Dave Bailey
Active Member
Firstly, I can't help thinking those descriptions are a bit too "Spanish", you know? (although, "Sandwitchito" - I love it! I'm going to bung that in a class sometime, and see if anyone picks me up on it.I took a quick look through the material for the IDTA Syllabus, and came up with this list of fundamental actions or movements to be found in the first dozen illustrated 'figures':
Cruzada, Ocho Atras, Ocho Adelante, Ronde, Giro, Sacada, Media Luna, Cunita, Parada, Passada, Sandwitchito & Barrida.
Secondly, AT is not about the figures. The danger of learning figures is that you learn figures. I took a look at the DVIDA syllabus a year ago - here's my analysis - I think most of the critiques there may apply to the IDTA one.
I think there's a very good argument for a syllabus, if that syllabus includes stuff - in fact, focusses on stuff - that helps dance socially.I don't know enough yet to judge whether the particular syllabus I am looking at is actually good, on its own terms, and of course, I am aware of the existence of a philosophy of learning this dance that would reject any sort of formal codification at all. However, adherents of that view are often the most vocal in saying that you shouldn't do this, or shouldn't (or can't) do that, and I would reply "Oh? Says who?"
For example, I reckon any decent syllabus should focus on:
- Clarity of lead
- Musicality
- Embrace
- Posture
And only after that, should figures come into it. There's no point being able to execute a perfect volcada if you can't dance to the music.