The following information is published with ROUNDALAB's permission from the ROUNDALAB Reference Manual compiled by Richard & Jo Ann Lawson, 1987.

How to Teach a Round Dance

Bill and Carol Goss

  1. Things that should be done.
    1. Show each figure, indicating where it begins and where it ends.
    2. Show the figure on both sides of the hall.
    3. Allow the dancers to try the new figure, one step at a time.
    4. Make corrections on figure execution and show the figure again.
    5. Allow the dancers to try the new figure again as a whole.
    6. Hash cue the figure in the context of more familiar figures.
    7. Add the figure to the routine through hash cueing.
    8. Have the dancers over-learn the figure before moving on; however, in the case of more complex figures, be sure not to push them past productive learning.
    9. After showing them what to do, and having them do it, show them what they've done.
    10. Move on to a new figure.
    11. When the figures make a repeatable sequence of eight measures or so, change to the correct music.
    12. Show a figure's footwork, body position, head position, and arm position, if appropriate.
    13. Indicate if the figure has similarities to already know figures (scissors/twinkle, impetus/telemark).
    14. Teach for a set amount of time regardless of how much the routine is completed - part A is plenty.
  2. Things that should not be done.
    1. Do not show large sections of the dance unless it is below the level of everyone in the room.
    2. Do not teach an entire dance in one night just because it has always been that way.
    3. Do not teach a dance without defining the new figures carefully.
    4. Do not be sloppy with footwork or body positions, because dancers are visual learners.
    5. Do not rush a dancer through a new figure, because more time will be spent reviewing, fixing problems, and answering questions.
    6. Do not stop a class to give individual help.
    7. Do not teach all night, but do some dancing to keep other figures and routines fresh.
    8. Do not pick out people in the crowd who are doing something wrong.
    9. If the dancers do not get a figure, do not explain the same thing the same way, but use different working or a different approach.
    10. Do not show any frustration with your dancers or yourself, because we are all human.

Roundalab Journal, November, 1984