Lakenya Pitchford (Student Body President), W.E. Pete Kimble, Lucero Alonzo, Jose Jacobo. Newcomer American Rumba and Waltz. All first place. Blind and Visually Impaired Students explored and created systems to internalize navigation strategies by being physically connected to another human being.These systems included 1. Subjective Architecture, where elements of buildings, like walls and doors,were used to kinetically feel geometric and mathematical factors, such as straight lines, 90 degree angles, 45 degree angles, perpendicular motion, parallel lines, circular motion, opposite direction, equal distance, diagonal lines, square motion, forward motion, backward motion, associative properties of numbered steps with location and time points; 2. Internal transposition of kinetic knowledge from one limb to another limb, from hands to feet. Hands were used to articulate movements of feet: heel, toe, inside edge, outside edge; to articulate location and movement of left foot relative to right foot; 3. Drumming techniques were used to kinetically feel the musicality of the working leg opposite to the weight bearing leg; 4. martial arts techniques were used to kinetically feel the floor surface as a partner in transferring body weight and changing direction; as well as in manipulating the body of dancing partner; Judo falling techniques were used against vertical walls to overcome fear of rocking sideways and backwards, off balance, and to overcome fear of fully committing the whole body weight to displace space, to attack with a fully vertical body. 5.Tap dance techniques were used to clarify weight change and vertical balance on one leg. 6. Vocal Sounding of numbers, name of working foot, and name of rhythm count (slow,quick quick) was used to integrate thought, word, and action; this allowed mental rehearsal to reduce fatigue and to enable partners to unite their minds to help each other to respond to the music as one organic unit. This Self Talking Dance technique also eliminated distractions, fears, and confusion, by placing the teacher's voice within the dancer, like a captain inside a space ship, directing all body parts from the dancer's point of view. 6. Musical strutcture was used to internalize phrases organically, box theme with variations. The primary concept was that in ballroom dancing you are never alone, you always have a partner to help you.The female is equal to the male. Constant body-contact eliminates the need to designate a leader and follower. Each partner is always sculpturing the other in space and time. 6. Colors were used to describe subjective forward and backward motion (Green forward, Orange backward); and to describe intensity of compression and expansion (Blue for compression-cold; Red for expansion-hot). Participation in public competition enhanced self-respect and confidence in the belief that there are no absolute necessary boundaries in social interaction. Family, friends and the general public were shown that Blind and Visually Impaired persons can successfully join in a primary human and social activity that can open the doors to new friends and potential husbands or wives. Commitment to perform in a competition also created a bond among team members, to help each other learn and overcome personal obstacles in order to participate. The rehearsal process proved that every human can be the exception, and that individual capacity for transformation under pressure has no limits. Ballroom dancing allowed the blind and visually disabled students to experience fearless freedom to move in all directions and to express themselves carefree, with power and impulsive confidence, by depending on another person, as an alternative to movement with a cane or dog on public streets and social environments; You don't need a cane or a dog or a wheeled-walker, when you are in the arms of a caring person, conversing, sharing intimate personal space, and experiencing the aura and personality of another human being, while having fun.
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