Reed2026
| Reed2026 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Reed2026 |
| Author(s) | Darren J Reed |
| Title | Ethnomethodology of dance: the achievement of rhythm in the waltz and vals |
| Editor(s) | Peter Tolmie, Dave Randall, Mark Rouncefield, Andy Crabtree |
| Tag(s) | EMCA, Music, Dance |
| Publisher | Routledge |
| Year | 2026 |
| Language | English |
| City | Abingdon, Oxon |
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| Pages | 205–222 |
| URL | Link |
| DOI | 10.4324/9781003358886-13 |
| ISBN | |
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| Howpublished | |
| Book title | Ethnomethodological Studies of Music |
| Chapter | |
Abstract
This chapter takes an ethnomethodological approach to the teaching of rhythm and timing and understands it as a matter of establishing new and distinct embodied methods of moving and understanding. The teaching of the body is initially accomplished through teacher talk and demonstration but then pursued through forms of embodied engagement between teacher and pupil. Eventually this becomes a matter for mutual negotiation between the dance-couple. The analysis is rooted in experience of professional dance training. However, transcripts of exemplar instances are drawn from publicly available dance class interactions. Two primary instances are examined. First the teaching of waltz, which involves the disruptive instantiation of three-four time in contrast to the two-four of walking. Second, the distinction between ‘strict tempo’ tango, traditionally taught as part of the dance portfolio, and Argentine tango is offered, which is characterised by discordant rhythmic interpretation. Both rely on the production of dance figures, which are describable movements of the feet, legs and torso in relation to the identification of rhythmic beats in the relevant music. The comparison of waltz and the two forms of tango allow for the identification of a set of pedagogic strategies for teaching the rhythmic body.
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