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

Sequel to Teaching Technique for the Turning Two Step

by Joyce Hooper

The last Journal had an article on this same subject. The more I teach, the more involved I become in teaching the easiest way possible with the greatest amount of success. (At least, that is what I keep trying to do.)

Turning figures at the Basics level always seem to give the student a problem. The first few years of teaching, a great deal of my in-between-teaching-classes-time was spent on rearranging the "sequence" of the figures for easier learning. Finally, I find I'm pretty satisfied with the teaching technique and "sequence" of figures used in the Basics Class.

During the Basics Class, the student is taught basic styling and is made aware of terms like "commitment of movement," their relationship to the circle, and the importance of "blending" their bodies to be able to dance as a couple unit to the "rhythm" of the music.

The first few dance sessions we do teach, along with the above, the side closes. After I read the Mueller's article, it became apparent that I was teaching the turning two step in much the same manner... but I was not building a firm foundation by emphasizing the "side, close AND" philosophy. Of course, I started emphasizing immediately after reading their article at the very next class session... and the light switches came on in their heads just as it did in mine!

After the teach on the side closes comes the teach on the side touches. When the class can accomplish those two without ANY confusion to hash cueing, they are given the side two step. They are told that they already know "how" to do the side two step - they just have to memorize the combination: ONE side close and ONE side touch consecutively (QQS). Anyway, back to the turning two step and the "side close and" philosophy.

During my first few years of teaching the turning two step, I would separate the gents from the gals and place them in straight lines. First, working with the gents, they would be told and shown exactly and precisely what to do: with the left foot to LOD, you step side and close. Then you place your left foot across the LOD with a toe ball of the foot lead and on the other side of the LOD with toe facing RLOD, transfer weight to the heel as you turn on the left foot to face the COH... and on, and on, and on. Then I would repeat the same detailed action for the ladies. God help those students who saw me through it! If they could only see me today! Timing was, of course, emphasized and they were brought together to do their individual parts that they had practiced as a dancing unit. You can imagine how long it took me to develop the turning two step teach...

We won't go into all the transitions that were made by me to bring me to the present method of teaching the turning two step. But I do want to agree and enforce the benefits of sharing my present method with you - thanks to the first comments by the Muellers. This is it:

Using and emphasizing (now) the Mueller's "side close and" philosophy, the class is taught the turning two step in the following manner. (Note: the class has already been taught the Couple Pivot 4 before the turning two step and they are also familiar with the terminology and movement of a "pivoting action".) The class is asked to watch the following demonstration with the cueing of instructions being done at the same time. Three side closes and with a pivoting action turn one half. Three side closes and with a pivoting action turn one half. The class is asked to concentrate on who reaches in-between the partner's leg, or - who has the right foot free to go in between?? The class is asked to watch the demonstration again and this time I cue: three side closes Ladies in and three side closes Gents in. We show this about four times concentrating on who has the right foot free for in-between leg pivoting action, and the amount of the turn - being one-half first to face COH and then to return to facing the Wall. We do not forget to emphasize the two-step timing during this demo: QQS. Then we turn them loose and they do it! It makes me want to bring all the previous graduates back to class and apologize to them for the painstaking details of my first teaching sessions. They can do the turning two step so much easier this way!

Oh, I forgot to add: then we do two side closes and turn... until done with ease. And then we cut it down to the actual turning two step - one side close and turn one half. Sorry about that!

In the Basics Class, I continue to learn from my students and through the FEEDBACK QUESTIONNAIRE, which I ask every student to complete for me without giving their name about ⅔rds of the way thru class, I utilize their comments for making the next class session even better. Thank God for our students!

In closing, teaching is still to be the greatest reward in this business. Any Cuer-Teacher will have to admit that they aren't getting rich and famous. But if we like what we are doing, and continue to give it 150% effort, and take time to research and listen, keep it simple, and the success and smiles that you receive will tell you why you continue to do this year after year.

Roundalab Journal, Summer, 1983