Today the only persons recognized as having knowledge are teachers and I find it problematic. If there were more options/roles people would not necessarily end up labeling themselves as teachers.
Many experienced dancers have a solid knowledge but no recognized channel to pass it to new community members.
I agree.
Noticeably absent in tango is much acknowledgement of what in trades would be the "journeyman" role between "apprentice" and "master" . . . of what in the academy would be the role of a senior graduate student or post-doctoral fellow, wedged in between undergraduate student and professor . . . of what in Japanese martial arts would be the role of a 1st
dan, above all
kyū but below all other
dan, helping out around the
dōjō. Such a person may not be trusted by their superiors to supervise or teach formally, but from above they'd be informally expected to assist, and from below they'd enjoy the honest respect of those they help out.
I don't believe this hole is due to the absence of a formal system of teaching grades. I think it has two origins, both fundamentally psychosocial:
- Often self-appointed masters, wanting to remain aloof and mysterious as the holders of all the "tango secrets" and the only legitimate teachers.
- Many ordinary dancers, however new, seeing all other ordinary dancers as "competition" for partners and tandas, rather than as peers to turn to for support and sharing.
In my mind a group of skilled dancers would set up a practica and would take turns in leading a practice session.
When I started tango, I was told that's what prácticas were traditionally: places for the more experienced to share what they know. I think the two factors above interfered with that mission somewhere along the way, as did a third factor:
3. People reading "Thou shalt not teach on the milonga floor" as "Thou shalt not teach."
I wish all those men who give young women "lessons" at the milonga would cut it out and save their impulses for the práctica . . . However, that behavior goes with a personality that believes "I'm so good I don't need to practice." Which almost by definition means they're rotten dancers, because they don't practice . . . so why listen to them?
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I was fortunate to have started my journey at a studio that used senior students who had been through the studio's level system at least once as accompaniers, and that saw accompaniers who accompanied 20+ hours/week for years as potential teaching assistants who could step in to help teachers with lower-level classes. In that environment, there was an informal acknowledgement that those of us who almost lived at the studio were an asset to beginner and intermediate learners. I was even given keys and alarm codes, and could practice in the studio when there were no classes.
But since that studio closed, I've learned that nobody else around here does this. It was a quirk of that studio owner's view of tango learning, and a credit to her vision.