Thursday, June 30, 2011

New Orleans 3: Danced Differences

I have written from new Orleans about my experiences with difference in people and in city-structure. Now, on to the culture of African and other ethnic dance. I have noticed many interesting things, from pedagogical to personal differences.

I have certainly had a fair amount of exposure to African and other 'ethnic' dance forms in my past, but most of it (outside of DJD) has been scattered, and here and there in terms of frequency. Having a whole lot of this kind of class in a row, the first pedagogical detail I have noticed is how the almost exclusive teaching method is mimicry. This has it's strong-suits, in terms of transferring nuance. It also has it's drawbacks, most of which have to do with picking up detail, or correct execution. Steps are almost never broken down, you just have to pick up what you can from watching. Part of me things this makes me less inhibited because I am less concerned with getting it 'perfect,' but another part of me thinks that if I am going to take this much class, I want to be sure to be learning the steps as they are meant to be executed. A particularly interesting example of this was Roseangela's class ( I came upon a chance to ask a question about the actual step, which I phrased in terms of what kind of shape we are looking for. She of course came back with the suggestion that we are not looking for shape, but rather what comes out as shape from what has been initiated by a movement pattern, which started in the first place from expressive impulse. I had to coax this out a bit, but that was probably just because she is from Brazil, and speaks pretty excellent English, but needed a little help getting the thought into terms I'd and other students would catch on to.

This was an example of a perfect response to the kind of question I offered. I feel like most African and ethnic styles teachers, in pretty much refusing to give exact shape details, mean to provide the idea that Roseangela did, it just often does not come across due to language or sound barriers (ie really loud drums!). I love the idea that detail can be excess and limiting, it just needs to be communicated in a way that relates to this suggestion to come across. Maybe that is true just for dancers who have had a lot of exposure to the opposite learning method; learn the shapes, then put the expression in. So, access the expression and the shape will come (African and other ethnic forms), or access the shape and the expression will come (Western forms of modern and ballet). Either way, we are dancing and thinking, thinking and dancing, and what a wonderful thing.

Along these same lines, I realize that by breaking less of the movement down, we are actually moving a whole lot more! Most classes have us following along for a warm-up in the center for about 15 minutes, and then the remaining hour and 15 of the class is spent going across the floor, learning by doing rather than talking. While I love talking and symantics, I also love moving, and it has been such a true pleasure to be locomoting pretty much the whole of each class. Maybe it is just a personal preference, but boy do I love not getting stuck in the center!

Another thing I have noticed is that the teachers whose 'training' has been completely situational (ie from being born and raised in the country of origin of the dance) seem to not mirror students when teaching. I say 'training' simply because many of them come from cultures that their experience with dance is not looked at that way. Instead, dance and music are things that everyone does together on a regular basis. That's a pretty awesome way to get to know dance. Anyway; We have been working in a classroom with no mirrors (which is probably best in terms of inhibitions). The teachers often face us, but when they do so, they end up starting on the right and meaning for us to start on the right when it looks to us like they are on the left. This is not a huge deal, and easy to adjust and figure out, but simply something I have noticed. My 'teaching training' has always emphasized the importance of both trying to face the students and also to mirror them (making me do the side opposite of what they are doing, but having it look like the proper side when I am facing them). However, when I think back to my experiences teaching over this last year, I can think of several younger students that would get more confused if I faced them and did the opposite side to look like their side. They more successfully understood when they could mirror me exactly (ie my back to them on the same side). Part of me now wonders that if, when I chose to face them, they'd be more successful if I stayed on the same side as them a looked opposite. I guess we humans have a fair amount of intuition surrounding directional capacity! Long story short, it seems like neither method is better than the other; just different strokes for different folks! A good mantra to remember at all times.

Here is another example of this 'different strokes' idea; start and end time for class. Almost ALL of my classes here (and pretty much any other African class I have taken) start late and end late. While this is frustrating to me as someone who is used to and prefers timeliness, but natural and best for people who are more used to a laid back approach as a part of their culture. And I'd say, in choosing to come to an African and vernacular dance camp, I have chosen to experience things the way these forms usually come; late!

Here is another interesting difference I have noticed; ALL of the teachers are VERY charismatic. Part of this is likely because they are living a life in dance, a life of their passion. Then again, I know many many people who are doing basically that, but very few of them communicate the kind of passion these individuals do through their teaching. Their characters are each so inviting and engaging that it is almost hard to even get tired in the middle of a VERY high energy class! As a teacher, I'd like to aspire to communicate that kind of passion to my students. Not just once awhile, but every class, like these teachers. In this, I have found dissolving my need to take each class the way I am used to (to a mirror, with details broken down, shape-based).

Now, on to the factor that I have not mused upon so lightheartedly; race relations. This is something that has crossed my mind in the past in taking African and other ethnic forms, but not as specifically until now. My first experience with African class was at the U of M. My class had all sorts of people in it, black, white, asian, American indian, etc, though primarily white (as Minnesota is generally). My next big experience was in Calgary. The major cultural factor I noticed there was that I was waltzing into a class that had been together for 15 years. Indeed there were many different races in that class as well, but many white people (again, the grat majority of Calgary is white). ***As a side-note, in talking about these things, I really do hate using color words to describe people. What does white mean anyway? I have a lineage, and it isn't 'white,' or 'caucasian,' its Irish, French and German. What does 'black' mean? Shouldn't it be Libyan, Congolese or maybe Cuban? Anyway.***

Here, I am very often of the minority in class, something I did not really notice until trying to introduce myself, unsuccessfully at that, to several people in my classes. That being said, I have had many people be very friendly, the way I am used to when offering an introduction. I thought at first that this might be a North/ South thing, but in talking to folks around the workshop, have gathered that it may be a white/ black thing. Chris, one of my apartment mates, who happens to be a 60-year-old white woman from Minnesota, has been taking African and related dance forms frequently for many years. She has been to many camps, and knows the scene in Minneapolis/ St. Paul. We got to talking, and she really does feel that there is often this harbored (or sometimes not) sense of racial tension in many of these classes. More frankly, this feeling that a white person taking African class is just, again, trying to take something that is not theirs. I have had the sense here and there that there are folks that are wondering what I am doing here. On the flip side, I have talked to many people who think its awesome that I am expanding my dance horizons and care so much to learn about their fascinating culture.

This topic could be a thesis in itself. However, the more I think about it and experience it, the more I come to a pretty simple conclusion; in any situation, in any place, there are both good people and bad people. All we can do is focus our energy on falling into the first category, and aligning ourselves with folks who do the same. I clued in on that idea shortly after having a negative introduction experience with one particular individual on the first day. After having that experience, thinking about this topic, and choosing to fall into category one, I have had almost nothing but fun, enjoyment, and genuine connection with those who do the same.

What a great, dancing microcosm of the world. Boy, am I glad I am here!!!

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