Step Size is a Skill- Treat it as One.

    For years, my first marching block of the season with a group has shared a similar moment. We are using some exercise to practice basic movement techniques when a staff member or veteran member approaches with the same question “What step size should we be using?”. Whether indoor or outdoor, my answer has been the same for years: “it doesn’t really matter”. Confusion typically follows- the person who is asking likely sees more step size problems than they can fix in one block. It is prevalent throughout the group, but it is not being addressed.     

Consistent step size is one of the most essential elements on the floor- why doesn’t it matter right now? The question deserves a deeper answer than I can give in those moments, and for anyone who has ever asked and been confused, I would like to elaborate now: Step size is a skill, treat it as one.    

If you ask any visual instructor whether step size is a skill or not, you would be hard pressed to find someone who disagrees with my statement. But it is often treated differently from other techniques we teach.

What does it mean for something to be a skill? 

Here is my own attempt at a definition of what that term skill means:

• Skills are learned: at its most basic element, a skill is something that… takes skill! This means that it is not something someone innately understands. It will require some combination of explanation, practice, feedback, and deliberate effort to refine over a period of time. 
• Skills start micro:  Philosophically, I would argue that playing a cello is NOT a skill. I would say that playing the cello is an ability. What do I mean by that? That playing cello is a degree of mastery over a HUGE variety of smaller skills! Proper bowing, finger dexterity, mastery of notes, position, skills, tone, intonation. This list can grow- maybe on an infinite level. But the cumulation of small efforts you PRACTICE are the skill that refine your abilities.
• Skills have hierarchy: All of the great educators I have ever met emphasize a priority list. There are many priorities, and not all can be addressed simultaneously. When a young person begins to learn their first instrument, they know little or nothing about major scales, intonation, or how to play a certain note. Do all of these matter to their development? Of course. But there are priorities based on your goals and based on How you learn these skills*.
• Skills require focus: It takes practical, deliberate effort to enhance your ability at a single skill. Most studies suggest that humans are bad multitaskers, that they can only focus on a very small number of things (read- one single thing) that require their attention. Sure, you can fold some laundry while listening to your favorite podcast, but for any skills that require conscious effort- the consensus is that we average humans are just rapidly switching back and forth on the task, not actually doing both simultaneously.

Imagine you are a student learning to count and add at the same time. These are two skills that require repetition, memorization of rules, and brute practice to master- while they are related, they are related in a hierarchal way. Learning to do both simultaneously hinders the average student from succeeding at either.
What does this mean for us in the visual arena? It means that simply tacking on an explanation about step sizeis not enough! Students deserve a combination of explanation, practice and exercises designed to help them understand step size and its relation to the field.

So where do I start?

A majority of  brand new marching members start their marching arts journey in the fall with marching band. Many of these students are barely teenagers. Some students start before they even turn 13! The most important exercise you can take as an educator is creating your own personal list of important skills to teach. Remember, the goal is working on your skills so the show (your work of art) reaches its true potential. Ask yourself thes questions:

• What are the most important basic techniques students need to learn as they begin?
• If I were starting as a brand new member (knowing what I know now), what would I want to understand first?
• How much time do we have before we begin learning the show?
• What resources do I have available? (Extra staff, knowledgeable student leadership, lined fields, tempo keepers, etc.

Available here is an excel template of a priority sheet I made for a band camp I taught a few years ago. I decided to shuffle my list for the week to so you could try filling it out yourself. But as I filled it out over the week, I asked myself before and after each block: “what is most important right now?”. I cannot stress enough, this is my list based on my personal experiences and mishaps, combined with my personal teaching style. It will not work for everyone, but it works for me and that it kind of the point. Let’s go over the first few on my original list, and my reasoning behind them:

1. Posture: I personally cannot imagine starting anywhere else. If a performer does not start with their bodies in the right starting position, teaching great movement technique will take exponentially longer. Starting to move without teaching posture is like putting a car in drive while you are in the passenger’s seat. 
2. Balance: Sometimes overlooked, often lumped in with posture,  balance is key to beginning movement. Where is your weight at any given count? Where is it before you even move at all? Spend some time here, even if it feels overly simple at times. Your twelve year old learning mellophone and marching for the first time will thank you. 
3. Timing:  I’ve been witness to incredible teachers prioritizing timing above posture and balance. And with good reason- timing is as essential. If posture is making sure you are in the driver’s seat with your hands on the wheel, timing is knowing the traffic laws and signals.
4. Technique: Continuing with the driving analogy, technique is knowing what pedal does each function, how to use a steering wheel, and (if you are a real marching veteran) even your blinker. Technique is an all encompassing word- I’ll boil it down to a simple phrase “technique is HOW you move from place to place”. Many instructors could (and have) write a book on this subject alone. It is essential, and where you will spend most of your time. Any time I am working with a group for more than two weeks, I am subdividing my technique list in to its own priority list.

As you’ll see, we have not even made it to step size yet on my personal list. Maybe your list will look different- that’s okay. What is important is that you have a list. My personal goal is this: By the time we are teaching step size, members have a deep fundamental  ability to move and stand well.

Your next steps:

Reading about this theory and the steps one person takes is great, but in order to really get your sequence down, I recommend taking these actions yourself. Download a copy of the visual priority checklist. I’ll add the link to the downloadable file here again just because that is SO important! Remember, it doesn’t have to be perfect, put some effort in to it, ask yourself some hard questions about what matters most, and prioritize what matters!

Aren’t sure about how to teach step size as a skill? Well we have a post talking about the HOW coming next week!
Remember. You are the pro. A concept that feels easy for you will likely need time and effort to reach every performer. Be patient, prioritize your goals, and keep searching for better ways to get the job done. You are well on your way to your best season yet!

Notes

*- AND in what order. You don’t learn your major scales before you learn at LEAST the eight notes required. There are more blurred lines in other places but the point still stand. Some skills are better to learn before others!