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Something that’s come up a few times I’ve been noodling on: Embodied skills (like dance) are hard to teach with language dealing with concrete moves They’re dynamical by nature so teaching calls for conceptual lenses highlighting the dynamics at play in the activity instead
Ultimately its about doing the thing with a deep listening and attention to the body while you’re doing it to get better, but the surfacing of the dynamic concepts at play can serve to make sense of the embodied info you’re getting, helps bring your awareness to what’s happening
Example: ballroom dancing A good friend is studying ballroom dancing with a master and helping him build a course. His teaching approach is highlight and develop each of: - rhythm - balance - touch https://t.co/czwE81wtPl
Example: Shibari I’m just starting to explore Shibari, and had a wonderful teacher the other week who’s approach was to highlight - tension - friction - compression As the operative forces at play https://t.co/yAL5KxqQxW
Example: space design I’ve connected it with architecture + design since studying Christopher Alexander’s embodied process I haven’t quite nailed these down, but the operative forces may be - differentiation of elements - coherence amongst elements - movement through the space