Ok, so let’s say you want to encourage more women to lead, and more men to follow. Or at the very least, you want people to feel ok about choosing either role. How do you get brand new dancers feeling as though they can choose?
This is how we do it.
We begin each class by introducing ourselves, and we do it like this:
“Hi, I’m Sam, and I’ll be teaching as the lead tonight.”
“Hi, I’m XX, and I’ll be teaching as the follow tonight.”
That immediately makes it clear that we could be doing either role, and that our choice isn’t necessarily permanent. This is actually a very practical thing for us at our venue, because I occasionally teach as a follow (and I find that very challenging), and we have a range of female and occasionally male teachers drop in, teaching either role.
But if you’re a brand new dancer, these words ‘lead’ and ‘follow’ mean exactly nothing, because you don’t know how this dance works yet.
So we follow up with something like:
“This is a class for new dancers, and we assume you’re brand new, so you are very welcome if this is your first class. Tonight we are working charleston/lindy hop/(whatever it is we’re working on).” And then we demonstrate that. So if we’re working on swing outs, we do some swing outs.
That let’s the students see the partnership in action (though most people can’t really see how leading and following works before their very first class), and it gives them an idea of what they’re in for. It also lets them imagine that this is how they’ll be dancing during the class, which is a nice thing.
Then we do our warm up (all solo stuff).
Then we learn the basic step/rhythm for tonight – charleston, whatever. Again, on our own.
Then we say:
“Ok now you need to decide whether you’re leading or following. If you want to lead, then put your arm in the air.” Or we ask the follows to put their arms up, and then we have them pair up.
This is usually about 10 minutes into the class, so students’ very first experience with lindy hop is that being able to dance on your own is essential. They also learn that leads and follows do the same rhythms and steps. We teach them how to do the rhythm on both feet. So they learn that being able to do both ‘sides’ is really important for everyone. This, incidentally, gives people a chance to get used to being in a dance class on their own first, and it introduces them to learning, and our class culture, on their own. Before they have to do the most confronting part, which is touching someone else. Holding someone else in their arms.
If we’re teaching our level 2 class, we begin with “If you dance both lead and follow, please choose one and dance that for this class.” We don’t care what people do, so long as they stick to one for the entire class. If we have uneven numbers, we try really, really hard not to make dancers feel they need to change their role to suit the numbers. If I know someone is there to lead, and we have massively more leads than follows, I work with that – I don’t try to even the numbers. Uneven numbers is actually a benefit, and I articulate that in class. Our regular students know that if you’re on your own in a rotation, you use that time to work on your own dancing, and most people figure out it’s a real advantage.
I have had trouble when I do substitute teaching at other people’s classes, because the dancers standing out without a partner have to be encouraged more than once to keep dancing. But my feeling is: you’re here to dance. So standing about watching other people is a waste of your time. Unless of course you need a little break, which is ok.
And that’s it. It’s really that simple. If you treat it as normal, so does everyone else. And for us, it is normal. It’s important for us to identify who’s leading and who’s following in the teaching partnership, especially for brand new dancers, because they often can’t identify the role on their own.
We always say ‘lead’ or ‘follow’, and we never use gender specific terms. Because that’s dumb. And gender isn’t actually important. It’s much more important to talk about the role – leading, following – and to use the words ‘lead’ and ‘follow’, because it helps you develop an identity for each role, that isn’t about gender, but is about dancing qualities. So, in my mind, a lead leads – if I want to have a follow step towards me, I need to take a small step back (rather than yanking on our arms). If I want the follow to do a particular footwork rhythm, I need to do it too, and first, and with confidence. If I want my follow to be relaxed in their body, I need to relax my body. And so on. Similarly, following isn’t about ‘doing as you’re told’, it’s about maintaining momentum. I might say “I’m deciding what move we’re doing, but (follow’s name)/the follow is deciding how we do that move, and they’re responsible for maintaining the momentum. We’re both responsible for keeping time (with our bounce), and we’re both responsible for doing good, clear rhythms. We are both (as Ramona says), responsible for taking care of the rhythm.”
I find that avoiding gender specific language actually frees my mind and my teaching to explore the way leading and following actually work. If I can’t say ‘ladies’ and ‘gentlemen’, I have to find other words that describe what we’re doing. And that makes me a much better teacher.
We didn’t begin with this model. When Alice and I started, we would say “Traditionally men led and women followed, but we don’t need to do that,” or something similar. And then, looking back through old photos, I realised that that was just plain wrong. Women have always led, men have always followed, and men have always danced with men, and women have always danced with women. For the same reasons they do today – a shortage of the other gender, a preference for the same sex (whether romantically or just because fronds), wanting to dance with friends, coincidence, dancing skills and preference, etc etc etc. So we stopped saying that, because it’s WRONG. And I think it’s extra wrong to tell a bullshit version of history when we’re dancing a historic dance.
So if you’re working on this stuff – good luck, and do let me know if you have other strategies! I will TOTALLY steal your ideas!