![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
I went to the New Moon thingie, but there were no fire spinners and 3 guys chanting and drumming in what seemed like a ritual; in any event there was kind of a strong 'private' vibe so I didn't feel like joining them. Bob and Bean spun, though, and I drummed a little by myself. I have lost some of the gawazzis and beledis I used to know, and if I wasn't concentrating I would revert to drum cadences I learned in marching band. Still and all it was nice to be outside at night under green trees with friends.
This was after our cook-out, which went well though was sparsely attended. But Bob and Laura were there, and they are both really funny people. I hate to say 'instant party' but they're both performers by nature, so automatically entertaining.
Saturday I spend practically all day getting ready for class (Pentacles, Pentagrams, Color, Candle Magick). I added a lot to the material, and the class ended up running over by almost a half-hour. I need to either talk faster or get more organized, because all the information is useful and I don't want to ditch any of it. Maybe I need to rearrange what goes with what class. Color and candle magick could be a class by itself, especially if I did the demonstration like I was intending to do but didn't since I ran out of time.
I'm finding a lot of 'here's what our Trad teaches' things that aren't as universal as I had assumed. For instance, we teach that pentagrams are stars and pentacles are stars with circles around them. Another definition goes 'pentagrams are drawings and pentacles are 3-D versions of pentagrams, like on your altar or jewelry.' I have been wanting to tell this stuff to the students so they won't run into so much confusion when other people use different definitions or assume the other person doesn't know what they're talking about. Sometimes I wonder if I'm overloading them. How they do on the test for Dedication should help me calibrate.
I also want to add a 'definition of terms', section, like a vocabulary list somewhere. I think the last 2 classes are a little sparse, so maybe then. I forget sometimes that not everyone knows how to pronounce 'athame' since they've only read it in books, or that a besom is a broom.
This was after our cook-out, which went well though was sparsely attended. But Bob and Laura were there, and they are both really funny people. I hate to say 'instant party' but they're both performers by nature, so automatically entertaining.
Saturday I spend practically all day getting ready for class (Pentacles, Pentagrams, Color, Candle Magick). I added a lot to the material, and the class ended up running over by almost a half-hour. I need to either talk faster or get more organized, because all the information is useful and I don't want to ditch any of it. Maybe I need to rearrange what goes with what class. Color and candle magick could be a class by itself, especially if I did the demonstration like I was intending to do but didn't since I ran out of time.
I'm finding a lot of 'here's what our Trad teaches' things that aren't as universal as I had assumed. For instance, we teach that pentagrams are stars and pentacles are stars with circles around them. Another definition goes 'pentagrams are drawings and pentacles are 3-D versions of pentagrams, like on your altar or jewelry.' I have been wanting to tell this stuff to the students so they won't run into so much confusion when other people use different definitions or assume the other person doesn't know what they're talking about. Sometimes I wonder if I'm overloading them. How they do on the test for Dedication should help me calibrate.
I also want to add a 'definition of terms', section, like a vocabulary list somewhere. I think the last 2 classes are a little sparse, so maybe then. I forget sometimes that not everyone knows how to pronounce 'athame' since they've only read it in books, or that a besom is a broom.
