Category Archives: learning

probably nuts and berries

I’m actually beginning to think there are a few key schools of thought in lindy hop at the moment:

– the ‘naturalists‘ (ie think of them as the nuts-and-berries dancers, after the Sydney School of architects) who like natural movement, see aesthetics as a product of function, eschew jargon, and valorise jazz music. They mightn’t always use historical steps, and are very much into the ‘spirit’ of jazz dance (ie improvisation and self expression) and big into solo dance. They do pilates and/or yoga and talk about neutral spines.

– the ‘rhythm first‘ group who are often hardcore historians, but also really into dancing as an extension of jazz music. They tend to do solo jazz, tap, and lindy hop as connected dances, and they focus on polyrhythms. They also avoid jargon, and use some of the nuts-and-berries’ ‘natural movement’ tools. But they can be quite prescriptive when it comes to ‘preserving history’. They can be on the edge of exoticising African American and African dance and body types and are epic OG name droppers.

– the ‘technicists‘ group who are really into verbiage and understanding how lindy hop works with their brains. There’s a lot of talking in class, and a lot of ‘figuring out how it works’. The music is less important than connection, and there is a strong vibe of ‘get it right’ technique. These guys tend to overlap with the blues scene, and there isn’t a lot of solo dance.

I think I tend to use a bit from each group, depending on whether I’m teaching, in class, or social dancing. I love to know how things work with my brain, and pilates is very important for teaching me to use my body and avoid injury. But when I’m social dancing I just want to DANCE and I don’t think about the technicalities. When I’m teaching lindy hop to beginners I mix a lot of these things, but use very little of the technical stuff.

We are all good dancers: in praise of jazz and critique of jargon

Lindy hop is a social dance. That means that ordinary people already have the skills they need to do this dance.

Our job as teachers is to just to remind them of this. Because they knew this when they were children.
If we ‘correct’ students and use jargon to make something simple complicated, they feel bad and think dancing is really hard. Dancing isn’t. Lindy hop is really simple.

So I just don’t use that ‘tension/tone’ paradigm for understanding lindy hop. I just have three rules:
take care of your partner
take care of the music
take care of yourself.
Done.

Sheryl asked this good question on fb (as part of a discussion about rough leads and safety):

What difference do you think different terms like tone/ tension/ activate/ turning off make? Honestly to me the main difference I think of between tone and tension is how muscles feel when exercising vs when my muscles are sore. Which is tension is my muscles doing the same thing just one is when it shouldn’t be.

I don’t really know how to address that issue using those terms (I’m just not good enough at this stuff). Mostly I just reject that entire paradigm. I don’t think of dancing that way, so I don’t use those words.

But from the POV of teaching new dancers, when you say ‘tension’, they interpret it using their own experiences (and many of them won’t have done any serious or consistent exercise or training). So they’ll think ‘tense’ as a bad thing, and recreate a tense, tight muscle. Same with the word ‘frame’: they’ll think of a picture frame, or the frame of a chair – something fixed, solid, unmoving, unchanging. And that’s absolutely not what we want in lindy hop. Or humans.

I don’t like ‘tone/tension’ because it’s applied to all muscles and all actions in the same way. It also makes it clear that students know nothing and must rely on their teacher 100% to learn to dance. It also makes classes very wordy and focussed on talking rather than dancing. I want students to figure things out on their own. I want them to know that they have the skills they need to learn to dance: they know how to hold someone in their arms, how to find the beat in music, how to stand on one leg, how to walk, how to look at someone, how to take care of someone. They’re also brilliant pattern matchers so they’ll figure out rhythms and patterns quite quickly. And most importantly: this is FUN. It’s dancing, not maths.

So I prefer to come at it from the opposite direction.

What do you want them to do?

Hold hands? Then ask them to hold hands, but hold hands like they’re holding hands with their elderly nanna who needs some support, but is still an independent human being. So gentle, but reassuring. Or like they’re holding hands with a little kid who needs direction because they get distracted, but knows how to walk. Or hold hands with someone they want to move around a small confined space with to music. BECAUSE THAT’S WHAT THEY’RE DOING.

People know how to do this. And they understand the difference between holding hands like that and holding hands so tight it hurts someone. In our classes we then follow up this sort of instruction by saying “Check in with your body. Look at your hands. Are the knuckles white? Too tight a grip. Are your shoulders sore? You’re working too hard.” And we say “Check in with your partner. Look at them. Do they have a scared face on? Are they angry? Is their hand clenched really tight? Change what you’re doing and see what response it has.”
Or as Frankie would say: “You are in love for 3 minutes.” So you look at them, you look at them with admiration. Which orients your body towards them and gives you good ‘dance posture’ and connection, but also tells you how to hold their hand. You wouldn’t yank your beloved’s arm out of the socket. You look at them and interact with them.

We know how to do all this.

So we want them to hold hands with intention. We always use the example : you want your follow to come with you. So you lead them. It’s like you’re saying ‘hey, let’s go to the snack table!’ and you lead them to the snack table with purpose.
This way you get to the important stuff: moving your body first, holding hands, moving with purpose, making sure you take them with you. And there’s corresponding stuff for follows.
The rhythm is just the tool for moving you around the floor. If there’s no room to move, you dance on the spot. A fancy rhythm is just a fancy way of walking. And the music tells you what rhythms are nice, and paying attention to your partner gives you inspiration and marks the parameters of this dance.
The other people on the dance floor give you limits: a crowded floor means you do smaller shapes. A floor full of noobs and drinkers and kids tells you to be super safe. An empty floor lets you stretch out. You adapt.

Too many dancers learn a set of figures in class in a ‘perfect’ studio environment. Then when they social dance they just try to reproduce those moves in the same way on the social dance floor. Which isn’t sociable at all.
We need to use all our potential as flexible, responsive, reactive, creative improvising humans. Not just reproduce the same figures the same way all the time, regardless of song, other people on the floor, or our partner.

(This is where I rant about leads who only like follows who execute their moves perfectly: they’re not good leads. They’re very limited leads. So those guys who hurt you demonstrated an inability to change what they were doing to suit their partner’s needs and body and creativity. Same with follows who think a ‘good lead’ is a lead who only leads complex series of moves that work perfectly.)

I think that in lindy hop we focus too much on our arms, rather than thinking of our arms as a medium for a message. They’re like the cables that signals coming from our core pass through to reach our partner. They’re not the place where signals begin. Our arms join us together. They’re just one of the ways we share rhythms: we use our eyes (which is why I don’t like exercises where we close our eyes in class), we use our bodies, our ears, our connection with the floor, and then we use all the points where we touch, not just our arms or hands. And then finally (or first of all) the music connects us: we have a shared sense of time that keeps us together. Even when we’re not touching and can’t see each other, we know when to come back together – the 1 or the phrase or the bridge tells us!

So in nerd terms, I want relaxed, alert but not alarmed arms. Much more importantly, I want my weight on the front part of my foot (but not tippy toes), I want a neutral spine (so my bum muscles can relax unless they’re needed), which means my bum can be ‘out’ (to give me better ‘squat’ posture to engage my core and protect my knees), my knees are soft, my upper body is open and directed towards my partner. My embrace (closed position) is an embrace, where I touch my partner a lot (ie the follow isn’t clamping my bicep with a vice like grip) and our bodies make a v-shape at the closed side.
I’m aiming for relaxed contact, as relaxed as I can. But my pelvic floor is ON.
But these are ideal conditions. If I’m constantly working towards this ‘ideal’, I’ll never get there and I’ll never enjoy dancing. I’ll never be ‘good enough’. We are all good dancers, and we can all do this, right from our first class. We need to accept that we are all different, with different bodies (not this mythical ideal), so we see these variations as creative posbilities, not limitations.

To be honest, I don’t think a dance class is where you learn this muscle stuff. I think you need to do pilates or good strength training with a trainer to learn how to turn muscles on and off, and to be more efficient. Then you go to dance class. Just as the Whitey’s Lindy Hoppers all had active physical jobs and lifestyles (because young, working class, African American people) during the day. Most lindy hoppers today have desk jobs, or less active lifestyles, so we’re working with a different physicality.
But none of that matters if you’re not focussed on becoming a competition winning queen.

Because I’m rhythm-focussed rather than move-focussed, I want that relaxed connection to let the signals move through my and my partner’s body so we can communicate. I don’t want to have to micro-manage my partner’s movements. I can have a most excellent dance with just circles, closed position, gliding. We needn’t even get into open position. And you can do that with anyone.

But when I’m talking to beginner dancers, I don’t give them all that talk. It’s just a bunch of words and too much info.
We demonstrate how to do closed position by hugging our partner then turning slightly. They mightn’t do that (too intense for a first class), but they see the example.

We demonstrate open position by holding hands then moving away; the connection is made by the distance, not by ‘tensing’ our muscles. It’s an active connection because our cores are on, and we have a 3/4 orientation to our partner (ie not facing away, not squaring up).

I don’t say all that, though, I just say, ‘look at your partner as you move into open’ and that keeps them at that 3/4 orientation towards their partner, and keeps their heads up, which keeps their shoulders open and the signal from their core through their arms unimpeded. If they’re comfortable with the rhythm by then (which they usually are), doing that rhythm will turn on their core and allow their upper bodies to relax a bit. If they’re having fun they will be relaxed.

If the follow doesn’t move into open, I ask the leads, “Did you stop moving? If you stopped moving, the follow will stop too.” And they realise they’d stopped the rhythm and were standing still.

If I want more core engagement, I don’t say ‘turn on your core’, I get them to do a one-legged jazz step (charleston), or ‘shake it down’ (ie Frankie’s bum jiggle into the ground). Because those steps require core engagement for balance and control – you can’t do them without your core on. Or I distract them with a joke so they relax and laugh and suddenly: core is on. Laughing: core activation. If they’re super tense so their partners can’t feel their core, I let them dance for a veeeery long time with that partner so that they stop being worried and relax. Talk. Enjoy the music.

If they’re too tense in their upper bodies and dragging their partners around, it’s because they’re relying on their partner for balance, and are not hauling arse. In other words, a rough, yanky lead is not moving their body enough, and is relying on their arms to drag the follow into position. If instead you haul arse and move yourself, the follow will come with you because it’s just the easiest option: “Come to the snacks table – they have ice cream!” Skye is a good example of this, so is Sakarias, and so is Frankie. They achieve great shapes by moving their own bodies first, which creates interesting shapes by the time the follow moves.

I think jargon works as exclusive language. It shuts people out of dancing. It gives power and privilege to the people who ‘know’ these words. And I don’t like that.

If you’re an event organiser and not acting on safety, you’re a dickbag.

Ruth reposted this great post by Miranda on fb today:

If you are an advanced dancer, you are probably a scene leader. If you check out of important safe space conversations, you are complicit in reinforcing toxic behaviors. Not taking a stance, is a stance that it’s cool for messed up things to happen.

These conversations need you to participate or don’t be a role model. Oh and if you’re a good dancer, you’re someone’s role model.

I agree. Completely.

A friend had tagged me in their comment to this post, and asked me to comment on how to not be a dickbag organiser. He didn’t use the word dickbag. That was me. Because if you’re not acting on this stuff, you’re a dickbag. A bag of dicks.

This is what I wrote:

I have a bunch of things I do (with regards to safe space policies and practice), but I don’t really have the brain space to outline it here.

But there are two parts to this issue:
1) preventing harassment through cultural change (eg how do you teach students, what do you model on the floor, what type of teachers do you hire, etc AND dismantling current power structures like unquestioning adulation of teachers, and top-down authority networks.);
2) responding to s.h. and assault.

You can’t not address this issue today. a) because be a good person, and b) it’s bad PR to be a dick. No one will attend your events, you’ll get a bad rep.

My current concern:
The men who offend are not my big concern.

I am concerned about the people (organisers, fellow teachers) who protect, defend, and enable these men.
I am seeing patterns of behaviour in event organisers who actively protect known offenders, and often enable them. Particularly if they are famous teachers. But they also dismiss reports about ‘less famous men’ because it simply doesn’t have the impact that reporting a ‘famous teacher’ does.
This is what truly terrifies me.
And it’s common and truly upsetting.
They’re not protecting them out of ignorance; many organisers know these men offend, they simply don’t think it’s such a bad thing. And they would rather defend their profits and profile than defend the safety of their students and peers.

So that’s what I’m working on right now. The things I look for when ID’ing rape apologists and enablers (usually a combination of these, with the general result being that it shores up the power of the organiser):

  • lack of code of conduct;
  • a code of conduct that’s been cut-and-pasted from elsewhere and clearly hasn’t been thought through and has no clear ‘voice’ reflecting that organiser/body;
  • no transparency in prevention and response strategies (ie they won’t tell you what the process is);
  • focus on ‘letting the police handle this’ and official legal recourse where women have to report assaults, but they don’t actually assist women in this;
  • talk about ‘private issues’ and framing assault as ‘sex’ or ‘bad sex’ rather than physical assault or attacks;
  • focus on ‘common sense’ to stop people offending;
  • wanting to ‘hear the other side of the story’ or ‘talk to the man’ rather than believing the reporter;
  • wanting a meeting where the reporter and offender meet ‘to discuss this’;
  • refusal to admit that it happens at their event;
  • wanting to handle this on a ‘case by case basis’ where they ‘speak to’ the offender (vs a broader policy with transparency and clear consequence and preventative strategies);
  • statements like ‘women make false reports to hurt a man’s career’. We all know this isn’t true;
  • tatements like ‘if they were raped, why didn’t they tell me? If they didn’t tell me, it wasn’t such a big deal.’

All this keeps the power with organisers and offenders.
Codes, policies, and transparency change the power dynamic, so that we are all responsible for each other and can act on offences; not just one powerful person.

How to approach this issue, as a decent human:
1. Learn about s.h. and assault, from the laws in your country to the info provided by rape crisis centres.
2. Be prepared to be upset, and get your support networks in place. This is upsetting stuff.

More generally:

You have to have a code of conduct. Even if you call it your ‘mission statement’ or ‘vision’ or ‘manifesto’. It’s a public statement of your values and the ‘rules’, and you have to be specific. eg actually explain what counts as sexual harassment in a dance setting – eg hands too low on backs, etc.

Now you have a code, how do you tell people about it? Website? Flyers? Posters? Hand outs?

Once you have a code, you realise that you need consequences for people who break the code. ie do you ban? Do you warn? How do you escalate responses (eg when do you ban vs when you warn).

Once you have consequences, you realise you have to have a process for delivering and then enforcing your consequences. Who will do the warning? How? Paper or email or f2f? How do you keep that warner safe while doing that job?

Develop a process, script, and role for this. Then practice it all.

Once you’ve banned someone, do you tell other organisers? Is it a lifetime ban? Do you take on a remedial role for that person, or do you just get rid of them (I’m in the latter camp – I’d rather give my time to people who are nice than people who hurt other people).

If you have to warn or ban someone, how do you keep track of who did what? You’ll need a reporting process. Who writes the report? When? Where? What happens to that report afterwards? Do you have a report form? Where is it? How many copies do you have? How do you safeguard anonymity and safety?

Safety. Mine. Other Women’s.
At this point the biggest priority for me, having done public reports about known offenders in the Australian scene, and actually being active on this issue, is the safety of women who’ve been assaulted/harassed, and my own safety:

  • my physical safety (I have been threatened for speaking up);
  • my legal safety
  • my financial safety
  • my mental well being (it’s fucking stressful and exhausting)
  • knowing my limits: how far do I go in protecting women who reports assaults; how far do I go in reporting? How much will I do before I say ‘ok, this is enough; I’m too tired/scared.’
  • protecting the anonymity and safety of reporters. I find that EVERYONE wants to talk to these women – to ‘verify’ the story, to know who they are (as if that matters), etc etc etc. This is partly straight up sexism (people simply don’t _believe_ women).
    I have also found that the offenders want to ‘talk to’ the women reporting them to ‘work it out’. This means they want to bully or threaten them into shutting up. Remember that assault and harassment is frightening and physical assault: people are injured. So protect the reporter.

(mis)uses of power in responding to sexual harassment

A clever point was raised in the teaching swing dance fb group I’m part of.
This group has an excellent vibe: mutual respect, constructive talk, be nice.

Here is a question asked by one member of this group (I’ll keep her anonymous in case she needs to be, but will happily add her name later if necessary).

…there has long been a culture of “dominance” and coercive sexuality based on dance prowess or fame … in the swing scene. And it is absolutely tied to the rockstar status within subcultures.

What do we do to shut down the rock star culture, while still honoring those who are stellar teachers? What can International teachers do to take the focus off them as celebrities while the community at large promotes their contribution to dance and their value as teachers? (and I suppose we need to ask this of the competitor population, too, but I think the crossover population is the actually the one in question)
In conclusion, what can we each bring to our pool to help build a better community that supports our often juxtaposing desires?

This is what I wrote in response. The first paragraph is the most important, I think.

I don’t think the dance world is any worse than the rest of the world for assault and harassment. I actually think we do quite well on reporting and responding – hence the number of reports coming up in the last two years since we saw the public response to Steven Mitchell.

We are quite active and getting well organised in Australia, with almost all events and schools having codes of conduct, and a few events having really, really good response, reporting, and prevention strategies. Vivi Kalman and her MLX safety champs crew are well and truly leading the way on this.

Despite the awesomeness of some organisers, we do have some recalcitrant bastards who are either supporting accused men, or refusing to act beyond setting up dodgy cut and past codes of conduct.
But, well, baby steps.

We’ve also found in Australia that most reports of assault or harassment haven’t been reporting high profile or powerful male teachers. Offenders all sorts of men, most of whom are operating ‘under the radar’ for event organisers, but are well known among the more ‘intermediate’ or general dance population.

Personally, and as an organising person, I am much more worried about organisers and other teachers who cover for offenders. There is clearly a culture of hide-and-ignore protecting high profile male teachers who sexually assault women. There were certainly organisers who protected Steven Mitchell, and we have seen that other teachers protected Max Pitruzella.

So while I’m all for undoing some of the hero-worship and unquestioning adulation for teachers, I’m actually much more concerned about the way organisers protect known offenders. I think that organisers gain a lot of status from ‘getting’ the A-list teachers, and I know that organisers also risk money and status when they put on an event.

I’ve also seen that the worst offenders are booked by organisers who run events with exploitative conditions: underpaying or not paying teachers, DJs, staff; not making workplaces safe; overworking staff and volunteers, etc etc etc.

So I think that one very important way to combat this issue is to think of sexual assault and harassment as issues of power and exploitation (not sex), and that they are just one point on a spectrum of exploitation. So to prevent assault and harassment, we need to address broader issues of power and exploitation.

eg if you don’t run your event legit (eg don’t get visas for teachers, don’t pay tax, don’t pay people properly, don’t invoice properly), you’re less likely to call the police if you an assault is reported at your event. I’ve seen organisers botch things very badly when assaults are reported. eg letting an offender ‘apologise’ to classes before putting them on a plane. That’s a whole series of unethical and illegal actions there.

And one of the biggest issues in all of this, is that inexperienced people run events, and don’t know about half the issues that need addressing – from music use licences to OH&S, and beyond to writing agreements/contracts and how to manage people.
The dodgiest teachers (and why are there so many in the blues scene?) target these inexperienced people, saying they’ll pay their own flights over, if the local person puts on an event. The local person feels super flattered, puts on the event, and then all manner of bad shit goes down.

Feminism as happiness

And as this week continues, we hear more and more brave women talk about being assaulted by Max Pitruzella. Even worse, we hear more and more men making excuses for why they didn’t step in and tell Max to stop that shit and quit being a fuckwit. It is difficult to stay positive in this climate.
One of the hard parts of feminism is that it often feels like we have to be continually angry and hating on things. But it’s not true. Feminism is very good stuff. It can bring you happiness and power.

I see the dance world’s action on sexual harassment as a very lovely part of feminism.

One of the ways I turn this issue around (and why I love teaching beginners so much), is by focussing on how to treat your partner with respect, but in practical ways. Our whole Swing Dance Sydney teaching and learning group has come up with very good, simple and practical ways to integrate respect and consent with old school lindy hop dancing. It’s easy, it’s FUN, and it makes classes rowdy, full of laughter and happiness. I do recommend.

What we did with our beginner (week 1) students this week was explain about how to ask for a dance, to introduce yourself before you touch someone, and how to make sure your partner was touching you in the right way, and to be sure your partner is ok with the way you touch them.
With the intermediates we talked about how to understand your partner’s body language as communicating their feelings: how a clenched hand and tight arm might mean an uncomfortable, worried, or nervous partner. And we talked about how to be nice so your partner feels safe. And we reminded both leads and follows that we don’t ever demand or tell our partner to do a rhythm step. We invite them to join us in that step. And that we should be totally digging their response, whatever it is! Even if they ignore us!
All of this was part of a very general discussion about having relaxed swing outs where we let go early, don’t yank in early, and take care of our own posture and rhythm. Leads don’t try to micro-lead, follows bring their shit. People dig that, because they see straight away that this type of partnership is how the jazz gets in.

Our intermediate students are already right on top of these issues. Most of them volunteer or work on our events, so they know our safety policies, and how to deal with reports, the police, etc etc. They are all very active about spreading the word to other people too.

I’m lucky. They are a very wonderful group of people. I’d hashtag this blessed but I’m too cynical for that.

international balboa dj

I DJed for balboa dancers at SBOSS Today. I really liked it.

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This is what I ended up playing. I was going to make a spotify list, but I couldn’t find the first two songs so I gave up.
I can’t remember if I played all those live Ella songs at the end or not – there was a request for some faster stuff to practice jamming to for Bal on the River next weekend.
Basically: I LOVED this set, because I got to play music I adore and love to listen to. It reminded me of Herrang.

Songs that failed: really just that live version of Rock A Bye Basie. It’s a bit shit.
Surprise win: Let Yourself Go (Bunny Berigan and his Boys). I love that song SO much. Dancers really dug it.
I was delighted by how much the dancers liked the stuff I really at the moment: the classic big band stuff. Seeing people dance to that Basie version of Honeysuckle Rose: solid gold.

It Ain’t Like That 1941 Una Mae Carlisle 190 2:30 Complete Jazz Series 1941 – 1944

Jack, I’m Mellow 1938 Trixie Smith acc. By Charlie Shavers, Sidney Bechet, Sammy Price, Teddy Bunn, Richard Fullbright, O’Neil Spencer 199 2:49 Charlie Shavers and The Blues Singers 1938-1939

Seven Come Eleven 2016 Michael Gamble and the Rhythm Serenaders 223 3:22 Michael Gamble and the Rhythm Serenaders

“C” Blues 1941 Barney Bigard and his Jazzopators (Ray Nance, Juan Tizol, Ben Webster, Harry Carney, Duke Ellington, Jimmy Blanton, Sonny Greer) 187 2:53 The Duke Ellington Centennial Edition: Complete RCA Victor Recordings (disc 12)

Feedin’ The Bean 1941 Count Basie and his Orchestra (Buck Clayton, Harry Edison, Al Killian, Ed Lewis, Ed Cuffee, Dan Minor, Dicky Wells, Earle Warren, Tab Smith, Don Byas, Coleman Hawkins, Buddy Tate, Jack Washington, Freddie Green, Walter Page, Jo Jones, Buster Harding) 178 3:15 Classic Coleman Hawkins Sessions 1922-1947 (Mosaic disc 06)

Honeysuckle Rose 1937 Count Basie and his Orchestra (Joe Keyes, Buck Clayton, Carl Smith, George Hunt, Dan Minor, Caughey Roberts, Jack Washington, Lester Young, Herschel Evans, Claude Williams, Walter Page, Jo Jones, Jimmy Rushing, Fletcher Henderson, Don Redman, Buster Smith 225 2:58 Classic 1936-1947 Count Basie And Lester Young Studio Sessions Mosaic (disc 02)

Don’t Tetch It! 1942 Una Mae Carlisle with Charlie Shavers, Buster Bailey, Russell Procope, Billy Kyle, John Kirby, O’Neil Spencer 191 2:21 Una Mae Carlisle: Complete Jazz Series 1941 – 1944

You Got to Give Me Some 2007 Midnight Serenaders (David Evans, Dee Settlemier, Doug Sammons, Garner Pruitt, Henry Bogdan, Pete Lampe) 187 4:02 Magnolia

Swing 39 2012 Ultrafox (Peter Baylor, Jon Delaney, Andy Baylor, Michael McQuaid, Julie O’Hara, Sebastien Girardot) 200 3:30 Chasing Shadows

One O’Clock Jump 1937 Count Basie and his Orchestra (Ed Lewis, Buck Clayton, Bobby Moore, George Hunt, Eddie Durham, Dan Minor, Earle Warren, Lester Young, Herschel Evans, Jack Washington, Freddie Green, Walter Page, Jo Jones, Jimmy Rushing, Skippy Martin, Buster Smith) 181 3:00 Classic 1936-1947 Count Basie And Lester Young Studio Sessions Mosaic (disc 02)

Date For Eight (1946) 1946 Billy Kyle’s Big Eight (Dick Vance, Trummy Young, Buster Bailey, Lem Davis, John Hardee, Billy Kyle, John Simmons, Buddy Rich) 218 3:00 The Complete H.R.S. Sessions (Mosaic disc 4)

The Girl I Left Behind Me 1941 Bob Wills 206 2:40 San Antonio Rose [disc 10]
Don’t Try Your Jive On Me 1938 Una Mae Carlisle with Dave Wilkins, Bertie King, Alan Ferguson, Len Harrison, Hymie Schneider 188 2:52 Una Mae Carlisle: Complete Jazz Series 1938 – 1941

Slidin’ & Glidin’ 2016 Michael Gamble and the Rhythm Serenaders 160 3:34 Michael Gamble and the Rhythm Serenaders

Let Yourself Go 1936 Bunny Berigan and his Boys (Chick Bullock (vcl), Bunny Berigan (tp), Bud Freeman, Forrest Crawford, Joe Bushkin, Eddie Condon, Mort Stulmaker, Dave Tough) 168 2:50 The Complete Brunswick, Parlophone and Vocalion Bunny Berigan Sessions (Mosaic disc 4)

Benny’s Bugle 1940 Benny Goodman Sextet (Cootie Williams, George Auld, Count Basie, Charlie Christian, Artie Bernstein, Harry Jaeger) 203 3:06 Charlie Christian: The Genius of The Electric Guitar (disc 2)

Big John’s Special 1934 Fletcher Henderson and his Orchestra (Henry ‘Red’ Allen, Buster Bailey, Ben Webster, Benny Carter) 204 2:52 Tidal Wave

C-Jam Blues 1949 Duke Ellington and his Orchestra 185 3:23 At The Hollywood Empire

Rattle And Roll 1945 Benny Goodman and his Orchestra (Johnny Best, Conrad Gozzo, Billy Butterfield, Bernie Privin, Kai Winding, Chauncey Welsch, Dick LeFave, Bill Shine, Gerry Sanfino, Stan Getz, Peanuts Hucko, Danny Bank, Mel Powell, Mike Bryan, Barney Spieler, Buddy Rich) 178 3:18 Classic Columbia and Okeh Benny Goodman Orchestra Sessions (1939-1958) (Mosaic disc 06)

Rock-A-Bye Basie Count Basie and his Orchestra 193 5:05 One O’Clock Jump2

Moten Swing 1944 Jay McShann’s Kansas City Stompers 192 2:57 Kansas City Blues 1944-1949 (Disc 1)

Lunceford Special 1939 Jimmie Lunceford and his Orchestra 235 2:52 Lunceford Special 1939-40

Jumpin’ at the Woodside 1939 Benny Goodman and his Orchestra (Ziggy Elman, Chris Griffin, Corky Cornelius, Bruce Squires, Red Ballard, Vernon Brown, Toots Mondello, Buff Estes, Jerry Jerome, Bus Bassey, Fletcher Henderson, Arnold Covey, Artie Bernstein, Nick Fatool) 248 3:02 Classic Columbia and Okeh Benny Goodman Orchestra Sessions (1939-1958) (Mosaic disc 01)

Air Mail Special (Good Enough To Keep) 1941 Benny Goodman Sextet (Cootie Williams, George Auld, Johnny Guarnieri, Charlie Christian, Artie Bernstein, Dave Tough) 230 3:23 Charlie Christian: The Genius of The Electric Guitar (disc 3)

Losers Weepers (Live) Tommy Dorsey & Bill Abernathy 181 5:42 Tommy Dorsey Plays Sweet & Hot (Live)

Twenty Four Hours a Day (Bonus Track) 2016 Michael Gamble and the Rhythm Serenaders 228 2:51 Michael Gamble and the Rhythm Serenaders

Doggin’ Around 1938 Count Basie and his Orchestra (Ed Lewis, Buck Clayton, Harry Edison, Bennie Morton, Eddie Durham, Dan Minor, Earle Warren, Lester Young, Herschel Evans, Jack Washington, Freddie Green, Walter Page, Jo Jones, Jimmy Rushing, Edgar Battle, Don Kirkpatrick) 256 2:58 Classic 1936-1947 Count Basie And Lester Young Studio Sessions Mosaic (disc 03)

Panassie Stomp 1938 Count Basie and his orchestra (Ed Lewis, Buck Clayton, Harry Edison, BEnnie Morton, Dicky Wells, Dan Minor, Earle Warren, Lester Young, Herschel Evans, Jack Washington, Freddie Green, Walter Page, Jo Jones, Helen Humes, Jimmy Rushing) 249 2:48 Classic 1936-1947 Count Basie And Lester Young Studio Sessions Mosaic (disc 04)

Stompin’ At The Savoy 1939 Ella Fitzgerald and her Famous Orchestra 226 2:55 Live At The Savoy – 1939-40

One O’Clock Jump 1939 Ella Fitzgerald and her Famous Orchestra 228 2:46 Live At The Savoy – 1939-40

Wrappin’ It Up (The Lindy Glide) 1934 Fletcher Henderson and his Orchestra (Henry ‘Red’ Allen, Buster Bailey, Ben Webster, Benny Carter) 208 2:42 Tidal Wave

Let’s Get Together 1934 Chick Webb and his Orchestra 209 3:05 Stomping At The Savoy (disc 1): Don’t Be That Way

Learning by doing; teaching by learning.

Damon Stone linked up this post, On Kinesthetic Teaching Part I by Cierra (August 26, 2016). Damon introduced the post by saying,

So similar to my own experience.

Both Damon and Cierra are African American, or as Cierra puts it, Black American. I think it’s important to note the way both Damon and Cierra place ethnic and cultural identity right there are the front of this discussion. This is a story about race, about culture, about People, about cultural practice, cultural values, and about identity. It says, ‘These are Black American dances. We are Black Americans.’
The ownership, the cultural positioning is very important. Because, as Cierra’s post continues, dances like blues or lindy hop or vernacular jazz have been appropriated by not-Black-American communities all over the world, and commodified by not-Black-American teachers and schools. As a white woman, I think it’s important to remember ownership, to do things like show appreciation by asking permission, or signifying respect by listening. And I have long felt that the way we share dance knowledge reflects relationships of power. If I package up a dance and sell it, I am appropriating it for my cultural and financial gain. If I position the dance in particular ways through my teaching methods, I am appropriating the dance for a particular ideology and social discourse.

For me, lindy hop is social discourse. It is ideas in motion. And that means, if I am do to good feminism, if I am to show respect for this dance’s origins, I need to be cognisant of my own privilege and social power. I also see it as a responsibility to name check the creators and creating communities of these dances. I need to remember who my elders are, and who (to borrow from indigenous Australian discourse) the traditional custodians of culture are. I think that the least I can do is rework my teaching practices to destabilise the power and authority of a middle class, white woman’s body. And to remind students of their own power and ability.

I’m sorry that I responded to this post by telling a story about me. I should have just let that original post stand, and said ‘yes!’ as loudly as I could. But, well, I didn’t. Anyway, here is the comment I wrote on Damon’s post. Thank you for writing the original post, Cierra, and thank you for drawing it to my attention, Damon.

I wish there was a follow up post on this topic I could read immediately. It was very interesting, and I want MORE!

To refer to some comments responding to Damon’s post, I don’t take the ‘kinaesthetic teaching’ title as a specific signpost that this post is about Gardener’s ‘multiple intelligences’ learning theory (which has been thoroughly disputed). Instead, I think it’s a good way of saying, “Hello! Look out, this post will talk about learning-by-doing; teachers encouraging students to try/learn through encouraging them to value their own experiences and judgement (‘you know what cooked chicken looks like’); and student-centredness.” In other words, students learn by getting in and trying it, valuing their own observations, rather than being ‘told’ the answer, reinforcing verbal learning/teaching.
I think the references to ‘european teaching traditions’ foreground ethnicity in learning and cultural practice.

I especially like this bit in the article: by using this alternative teaching model,

Students learn to be empowered, how to focus on the music, how to relax, be athletic, work in partnership, own their ideas and how to be dancers and not just to follow a pattern.

To me, this clearly articulates the way dance classes and dance spaces can be agents for social justice. Social, vernacular dance is radical. And exciting. So beautifully accessible.

Which very much echoes much of the literature which critiques traditional classroom models in western teaching practice. ie a class where the teacher is the authority and centre, a model of teaching where teachers ‘inject’ knowledge into a student’s blank-canvas brain (therefore making teachers the source of all knowledge), and a classroom model where students sit silently (metaphorically) in rows, facing a teacher/blackboard.

We’ve been experimenting with some of these methods in our lindy hop classes, and one of the most interesting points in Cierra’s article resonates with things I’ve noticed in class. Some students really struggle with a class model where they’re expected to learn through trying, and not given a quick, concise answer to their question by a teacher-authority. I see older white men in particular really struggle with developing cooperative learning/experimenting skills, I see them get frustrated by not having a single, definitive answer, and we regularly have to signpost their progress so they don’t get shitty.
In contrast, we see women, POC, and younger people enjoy the fact that we say (in response to questions) things like, “Hey, that’s an interesting question. Can you all take some time with the music now and work with your partner to see what you think?” and then we put on the music, and just let them figure it out for themselves. When we then bring them together, they give multiple (and often conflicting) reports, and we say, “Oh yes. I think all of those answers are correct,” some students really struggle with this. They want to know the RIGHT way to do things! They want to know exactly how to hold their partner’s hand, where to put their feet.
And I think this is because they don’t trust themselves to know what to do. Which makes me so sad: we know how to hold hands! We know how to embrace someone! We know how to walk! We know how to enjoy music!

For me, as a teacher, the hardest part has been unlearning a lot of the learning and teaching skills I had from working in universities: I’ve had to step back and let students figure out how to do things on their own, rather than jumping in to ‘correct’ them all the time. It’s really hard. I’m having to work very hard on not working so hard in class :D
The very best consequence for me is that I find teaching far more fun, and less stressful, and students are more likely to ask me to dance or hang out with me like a buddy. They don’t teach me like an unreachable TEACHER. And as a person in class with students, I find classes a really valuable learning opportunity. I’ve learnt so much about dancing since I started teaching. And I love it.

Leading, following, and their relationship to the beat

Ok, so I’ve been thinking about the way leads and follows relate to timing and tempo. I’m not entirely sure what I know, and what’s accurate, because I’m still working my way through this stuff.

I have big problems with the insistence in some quarters that leading and following are interchangeable. They’re not; they’re very different. Not just because one of you leads and one of you follows. At first I thought it was because the lead had to ‘be more confident’ and initiate stuff (which we tend to associate with hegemonic masculinity). But now I don’t think that’s quite it. I have found that the biggest difference between leading and following, for me, is about my relationship to the beat. And this is why I am finding it harder and harder to switch between leading and following these days: I have to consciously change my relationship to the beat. I’m getting better at this (especially since starting tap), but I’m definitely not there yet.

I think that leads are closer to the beat, and follows swing a little more. They’re further behind the beat. Not just because of physics (ie leads ‘go first’ so they are closer to the beat, and follows physically a moment behind). But because of the way this makes us feel when we dance to swinging jazz.

I can’t remember the reference, but I’m pretty sure I read in Gunther Schuller’s book The Swing Era, about the different parts of a big band having different relationships to the beat. I think that we also addressed it in a session with a band a couple of years ago. The rhythm section (piano, bass, drums, guitar) all have slightly different relationships to the beat, and it’s the way each of them work together that then makes for this lovely complicated network that makes dancing so much fun. And so interesting. It’s not just that everyone is sitting way deep in the pocket. It’s that some people in the band are a little deeper than others, and this relationship – an almost-tension – is what makes the music feel so good.

Anyhoo, a drummer friend Andrew Dickeson linked up Ethan Iverson’s blog post The Drum Thing, or, A Brief History of Whiplash, or, “I’m Generalizing Here” on facebook recently, and it caught my attention. I don’t think it’s the most coherent or awesome of pieces, but it did ping my radar a little. So I wrote a long comment there, which I’m going to copy here:

I’ve been thinking about this article a bit.

Tuesday night in tap with Ryan we did this exercise where we tapped a rhythm straight, then swung it. The straight version was very stressful, because it feels like you’re rushing and there’s less time to move your body.
On Sunday at the Unity Hall Jazz Band gig, I danced to a nice swinging, yet faster, song with a lead who was rushing the beat, and it made the dance stressy because we didn’t have time to get through movements. I was following, and follows typically lag a little more than the lead. I found that the lead was cutting me off before I could finish my rhythms or movements, and this was stressy, and difficult, because I never quite had enough time to move from point A to point B, because he was starting the new move before I’d finished the last one.

Last night in class, Alice and I were looking at how slight changes in our posture, and covering less ground affected our timing and ability to dance faster. If covering more distance = using more time*, then it’s harder to dance fast if you try to cover more ground (ie move too far away from each other). So we were working on staying closer together, but with a free-er, less controlling lead**. So the follow had more time to complete her movements. If the lead (that was me) swings more – ie doesn’t rush the beat – then the follow, who sits naturally a bit further behind again has more time to finish things, and the whole dance looks and feels really relaxed. Hence the ‘swing’ in lindy hop. Or, in african dance terms, you get a ‘cool’ body with ‘hot’ legs (ie chilled, relaxed upper body, and energised legs and feet).

Anyhoo, we were testing stuff out with different songs. Because I’m still crushing on that Lester Young Mosaic set and listening to lots of Basie, we started with ‘Feedin the Bean‘ (Basie 1941, 180bpm). It feels really relaxed, and felt super easy to dance to. As a DJ, I often use this song when I want to build energy for a faster, more exciting follow up song.
Then we moved to ‘Pound Cake’ (Basie 1939, 186bpm). It feels similarly chillaxed and not fast at all. Then we tried ‘Lopin” (Basie 1947, 190bpm). It has a more exciting, energetic feel, so it feels faster.

The point is, these are only incremental changes in tempo, but when you dance fast, you need to relax your upper body so you can move faster. If the rhythm section is pushing pushing pushing the beat, you feel as though you have less time to move, so it’s stressier, and you tense up. If the lead is too close to the beat, and stressing, pushing the beat, the follow doesn’t have time to get shit done, and complete their rhythms nicely. The syncopated triple steps that are central to lindy hop just get flattened out. And that just makes a mess of the whole thing. It feels yuck.***

Anyhoo, we noticed that the chillaxed drumming was really important. The base gives you the tempo, but a chillaxed drummer takes the edge off, so you can make it swing.

When I DJ, I find this ‘feel’ or energy in the room is what I’m manipulating with song choices. I might move the tempos up and down, but I want to move the energy up and down too: I think of it as working the ‘feels’, and it’s about the way everyone in the room is sharing feelings. I don’t know why humans do this, but when I read the quote from Ellington in this article, it just articulated what it’s like when the room is ‘warmed up’ (that’s how I think of it – when I DJ or lead a class, I need to ‘warm up’ the room before we start going hard):

Sonny Greer and I were real tight buddies and, naturally, night creatures. Our first night out in New York we got all dressed up and went down to the Capitol Palace…

My first impression of The Lion – even before I saw him – was the thing I felt as I walked down those steps. A strange thing. A square-type fellow might say, “This joint is jumping,” but to those who become acclimatized – the tempo was the lope – actually everything and everybody seemed to be doing whatever they were doing in the tempo The Lion’s group was laying down. The walls and furniture seemed to lean understandingly – one of the strangest and greatest sensations I ever had. The waiters served in that tempo; everybody who had to walk in, out, or around the place walked with a beat.

Anyhoo, thanks for linking up this article, Andrew. It’s been rolling around in my head since I read it, and really joining up some dots for me.

*This is why the lead taking a huge rock step on 1-2 of a swing out is an issue. It extends the first 2 counts of that move, and changes the emphasis of the rhythm. There’s nothing inherently wrong with that, we change rhythms all the time. But if you do it on every rock step of every move, you change the entire rhythm of the dance. It also means you take up lots of room on the floor, and you feel you like have to RUN to get to the end of the movement, as you’ve ‘used up’ a lot of time at the beginning. For the follow, it means that you have to take an enormous first step which throws off your balance and timing. If you want to dance fast, you’re really going to struggle, because there’s less time for each step, and the follow has to cover more ground in less time. It also means you won’t be emphasising the rotational part of a swing out (the 3-and-4), which means you won’t be getting that centrifugal force that you need to then sling shot back out again into open.

In dancing, distance = time. So you have to take that into account when you’re dancing to a specific tempo. It’s especially interesting when you’re looking at air steps, where gravity is a constant (ie it always takes the same amount of time to fall), and you have to take that into account when you’re timing a landing. This really struck me watching this video about the physics of Simone Biles’ turns. She adjusts her rotation and timing just by moving one hand against her body!

**By ‘freer, less controlling lead’, I mean a few things. First, that the lead doesn’t ‘steer’ the follow out of closed using their left hand. They just step back and out of the way, dropping that hand immediately so the follow can ping out of closed position, choosing their own speed, direction, and rhythm.
Secondly, the lead lets go on 5 of a swing out, so the follow can come out sideways rather than always coming out backwards. Follows who are always let go later and always asked to come out backwards tend to habitually turn themselves to come out backwards. Ain’t nothing wrong with coming out backwards. But if a follow always turns themselves to come out backwards, rather than having variations in directions, we have an issue. Even more importantly, taking time to turn your body 90* takes time and energy away from booming out of closed like a gun, or rocking out like a rhythmic jazz superstar.

But more important than the direction a follow comes out of closed, is the fact that by letting go earlier, the lead gives the follow more physical freedom, earlier. The longer I touch the follow, and keep that back connection, the longer she has to pay attention and respond to me and that connection. Well, she doesn’t have to. But by letting go, I’m making it super clear that she can do as she likes, and is 100% responsible for direction, timing, angle, etc. Experimenting as a follow, I also found that letting go earlier means that the follow needn’t go as far away from the lead. They can choose to reach the ‘end’ of the swing out earlier, and turn and be ready to come back in again earlier. They don’t have to end earlier, but they can.

I hope I’m making it clear, here, that there’s nothing inherently wrong with any of these things. But if we always do things one way, then there’s an issue. We… well, I aim for flexibility and mindfulness. I want to make conscious choices about the way my body moves, so that I am mindfully responding to the music and absolutely present with each partner, rather than just dancing by rote. Because dancing by rote is boring and limited. And dancing mindfully with each partner makes dancing with everyone much more interesting.

I am suspecting that insisting a follow goes really far away into open (ie covering a lot of distance) + the larger rock step by the lead on 1-2 = changing the rhythmic emphases of the swing out. Instead of being a constant state of motion, the swing out becomes two extreme stretches in long, straight lines, with a tiny bit of rushed rotation in closed in the middle. I’d prefer my swing outs to have constant energy throughout, so that I’m not dividing the music up into blocks of 8 counts so aggressively. I want my swing outs (or moves) to just be different shapes put on top of rhythmic movement across the floor, where the emphasis can vary, and the rhythms are functional as well as fun. ie the triple step, with its added step, is not just rhythmically interesting, it also gives you an extra step to travel further, or to turn or to ground yourself as you rotate at speed.
And, to sum up this digression, if you give the follow more time in open, or with a less demanding, less intense connection, you give them more independence. This means that they a) bring their rhythmic wonderment, and b) pay more attention to you, because they don’t feel like they’re waiting for the rare chance to bring their shit; they know you’ll give them plenty of time, and that you’ll be working together, with their hot shit integrated into the dance, rather than slotted in as a separate ‘gap’ in the lead’s predetermined pattern.

***Or you change your basic steps, replacing the triple step with a kick. If you check out very early lindy hop, you see more kicking than triple steps, because the music had that more vertical feel. It feels super exciting, because it does push a little bit more, but it doesn’t make you triple step or swing out the same way. It’s not about tempo (ie speed), but about the relationship to the beat each musician holds.

Fundamental disagreements

I’m part of a very good facebook group about teaching lindy hop and swing dance, and there was a recent question about ‘heavy’ following, which referenced this 2010 article of Bobby White’s.
My first response was this:

One day someone will write an article about the heavy/light lead, and we’ll get to argue about whether or not it’s too do with men’s physical weight, physics, or their just not being a very good dancer.

…i’m sorry to be so snarky in such a friendly forum, but honestly. This discussion tires and depresses me.

While Bobby has updated his post with a little disclaimer, his post still circulates in the lindy hop community, frequently touted as an important or useful source of information. Me, I think it’s total rubbish. Questions about ‘heavy follows’ are rooted in a fundamentally unhelpful and flawed understanding of partner dancing. It is, as I’ve ranted elsewhere, based on the assumption that lindy hop is about successfully completing a series of moves. Leading them ‘well’ and following them ‘well’ for a ‘good dance’. In this context, if you can’t perfectly ‘follow’ the lead’s leading, you are a ‘bad follow’. This sort of thinking leads to nights where follows stand around the dance floor moaning that there are ‘no leads’, when there are in fact plenty of leads, it’s just that they are looking for leads who can set out a perfect sequence of moves for them to complete. It’s the sort of thinking that leads to women competing with each other for dances with particular men (yes, women do actually queue up around the edges of the dance floor), with big-headed leads convinced that they are the fucking business because they have these queues. It leads to the myth that we have a ‘lead shortage’ or, worse, ‘too many follows’, which in turn leads to bullshit registration deals for events, where leads receive cheaper registrations, or more flexible registration deadlines.

If you’ve read any of my posts before, you’ll know that I’ve really moved away from this idea of leading and following. If we stop thinking of a ‘good dance’ as a sequence of moves perfectly executed, then we can start thinking about a ‘good dance’ as one where we have just two rules: take care of the music, take care of your partner.

More importantly:

The term ‘heavy follow’ is profoundly sexist, places the power in the lead-follow dynamic firmly with the lead (who is usually male), and prioritises moving across the floor, performing a sequence of inflexible moves ‘perfectly’.

I think it’s fucked up, and I refuse to accept it as in any way legit.

But I think my immediate response to the post (which I’ve quoted above) wasn’t productive in this particular group, where the values we espouse in our jazz-centred dancing carry on into a discussion based on kindness, mutual respect, and listening to one another. So I apologised.

I did write a long comment in response, but when you find your comment is too long to fit in one comment on facebook, you know it’s time to write a blog post.

Interestingly, it seems Anaïs was writing a response at the exact same time I was. A post which sets out many of my own values, but in a much more gentle, productive way. Anaïs Sékiné’s lovely post about leading and following and dance as collaboration, is a nice alternative to the ‘heavy’ follow paradigm. I recommend reading it. It’s full of good feels.

But here is the long comment I wrote on facebook, but didn’t manage to post:

I don’t accept the premise of the ‘heavy’ or ‘slow’ follow.
I think it encourages a focus on moves-based dancing, rather than rhythm-based dancing. I also think it makes us focus on moving across the floor and executing moves perfectly, rather than listening to the music and connecting with another human being.

I’ve been thinking about my own dancing a lot lately, as I’ve done a few very useful and interesting workshops this year (Herräng most recently, but also the Little Big Weekend in May with Jenny and Rikard, and Snowball classes in December 2015). These, and the work I did last year, as well as lots of interesting talk in that facebook teaching group, and with my co-teachers, have been really inspiring. My general focus has been on simple shapes and solid rhythms, and is connected by the content and focus of the Frankie and Harlem Roots streams at Herräng in 2014 and 2015. I’ve also been inspired by Lennart Westerlund’s approach to teaching and learning.

Thinking about my own dancing hasn’t just been about getting my shit together (ongoing project, right?). It’s also about improving my dancing and understanding of what I do so that I can be a better teacher. And this in turn helps me improve my own dancing. I see my own limitations reflected in my teaching and hence in my students’ dancing: I’ve been thinking about how to dance faster, more relaxed, and with interesting rhythms at all tempos.

RE the swing out in particular, and how to make it work if one partner isn’t moving as fast as needed.
As a lead, my first response would be to change my plans. I don’t need a swing out to be a 360* turn. It can be 180* or 90* or any old degrees, fitting into the space on the floor, working with my partner, and the music.
I think this is the most important thing: leads need to work more actively with their partner. This is why I think we need to talk about ‘active leads’ rather than ‘active follows’: leads need to be able to change their swing outs and respond to what’s happening with their partner. Not just get cranky if a follow is ‘too slow’ to make the lead’s preferred swing out ‘work’.
1) Teaching translation: we say that to our beginners in week 1: You don’t have to have rules about the angle you cover. Just aim to be open, in closed, then in open. They immediately stress less.

My second response would be: am I asking the follow to move too far? My current bugbear is leads who ask the follow to go three million miles away in open, but still somehow run in and get around 360*, all at a million bpm. With this sort of swing out, the follows end up super fast and strong (in their bodies), but also more likely to send themselves miles away from their partners. So you get a kind of flattened out rhythm, where the emphasis is on horizontal movement across the floor, rather than a more nuanced rhythm-as-movement using different planes. I also see a lack of good, relaxed, swinging timing. There’s a lot of rushing, with a rhythmic emphasis on the extremes of the move – 3 and 4 in closed, and 7-8 in open. This emphasis often starts to look like a ‘dead spot’ where there’s a hold in the rhythm. Which is totally ok, but begins to ignore the music if it happens on every swing out.

So I fix this by staying closer to my partner, at all points of the swing out (closed and open). Rhythmically: I don’t go flat when the follow is in open – the rhythm I keep provides the timing for how long a follow should be traveling. And time = distance here.
2) Teaching translation: look at your partner; keep dancing leads, don’t stop when the follow goes into open. Don’t think of the rhythm as sets of 8, but as a continuous rhythm with the music.

My third and most important response: am I hauling arse? If a lead stands on the spot and asks the follow to do all the moving, then it’s twice as hard as it needs to be. If a lead steps up and moves their bodies, then the follow needs to cover half as much distance. If you stay closer together, then you can halve that distance again. And this means you have more time in the music for fun.
As a lead: I need step up and haul arse. I really need to hustle.
3) Teaching translation: leads, haul arse. Move your body. Do not let the rhythm drop. Everyone learns a new rhythm on their own first. Everyone has to carry the groove; it’s a shared rhythm. (all this keeps bodies active)

My fourth response: how am I oriented to my partner?
This is my current issue. I am trying to aim for a 3/4 profile for my partner. I describe this as the ‘perfect instagram selfie pose’ to our students: you want a 3/4 profile, and you want your weight on one foot, rather than split. If your butt’s out, then you are immediately ready to rumble. Or leap out from the blocks and beat Usain Bolt.
I am trying to stop myself ‘squaring up’ to my partner, because it’s inefficient, and makes it harder to recruit the bigger muscles that help me haul arse. It also lets your arms relax, and encourages an efficient weight change. A squared up profile is harder (this is 100% Rikard teaching btw).
4) Teaching Translation: 3/4 instagram perfect profile.

Fifth: I also try to be more ‘alert’ in my connection when we get into open. This is helped by having that 3/4 profile.
I use that triple step at the end of a swing out or move to say ‘Hello, I am ending the swing out earlier, I think, so please listen to see what happens next – we can choose something else to do.’
If I just go ‘dead’ or ‘limp’ in my arm as the follow gets out (at about 6), then the follow feels no signal, so they often just continue that last message or momentum I suggested. I’m not talking about ‘tension’ or any of that stuff – I’m talking about facing my partner, about moving my body, etc.
5) Teaching translation: leads, don’t let that rhythm or groove drop. Both partners – watch them move away from you, and be ready. Because you don’t know what jazz they’ll bring (a practical beginner exercise is just having them do a call and response jazz step – so as they move into open, one does a jazz step, and the other echoes it for 8 counts – they naturally have to watch each other, and stay closer together).

Sixth: out with the butts.
The other thing that’s important (when I’m following), is to not send myself so far away from my partner, and to check my posture. We’ve been talking to our intermediates about this – ‘out with the butts’ as eWa says. If you have your butt out, as a follow (but not sitting down into the shape), and you come out of a swing out sideways (ie the lead lets go earlier and doesn’t ‘steer’ the follow out with their left arm), then you are more engaged in your glutes, etc, and in a more athletic posture that helps you respond faster, or move faster, or just plain bring the shit.
Out with the butts is very important coming out of a swing out for follows. It stops them leading groin first (which makes it harder to balance or control yourself).
6) Teaching translation: out with the butts. Practical exercise: anything Frankie related.

Seventh: feel the love.
Asa and Daniel were crapping on about this in Herräng: get closer to your partner in closed. Treat it like an embrace. So they didn’t do this squaring up thing where the follows grip the lead’s bicep and clamp the lead’s right arm with their elbow. Instead they moved closer together. Learning from so many first gen revivalists in the Harlem Roots stream at Herräng stream, two things were made very clear: closed position is much closer (in a v-shape, where the follow’s arm can be further around the lead’s shoulder, and the lead’s arm further around the follow’s back). This embrace makes it easier to feel what your partner is doing with their body, too.
The second thing: follows are much more likely to do stuff like just go into open if they were sick of closed. Catrine, eWa, Asa – all those Swedes who worked with Frankie. None of them were worried about ‘backleading’ or ‘hijacking’. If they didn’t like a move, they just didn’t do it. And their leads were all 100% ok with this – they just saw it as normal. This signalled a fundamental shift in lindy hop ideology in the mid 2000s in America in particular: lindy hop follows stopped seeing this ‘just don’t do it’ as ok. They saw their goal as ‘follow perfectly’. To me, this is the most important point, the absolute total point of all this: FOLLOWS DON’T HAVE TO AIM TO ‘FOLLOW PERFECTLY’. Being a ‘good follow’ doesn’t mean ‘do exactly what the lead asks, perfectly and quickly.’ Being a ‘good follow’ means ‘go with your feels.’ Trust yoself.
7) Teaching Translation: when you’re in closed, check in with how you’re touching your partner. Ask them if this is ok. Remember that the way you touch your partner sends them information (eg the claw of panic from follows; the floating weirdo right hand from leads). If it doesn’t feel ok, tell your partner.

For me, these things have made lindy hop much easier: don’t move so far from my partner; feel the love in the embrace; out with the butts; perfect instagram selfie pose; take more time to feel the groove before you start dancing; clear rhythms.

Just in the few weeks since we’ve been back from Herräng and focussing on these things, we’ve seen massive changes in our students’ dancing. They can dance much faster, and have greater freedom to improvise.

I don’t worry about ‘follows being heavy’ because it’s simply not an issue. I don’t even recognise it as a thing.
I do worry much, much more about leads who don’t haul arse. I think the lazy arse lead is a much bigger issue than the ‘heavy’ or ‘slow’ follow. I also get very cranky about leads who never look at their follows: it makes for bad connection, bad vibes, and dancing that focuses on horizontal momentum rather than good solid rhythms, polyrhythms, and call and response. ie jazz.

…having said that, if a lead is physically slower or older or infirm or fragile (as with our lovely Extremely Elderly student), then hauling arse isn’t the issue. He has mad rhythm skills (tap dancer!), so the follows have to figure out how to make this work with him. Much more important skill set.

As Anaïs says in her gorgeous post,

Lindy hopping is about sharing through dancing and through jazz. That’s our common language. The rest is up to each and everyone of us.

As Lennart says,

…it is a very simple dance

As one of our beginners said in their first class

A swing out is when you are together and then you are away from each other.

And that’s it.