MDPE.1:4.1 - A filled brief for a local Zouk trial

This constructed project example uses the practitioner source to ground the kind of change. The example is illustrative, rather than a historical account of Brazilian Zouk. A local school is deciding whether to commit six weeks of teacher time and one social event to a changed partnered practice. Its brief is:

• Project decision: fund and run one bounded class-and-social trial, or keep the present course unchanged.
• Primary subject and scale: one repeatable local partnered-performance practice; not one choreography and not the whole Zouk style or population.
• Intended Work and use: teachers use embodied and partnered exercises; dancers then improvise with unfamiliar partners to varied music at the local social event.
• Linked subjects: the teaching Method and event arrangement supply conditions for the practice trial; neither is identified with the practice.
• Existing and proposed: current learners reproduce taught sequences with familiar partners; the proposal introduces rotating-partner cue–response tasks, varied music, and supervised social-floor trials.
• Preserve / vary: preserve partner-readable response, safety, balance, and the intended timing distinction; vary figures, partners, music, and phrase choices.
• Conflict or unresolved live choice: a filmed showcase rewards fixed camera-legible choreography, while the stated project needs unfamiliar-partner social transfer. That fixed-choreography showcase would not test transfer to unfamiliar partners in social improvisation. The school selects social transfer for this commitment and leaves a showcase as a separate later project.
• Recognition boundary: participating partners must distinguish and use the cue–response relation during social Work; teacher approval or a style label is insufficient.
• Participants and decision rights: the two teachers decide the local teaching trial; dancers consent and may refuse or leave an exercise; the venue controls its safety conditions. None decides for the wider culture.
• Realization and first test: teachers conduct the changed classes and then observe unfamiliar pairs across two music conditions, noting readable response, balance loss, recovery, and refusals.
• Stop or reopen: stop on unsafe or non-consensual conditions; reopen the teaching choice if transfer fails across unfamiliar partners or if the timing distinction disappears.

The conflict field changes the commitment: without it, the team would have funded a showcase and called the result practice development. The returned brief selects a social-transfer trial. It is not the performed trial or evidence that the local practice, much less the wider style, has changed.