soul of a particular tune can be easy or difficult, depending on our level of natural musicality and/or our level of musical training.

First, we listen to the song while NOT dancing. Then, we listen to the song while dancing solo (What adorno would I do? When? Where are the pauses? Where are the "fast" parts--if there are fast parts? Does this song make me dance slo-mo? etc.). Last, we dance the same song, but with a partner.

Three times through won't make that song yours, but it's a good start!

4. Find the adornos and pauses

What I do to work on my own adornos, is to put a song on and dance around my living room, practicing my adornos, and seeing what occurs to my body for each song. I try not to make any plan, but simply practice using adornos to a particular piece of music.

In a class, I have the entire class, men and women, dance around solo, interacting with the other dancers by playing with adornos (and not talking!). Then we dance again, trying to play more, cut loose, and improvise.

Tango mindfulness II: games for exploration

Teaching mindfulness in tango

First, let's get our definitions straight: mind·ful·ness (mīndfəlnəs/) noun, 1. the quality or state of being conscious or aware of something.

Over the years, I have developed a lot of games and exercises aimed at becoming aware of your own body, your partner's body, your surroundings, and the music. Some I have stolen from teachers; others I have created from a mixture of ideas from various people; and some have popped, fully formed into my head. I use one to three of the drills in a lesson, eventually covering all of them. Each group of students has slightly different needs, so I choose the activities that are most needed by that particular group of students. Here are short descriptions of each one.

Tuning into your body

1. Breath: With eyes closed, standing still on both feet, breathe slowly in and out 3-4 times, focusing on how the lungs and ribs expand and contract. Variation: while breathing, stretch arms out and up on intake; arms out and down on exhale, to encourage movement in the ribcage.

2. Energy: With eyes closed, stand on both feet. When you breathe in, imagine drawing the breath up out of the ground, through all four corners of the feet, up your legs, up your torso, and into your lungs. Exhale reversing the path, and imagine using your exhale to push a magnet away from under your feet/the floor.

3. Axis: Visualize how your body is stacked up, from the feet up. Depending on what we are working on, I will either work through the entire exercise, or just focus on one or two of these points, drawing a figure on the whiteboard for the visual learners to focus on:

  • arch of the foot is the base; 50-50 weight on ball of foot and heel
  • knees are soft, micro-bent (unlocked but not low); a bit forward of feet
  • hips are back compared to feet, using the hip joint to tip to a good angle for balance
  • pelvic floor lifts torso on top of legs, to stack pelvis over arches
  • back is in natural curves, long and stretchy
  • deep abdominal muscles have tone, allowing for fuller breaths
  • ribcage is balanced over hips, a bit further forward to counterbalance
  • head is floating, balanced over arches of feet

 

Tuning into your partner

1. Force fields: I always work on breath and axis solo before doing this exercise, as it takes the solo body and tunes it into the partnership:

  • Facing your partner, stand so that you are in each other's personal space, but not touching.
  • Close your eyes.
  • Breathe, pulling the breath up from the soles of your feet into your lungs, and exhaling back down through your feet (or up through the top of your head)
  • Imagine your favorite color, and as you exhale, send laser beams of that color straight out your feet, THROUGH your partner and to the opposite wall.
  • [Give time for 3-4 breaths before going to next body part]
  • Each time a new body part is added, make a longer rectangle of energy that goes through your partner, to the other wall:
  1. knees
  2. hips
  3. belly button (makes people laugh and breathe)
  4. pelvis
  5. solar plexus
  6. ribcage
  7. collar bones
  8. shoulder blades
  9. full body
  • Now, move in slowly until you are touching the front of your partner, and get into the embrace.
  • Breathe together.
  • On each exhale, step side.
  • On each inhale, find your balance.

2. Breathing together/Darth Vader breathing: I designed this exercise when I taught at the University of Oregon. The students had a lot of fun playing it ("Luke, use the boleo, hooooooo") but older adults will also play it. The point of the drill is to have the partners breathe audibly and at the same time, matching their breath. I prefer to do this in practice hold, as it is a bit too weird even for me to have someone do this right in my ear.

3. Slow motion: Slow motion dancing is difficult because it requires good balance and breathing, but dancing with your partner in slow motion is an exercise in helping each other breathe and balance, and helps the couple tune into each other. At first, I need to remind everyone to slow down every 20-30 seconds, but eventually, the whole group starts to dance slowly, experimenting with whatever moves they know at their level.

 

And there's more!

Next week, I'll go over how to tune into the group, the space and the music for even more tuned-in, mindful tango!

 

 

Dancing big in small spaces: what makes it work?

The fabulous Redwood Tango Ensemble played at Norse Hall a few weeks ago. Watching Portland dancers and visitors who came for the Tango Music Institute at Reed College, I realized that a lot of dancers were encountering difficulty dancing up to their regular standard because of the increased number of dancers on the floor. I enjoyed the extra energy level created by more people and less space, but I have a lot more experience dancing in small spaces because I learned to lead in Buenos Aires.

Because of that evening, I planned a six-week session focused on dancing with more energy AND in smaller spaces than the weekly milonga scene in Portland requires. As I always say in class, "I don't expect to see this [move] on the dance floor. The point is that everything else will feel easier once you have tried the more difficult thing." What I wanted to see was more expressive dancing, with good navigation, and without the fear factor showing when space got tighter.

What did we work on to challenge the dancers? For the past six weeks, the leaders worked on learning new classic combinations--and then took them apart and reworked them into new combinations. I think this helps the brain chose alternative possibilities more easily when faced with a navigational challenge. (If you stick to the same five moves, that's fine, but put them in a different order, or mix and match parts of them to fit the music and the space better!) To practice, after we had a handle on those new combinations, we danced in 1/2 the room; and then 1/3 of the room; and then 1/4 of the room.

For the followers, I taught a few elegant adornos, as well as working on stellar basic technique. Yes, my advanced dancers worked on turning, pivoting, walking, doing traspies--the basics--but as if each step REALLY counted in the dance. That added precision really helped the leaders know where the follower was, which in turn made it easier to negotiate small spaces.

Next, the followers worked on being the "motor" of the dance. We played a game I created at the University of Oregon that I call "naughty toddler." The follower does not follow when being the naughty toddler. Instead, they do any move they like, in any direction, but with lots of energy. The leader's job is to channel the energy into a dance as closely resembling what the leader had in mind before, but without wrestling the follower into submission. I think that the freedom created by being given permission to mess up, helps take the dance up to a new level of excitement and joy that eludes the cautious dancer sometimes.

Gradually, we combined the precision of stellar technique with the energy of "naughty toddler" into a follower who IS following, but with tons of energy. This gives the leader a lot more energy with which to play, and that creates new possibilities for combinations, without the leader spending a lot of energy thinking about what comes next. The dance becomes more organic, and more enjoyable for both partners.

As the space got smaller, what we found was that everyone danced BETTER. Why? Because everyone was dancing full out, expressing themselves to the hilt, and letting the moves come naturally. That energy spread from person to person, and then to other couples, and ended with a wild energetic tanda at the end of class that would have looked good on stage, without any dangerous flying limbs.

For inspiration, watch my teachers, Oscar and Georgina Mandagaran, in a video that they posted, providing a great example of how to use small spaces without giving up any expressiveness in the dance. You can listen to what they have to say about dancing well in small spaces, or fast forward to the dance example. I have seen them dance in the milonga in Buenos Aires, and the other dancers hang off of their seats to watch because they use space really well, don't hit other dancers, and still dance a strong, BIG dance.

Now, go out there and DANCE!