2A
First, thank you for taking your time with this project. Im using a translator, im sorry if something isn’t clear, your questions are always welcome.
I made an experiment for this project.
I designed a pole class plan by applying floor flow and gave the class to two students.
In the accompanying video you can see different moments of the classes.
The two students have an intermediate to advanced pole level, but none had experience in any type of free and continuous movement.
The class consisted of:
- A totally free movement warm-up, prioritizing presence with the body, points of contact and breathing.
- Teaching the basic loop: lunge, rotation, 3 seconds of movement/balance, lunge.
- Make different repetitions with small changes to promote the continuous, unbridled movement and creativity of the student.
It was they first time taking such a class, and it was my first time giving one.
Select the same song for all the repetitions so that they can connect to the rhythm, and try to give a few options and ask a lot.
In the moments of rest I asked them about how they felt, what they remembered, what they noticed when they moved, if they realized in what moments they were slowing down and to tell me what happened to them when they did it. Also, if they had a record that movements they repeated more than others and invited them to try to slow down the next time to do something different.
In both cases, the biggest brake on movement was that they stopped to think if they were doing things right, the second factor is that they stopped to think about what to do next, whether they followed the loop, or not.
Offering them a different space and guiding them to it, was a challenge!
I feel like I have a lot to improve, it's like learning a new language.
The three of us liked the experience and their relationship with their body and movement changed.
2B
1- I had many ideas for this project, I ended up choosing this experiment because it is the most convenient, in time, space and resources, while still being challenging and interesting for me.
For the same reasons, I chose its form of presentation.
2- Almost everything was uncomfortable, during these classes it was not
about teaching something concrete, a step-by-step technique, but about guiding the other person to their usual limits to give them the opportunity to go further. I am used to doing this from a teaching context, in this mode it was required of me, a greater presence, and an interaction of greater intimacy with what was happening at the time, and a different way of communicating, at all levels, from a space outside the categories that something is right or wrong.
3- Provide tools and a simple framework, where students could explore themselves and their movement, and if they want to apply it while alone.
The general lines were:
A short loop with movements that are easy to modify without losing the structure.
Slogans to stay present in the body (feel your joints and contact of your feet)
Breathe, slow down but don't slow down.
4- I would choose to work differently, being two people with enough pole time, I thought they would sit comfortably to move without thinking so much, giving them room to flow.
But it wasn't like that, and it took them a long time to stop thinking about whether what they were doing was right or wrong, next time I would try to concentrate more on body mobility, and a shorter loop.
5- This experience reminded me that it is better to start simple and limited. No expectations or assumptions about the student.
2C
First time pole flow! I made a class and try it with 2 students to see the difference.