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Originally Posted by Graham By that logic if a male teacher gives instructions to the ladies he must be following?  Incidentally, I frequently have to point out to beginner ladies that the instructions are in fact for the men. |
My turn not to follow your logic there, Graham: it's the wording of the instructions, not who gives them, that counts. Anyway, people get stuck in a mental rut when they're listening to verbal instructions. How many times does the teacher have to repeat "at waist level" to a class before the people with their arms in the air realise she's talking to them? I think the ladies should be issued earplugs, so they can't hear the instructions or the music, and the men with remotely triggered electric catttle prods to wake them up a bit. That would make things much easier.
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Originally Posted by Graham I have explained to Wendy what it's like to lead as a demo, given that there IS a degree of backleading when the teacher wants to highlight something. I still think she has a point though - beginner men and women are unlikely to be able to tell who is leading (personally I can only detect it when there is a slight mistake - if everything is flowing I think it's really hard to see). I know the teachers often mention the lead-follow aspect, but from my experience it doesn't always register with beginners, and unless you incorporate specific exercises into the class it really isn't something which leaps out at you. |
Yes, all true.
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Originally Posted by Graham I think you're reading more into Wendy's comments about the music than she intended. |
Sorry, Wendy, I'm a dumb-ass.
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Originally Posted by Graham The huge majority of classes I have attended have the 5,6,7,8 counted out in 'Ceroc counts', not beats of the music. In fact the only time I can think of hearing it counted as musical beats is where it's done as 5...6...5,6,7,8 (ie first bar on 'Ceroc counts', second bar on beats). |
I guess you're right. I know: let's give the beats of the move letters - A, B, C, D - or maybe we could count in Roman Numberals: i, ii, iii, iv.