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

The Role of the Round Dance Teacher in the Square Dance Program

More and more frequently round dance teachers are being invited to lend a helping hand to square dance clubs whose members enjoy round dancing. This includes teaching easy level rounds of the month, programming rounds between square dance tips, conducting a session of pre-rounds or any combination of these duties.

There are many reasons why it might be desirable or even necessary to call upon a round dance teacher to lend assistance. Many callers find that conducting beginner classes, calling club dances, accepting bookings to guest call for other clubs and just trying to keep up with new material in their own field pretty much consumes their time. There is none left for learning the rounds and preparing to teach them to their dancers. Also many clubs do not have a regular club caller and feel it is unfair to ask guest callers to take on the added duties of teaching rounds. And many callers do not feel qualified to teach, or even program, rounds since they do not have the time to "keep up" with the round dance activity.

Before accepting an invitation from a square dance club the round dance teacher should give some thought to the role he (or she) will play, the problems he will encounter and how he will meet these problems. He certainly must recognize the fact that it is impossible to please everyone. Above all he must evidence some qualities of leadership.

A square dance club may seek the services of a round dance specialist because the members feel that square dancing and round dancing are all a part of the same picture. Perhaps, for most members, doing the rounds at their square dance club is the only opportunity they have to enjoy this phase of the activity. So the first consideration must be given to programming dances that will attract the majority of the membership.

The round dance teacher should make an effort to talk to the dancers about the rounds. Find out how many they know, if they wish to do only the easier ones or would be interested in a little more challenge, how many have attended a round dance class and if they know round dance basics. Along with this he might wish to provide a questionnaire for the dancers to fill out, a very good method of learning about their round dance experience. After a few weeks he should be able to tell how many will participate in the rounds by just checking the people attending the dance.

He should beware of the "eager beaver" who perhaps spends more time round dancing than square dancing. He is easily recognized as the one who arrives first on the scene for the session of pre-rounds; the one who heads directly for the round dance teacher to check the program scheduled for the evening; the one who attempts to engage the teacher in a discussion of the merits of the latest, most complicated routine and ends up by asking the teacher to put on the record so he and his partner can practice. So-called "friends" are very adept at this sort of thing and must be discouraged.

When the caller takes on the duty of playing the records for the between-tips round, it is advisable to "clue him in" on the proper or desired speed for the dance if it is other than normal. Then when a dancer requests a faster or slower speed the caller need only say, "I was asked by the teacher to play the record at this speed."

A teacher may feel that the easiest way out is to use a request program. This may be the best method to satisfy a few of the dancers, but remember if there are forty couples in the hall only a very small percentage will be able to get in their request. So there may be three or four couples on the floor dancing — no doubt very pleased to be doing an exhibition — while the rest of the crowd sits on the sidelines. The round dance teacher is not there to please a few; he must consider the group as a whole. And if the round dance teacher is not familiar with the most popular dances in the area then he would be wise to decline gracefully when asked to assume the role of leader by a square dance club.

It is an easy matter to become so involved with one's specialty that other aspects are forgotten or ignored. A round dance teacher who agrees to aid square dancers by providing programming and instruction at their square dance should keep in mind that the crowd is there because it is a square dance. It they were more interested in the round dance activity they would, instead, be at a round dance class or club.

Really, what it all boils down to is leadership. The most important requirement in leadership is common sense. So consider the wants and desires of the majority; don't play favorites. It's much better to have five or six couples sitting out the rounds than thirty. Don't abdicate your role as leader and ask for "requests." Use your knowledge of what's being done round dance wise in the area, apply some common sense and make up your own program. Then have the intestinal fortitude to withstand the pressures of the minority who try to influence you. It can be done tactfully if you are sincere in your desire to bring the most pleasure to the largest number.

Square Dancing, March, '71