18th May 2008 Teaching Salsa @Wolfson College, Oxford.

Ten years ago a very intelligent trainee salsa teacher asked me a simple question, "where is beat one?" His name was Nicholas Marquez-Grant, I call him Nic, and I'm pretty sure that he wasn't aware of the sequence of events that he would set in motion.

I recall sitting with him on some stools in the University of Sheffield Union of Students' Raynor Lounge, listening to salsa music issuing from a CD player, indicating where the start of the dance cycle was, whilst the rest of the trainees were practising their bolero walks. It was a frustrating experience for him and me both, and I realised that I was trying to help him acquire timing, not teaching him. It exposed, in the most unkind of fashions, my lack of knowledge.

In the summer of that year, I bought my first set of congas and I began to teach myself to play. One year later, after I'd acquired a set of bongó and a range of hand percussion and learned to play them as well, I began the first of a series of AfroCuban percussion workshops. Three months following that, the band which would eventually become known as 4 de Diciembre was formed.

And in all this time, Nic had been moving on after finishing his degree in Sheffield, but we did keep in sporadic touch. He eventually ended up in Oxford, where amongst other things, he began salsa classes at Wolfson College in 2005. Nic always had it in his mind for me to visit Oxford; to see the sights, be a house-guest and perhaps a salsa-teacher-guest. And it wasn't until last weekend that our schedules coincided enough for that to happen.

Nick, Nico, Federica and Loo
(enough about 'roses and thorns')
Photograph ©Copyright 2006 Federica Ferlanti. All Rights Reserved.

My Sunday class at Wolfson's Haldane Room was booked from seven through ten in the evening, and we'd already been in much discussion beforehand about what Nic thought would be useful for his students to learn: ear-training, use of rhythm, and different types of movement. The content and the timeframe was ambitious - I've conducted similiar workshops before, albeit with much less content and more time for practice. But given that this was a one-off masterclass, we both agreed that this would be the best way to go.

The ear-training workshop has got a very different learning paradigm; students of salsa are accustomed to entering a class and working on physical skills, and many find a change to the abstract and non-physical quite disorienting. It is the greatest potential hurdle to the workshop's successful attendee buy-in.

The turnout was just right for the room size and comprised of salseros from Bea's Oxford University Dancesport Club salsa group as well as Nic's classes. In the first half of the workshop we covered: the standard set of rhythms, backbeat (tumbao moderno) and pulse (hand percussion); rhythmic agreement and complement; and ear-training. Then I encountered phenomena which I recognised from teaching the Salsa & Merengue Society's Teachers Training Group of yore, but for the first time outside of it...

Firstly, the dancers were capable of absorbing much more information before they began to saturate; secondly, they were able to focus and sustain a quality of practice; and thirdly, there was evidence of assimilation and extrapolation based on the questions they asked. So when the conventional end-point was reached, there was still enough in the tank for us to push on to understanding the meaning of "attack" (in the context of early, middle, and late beat) and its relevance to the regional music and dance styles. After a short break, we touched on biomechanics in movement and compared the general regional postures of Eastern and Western Cuba.

My main regret about doing workshops like these is the lack of follow-through. I would have loved to go on to clave, polyrhythmic expression, and to have provided enough supervised practice time. As it was, by the time we finished the only place we could find food was the-now-soon-to-be-legendary "Halal Munch", followed by a brief 30 minutes of dancing at Bar Risa.

I conducted an follow-up lesson two days later: an educator's perspective of salsa dancing in the acquired mode.

I don't travel much for leisure anymore, but I'm glad I did this time. Catching up with Nic, seeing Oxford through his eyes and meeting his friends were all great experiences. And working on salsa with such cognitively quick dancers also brought its own rewards. But most of all, I will remember last Sunday as the day I was finally able to answer an excellent question.

Loo Yen Yeo