Greetings,
As you can see by the subject line this blog is about cutting. It is a subject which has been debated long and hard, both in the Renaissance period and the modern period. For the purposes of this blog I will be mainly focusing on cutting from a Renaissance perspective and also specifically focusing on the use of the rapier. One of the most important things about this discussion is that it is necessary that it is done from an open-minded perspective in order to get the greatest benefit from it, as such there will be some points which will raised which may cause some arguments. Please bear in mind as you read that I am attempting to give the most event-handed discussion of the subject possible and that possibly some of the points raised should be considered as such.
Various organisations have performed test cutting experiments with regards to the use of the cut with the rapier and this will be the first subject for discussion. It is the methods of these test cuts that will be the focus of the discussion. One of the most important things that needs to be taken into account for proper test cutting is the proper method of performing the cuts. If the cuts are not performed properly the test can in no way be valid. This has to be balanced with various other factors in order that the test cutting itself is representational.
Not only does the method have to be valid but this also needs to take into account the weapon being used and the various variations on the weapon possible. In essence a sample of weapons should be taken rather than one single form being taken as representational of all of the forms of that weapon. A perfect example is the rapier in this case. The classification of the weapon is difficult as it came in many forms. Some had longer blades. Some had thicker blades. Some had edges which would be suitable for cutting and others did not. Unless this is taken into account the test cannot be truly valid for all weapons of that particular type.
Next it is important to balance this to the combat situation in which the weapon was used. In order to be valid the test must be performed in a manner which at least resembles the action and situation in which the cut would be performed. This also must take into account any preventive equipment or lack thereof, such as clothing that would have or not been worn at the time. If a cut would most likely have been aimed for example at the body then the target should be placed in a particular way that it would reflect such and placed in such a manner that it would represent a human body. This means that there needs to be some way to prevent it from moving and also allow the action to be performed against it. Without these factors being taken into account it is impossible to say that the test is representational.
The method of performing the cut does need to be taken into account in order that the test can be valid. The test will be invalidated if the cut is not performed as it would be in the situation where it would be used. This means that the correct technique needs to be used applying the correct amount of pressure against the target. If either of these is missing then the test cannot be seen to be valid. This requires research into how the cut would have been performed using a real weapon against a real human being. In this, it is here where personal bias has the most effect. If the tester does not think that a method is valid there is no way to guarantee that the cut will be performed correctly as sub-consciously if they do not think that the method is valid they will want it to fail the test. This means that the tester needs to be open-minded throughout the test in order that it can be valid through proper performance of the actions required.
There are various reasons why a particular form of cut may or may not be used by a particular group or organisation. This may be based on various different factors that need to be taken into account when examining what is being done. One factor is the weapons being used in the bouting. If the weapons are not suited to the performance of a particular cut it can be easily expected that that form of cut will not be used by that group. This can be based on the make or design of the weapon being used. Another factor that should be taken into account is the school of thought behind the organisation using the weapon. The late Italian schools of fence did not use the cut particularly much and this will influence the type of cut that is being used, how much it is practiced, and the situations in which it is or is not used. This will be different to a more German approach where the cut is more important to the style being performed and thus its use will be more prevalent. Finally there are administrative and safety issues that may be present in the organisation which prevent certain types of cut being used. These are typical to the organisation or group and will determine which cuts are considered valid and which ones are not.
With regards to cuts the most important thing of all types of cuts is the correct method for their use in order that they are effective. Without this it is impossible to be able to perform them properly or effectively and there are various factors that need to be taken into account. Technical detail needs to be considered in the performance of all kinds of cut, and these technical details are best expressed in the various factors highlighted below.
First there is the question of hacking in comparison to cutting, this relies upon the purpose and method used for the particular type of cut. Simply bashing away at the opponent with the edge of the weapon is a waste of time and thus the cut must be performed properly and with purpose, the purpose being to cut the target. This purpose must be realised and paramount for the individual even where the damage is only simulated as it will be for most modern martial practice.
The next thing that needs to be taken into account is that the method is appropriate for the weapon itself. This is important as the wrong type of cut performed with the weapon can lead to all sorts of problems not to mention potential damage to a weapon which money has been invested. This means that the method of cutting is very much dependent on the weapon being used. It is useless to attempt to perform cleaving cuts with a weapon for which it is not the purpose.
....
The rest of this article can be found in Un-Blogged: A Fencer's Ramblings by Henry Walker, which is available in paperback from:
Amazon: https://www.amazon.com/Blogged-Ramblings-Henry-Leigh-Walker/dp/098764470X
Booktopia: https://www.booktopia.com.au/un-blogged-henry-leigh-walker/book/9780987644701.html
Among other places...
It is also available in electronic format (pdf) from: https://buy.stripe.com/fZecP419c7CB9VKeUV
... or direct from the author.
About Me
- Henry Walker
- Either an author who fences, or a fencer who tends to write a lot. I found a passion for writing first, then I found fencing. I also found that the pen and the sword work very well together. The pen may be mightier than the sword but together they are much greater.
Tuesday, May 26, 2009
Wednesday, May 20, 2009
Sword Alone Versus Everything
Greetings,
First let me give an apology to all of my classical and sport fencing readers as this blog will not apply to you. The following blog is about fighting against different forms. While the initial focus will be on fighting single sword against others, there will be a further discussion later on based on more general combat conditions.
The first thing that I would like to point out in this blog is that we have spent more time using a single sword, be it with a parrying gauntlet or without than any other form in rapier combat. In our training mode we start with the single sword as it teaches principles which will apply to all of the other following forms. This means that it is the form which we have had the most practice, not to mention that while our opponent may have had a great deal of practice with whatever form they are using, still also their main form for practice will also have been the single rapier. So no matter what your opponent brings out against you remember that proportionally, if not in actual fact, you have had more practice with your single than they have had with their other form.
Some of the newer fencers will be intimidated by an opponent taking an offhand device when they only have a single sword. Part of the point of this blog is to reassure these individuals that there is nothing to be truly worried about only to be aware of the other item that they have in their hand. The most important thing to remember in all situations is that in both cases there are only two hands even if their is more than one weapon/device being used. This means that when the opponent has two weapons the offhand becomes more significant, as does the use of the weapon that you have. The most important thing to look at in this situation is what are the advantages and disadvantages of the combination that the opponent has chosen.
When examining what the opponent has chosen to take it is important to take in what advantages the form has and what disadvantages the form has. For example, in a defensive combination such as sword and buckler, the buckler cannot be used to strike and therefore should have less regard paid to it. This doesn't mean that it should be ignored, just that the weapon is really the main threat in that situation. Once you have ascertained these advantages and disadvantages you should play toward the opponent's disadvantages and attempt to minimise the advantages. This particular situation is the same in all accounts with all opponents in all weapon forms. We need to maximise our own advantages while minimising those of the opponent.
In order to realise the advantages and disadvantages of each form it is important to examine them in a little detail. This is best done as a general look and then given some more detail in order to realise the specific characteristics of each one. In this way we are able to see the characteristics from both a generalised point of view and also a more specific point of view. The best way to do this really well is to have a go at the forms yourself and figure out what these characteristics are.
....
The rest of this article can be found in Un-Blogged: A Fencer's Ramblings by Henry Walker, which is available in paperback from:
Amazon: https://www.amazon.com/Blogged-Ramblings-Henry-Leigh-Walker/dp/098764470X
Booktopia: https://www.booktopia.com.au/un-blogged-henry-leigh-walker/book/9780987644701.html
Among other places...
It is also available in electronic format (pdf) from: https://buy.stripe.com/fZecP419c7CB9VKeUV
... or direct from the author.
First let me give an apology to all of my classical and sport fencing readers as this blog will not apply to you. The following blog is about fighting against different forms. While the initial focus will be on fighting single sword against others, there will be a further discussion later on based on more general combat conditions.
The first thing that I would like to point out in this blog is that we have spent more time using a single sword, be it with a parrying gauntlet or without than any other form in rapier combat. In our training mode we start with the single sword as it teaches principles which will apply to all of the other following forms. This means that it is the form which we have had the most practice, not to mention that while our opponent may have had a great deal of practice with whatever form they are using, still also their main form for practice will also have been the single rapier. So no matter what your opponent brings out against you remember that proportionally, if not in actual fact, you have had more practice with your single than they have had with their other form.
Some of the newer fencers will be intimidated by an opponent taking an offhand device when they only have a single sword. Part of the point of this blog is to reassure these individuals that there is nothing to be truly worried about only to be aware of the other item that they have in their hand. The most important thing to remember in all situations is that in both cases there are only two hands even if their is more than one weapon/device being used. This means that when the opponent has two weapons the offhand becomes more significant, as does the use of the weapon that you have. The most important thing to look at in this situation is what are the advantages and disadvantages of the combination that the opponent has chosen.
When examining what the opponent has chosen to take it is important to take in what advantages the form has and what disadvantages the form has. For example, in a defensive combination such as sword and buckler, the buckler cannot be used to strike and therefore should have less regard paid to it. This doesn't mean that it should be ignored, just that the weapon is really the main threat in that situation. Once you have ascertained these advantages and disadvantages you should play toward the opponent's disadvantages and attempt to minimise the advantages. This particular situation is the same in all accounts with all opponents in all weapon forms. We need to maximise our own advantages while minimising those of the opponent.
In order to realise the advantages and disadvantages of each form it is important to examine them in a little detail. This is best done as a general look and then given some more detail in order to realise the specific characteristics of each one. In this way we are able to see the characteristics from both a generalised point of view and also a more specific point of view. The best way to do this really well is to have a go at the forms yourself and figure out what these characteristics are.
....
The rest of this article can be found in Un-Blogged: A Fencer's Ramblings by Henry Walker, which is available in paperback from:
Amazon: https://www.amazon.com/Blogged-Ramblings-Henry-Leigh-Walker/dp/098764470X
Booktopia: https://www.booktopia.com.au/un-blogged-henry-leigh-walker/book/9780987644701.html
Among other places...
It is also available in electronic format (pdf) from: https://buy.stripe.com/fZecP419c7CB9VKeUV
... or direct from the author.
Tuesday, May 12, 2009
What is the role of the teacher and the student in fencing?
Greetings,
What will be discussed in this blog is the roles of the student and teacher and the relationship between them. It is important to realise that both of these groups of individuals have a role to play in fencing, and especially fencing training. They are actually both important to one another and it is this relationship and how sound this relationship is that will determine how effective the training is and also the ability to excel on both parts.
The first thing to realise is that both the teacher and the student have important roles to play in the training process and this cannot be ignored. In many ways the roles are two sides of the same coin. One does not happen without the other in an effective environment. A person cannot be a student without there being a teacher of some sort, and a teacher cannot be a teacher really without there being a student to teach. Now, in some instances, the student and the teacher will be the same person, but still the same applies.
One is reliant on the other. The student is reliant on the teacher in order to be taught what is required, but the teacher is also relying on the student to learn what is being taught in order that the relationship between the two is fruitful. In this it is important both fulfil the roles that they have in their best capacity in order for the best outcome for the situation and the training process. If one slacks off there is the highly likely chance that the other will slack off. This will result in a reduction in the level of learning. This is where it is best seen that they have a reciprocal relationship. If the teacher is lacking in enthusiasm for what is being taught, then the student will also slack off as they will see what is being taught as not important and also will reduce their efforts in order to learn what is being taught. If the student is lacking in enthusiasm for what is being taught, the teacher will recognise this and will not put in as much effort in the teaching process which will lead to a reduction in the learning. In this way it is important that both put in the maximum amount of effort in their roles in order to achieve the best outcome from the training situation. This also leads on to questions of what it means to be a student or teacher in fencing.
The role of the teacher is to teach. The role of the student is to learn. It is as simple as that, or is it? Does this mean that the teacher may only teach and is precluded from learning, even from the student? Does this mean that the student may only learn and is precluded from teaching? The simple answer to this is "No." This is best seen in the situation where fencing or particular parts of fencing are being learnt alone. In this situation the individual is both student and teacher rolled into one. The individual must not only teach but also learn. Where there are two, or more individuals the same applies. The teacher should also be learning, even if it is only learning how to teach better. The student must also be willing to teach, even if it is to teach the teacher a different perspective. We should all be seeking to learn at all times, and from everyone who has information to part with. The learning experience should never stop and we should never become only teachers as there is so much to learn and in order to do this you must be a student.
....
The rest of this article can be found in Un-Blogged: A Fencer's Ramblings by Henry Walker, which is available in paperback from:
Amazon: https://www.amazon.com/Blogged-Ramblings-Henry-Leigh-Walker/dp/098764470X
Booktopia: https://www.booktopia.com.au/un-blogged-henry-leigh-walker/book/9780987644701.html
Among other places...
It is also available in electronic format (pdf) from: https://buy.stripe.com/fZecP419c7CB9VKeUV
... or direct from the author.
What will be discussed in this blog is the roles of the student and teacher and the relationship between them. It is important to realise that both of these groups of individuals have a role to play in fencing, and especially fencing training. They are actually both important to one another and it is this relationship and how sound this relationship is that will determine how effective the training is and also the ability to excel on both parts.
The first thing to realise is that both the teacher and the student have important roles to play in the training process and this cannot be ignored. In many ways the roles are two sides of the same coin. One does not happen without the other in an effective environment. A person cannot be a student without there being a teacher of some sort, and a teacher cannot be a teacher really without there being a student to teach. Now, in some instances, the student and the teacher will be the same person, but still the same applies.
One is reliant on the other. The student is reliant on the teacher in order to be taught what is required, but the teacher is also relying on the student to learn what is being taught in order that the relationship between the two is fruitful. In this it is important both fulfil the roles that they have in their best capacity in order for the best outcome for the situation and the training process. If one slacks off there is the highly likely chance that the other will slack off. This will result in a reduction in the level of learning. This is where it is best seen that they have a reciprocal relationship. If the teacher is lacking in enthusiasm for what is being taught, then the student will also slack off as they will see what is being taught as not important and also will reduce their efforts in order to learn what is being taught. If the student is lacking in enthusiasm for what is being taught, the teacher will recognise this and will not put in as much effort in the teaching process which will lead to a reduction in the learning. In this way it is important that both put in the maximum amount of effort in their roles in order to achieve the best outcome from the training situation. This also leads on to questions of what it means to be a student or teacher in fencing.
The role of the teacher is to teach. The role of the student is to learn. It is as simple as that, or is it? Does this mean that the teacher may only teach and is precluded from learning, even from the student? Does this mean that the student may only learn and is precluded from teaching? The simple answer to this is "No." This is best seen in the situation where fencing or particular parts of fencing are being learnt alone. In this situation the individual is both student and teacher rolled into one. The individual must not only teach but also learn. Where there are two, or more individuals the same applies. The teacher should also be learning, even if it is only learning how to teach better. The student must also be willing to teach, even if it is to teach the teacher a different perspective. We should all be seeking to learn at all times, and from everyone who has information to part with. The learning experience should never stop and we should never become only teachers as there is so much to learn and in order to do this you must be a student.
....
The rest of this article can be found in Un-Blogged: A Fencer's Ramblings by Henry Walker, which is available in paperback from:
Amazon: https://www.amazon.com/Blogged-Ramblings-Henry-Leigh-Walker/dp/098764470X
Booktopia: https://www.booktopia.com.au/un-blogged-henry-leigh-walker/book/9780987644701.html
Among other places...
It is also available in electronic format (pdf) from: https://buy.stripe.com/fZecP419c7CB9VKeUV
... or direct from the author.
Wednesday, May 6, 2009
Fencing Practice
Greetings,
Practice, it is something that we all need to become better fencers and also in order to maintain the level of skill that we have attained. This blog will be addressing the idea of practice and what people do at practice in order to discuss how our attitude toward practice and what we do affects our fencing.
The first thing that we must ask is what are our practice/training sessions designed for. This is where we must start in order to see the mindset which is behind the thoughts of going to practice in the first place. If we are to truly utilise a training session properly it is important to understand that we are not merely there for honing our current skills but also learning and experimentation. These two should always be the primary achievement goals for a fencing practice.
The learning process for the true student of the blade will never stop as there is always something out there to learn. If we stop learning this will lead to stagnation in our knowledge base, and also stagnation in the process of becoming a better fencer. When a fencer starts the volume of information seems to be inexhaustible and seems like that the fencer knows nothing and there is a great deal to learn. As the fencer progresses this volume of information seems to shrink gradually until it seems like there is less and less to learn, but is this really true? While at this stage the essential skills have been learnt and a collection of advanced techniques have also been learnt, where does the fencer go from here? The answer to this is experimentation, the other part of practice.
While it is vital that we hone the skills that we already possess in order that we can become technically proficient in them and are able to call upon them, the process of learning does not stop here. It is at this point in time that we need to go out and seek new skills to learn in order to enhance our repertoire. Of course once these new skills have been learnt, we need a time in order to see how they work, the perfect time for this is at practice. Experimentation is the key to expanding your knowledge and repertoire. It is important that we are willing to experiment with new skills in order to progress in the learning process. The best place for this, of course, is at practice. Where a new skill is put up against an opponent and works, something is learnt, that the skill was performed correctly and effectively in that situation against that opponent. Where the attempt fails something is also learnt, that maybe it was not the correct time, or distance, or the opponent had a counter for it. In both cases something is learnt. The only way this sort of information is gained is if the fencer is willing to experiment with the new skills, without this experimentation, the fencer will stagnate, so we must experiment and be willing to fail in the experiment.
Next it is important to examine the question of how we learn fencing. In essence there are two paths that a person may take in order to learn more fencing once the basics have been learnt. The first is through experimentation through bouting, and the second is through learning a set of skills one after the other. The first one has the great appeal of being out on the field with an opponent having a great time matching skills against them. The second does not have this as it involves a level of instruction, drills and set pieces that must be followed, which seems to be substantially less satisfying, especially to the newer fencer. The question here is which one really has the advantage in the long run.
Learning through bouting with different opponent has the advantage of putting the skills in the situation where they will end up in the long run anyway. This tends to mean that the skills will be in a situation of working to solve a particular problem. This method allows for a great deal of experimentation as long as the fencer can keep to the goal of experimentation and learning. Sadly, in most situations this is not the case and the result of the bout actually becomes more important than the learning process. It also means that the skills that are learnt in this sort of environment are not based on principles but on what worked at the time, this can lead to sloppy technique, and often does. Learning through bouting is actually a slower and harder process while it seems faster as the body has to learn things on the fly. This is because the skill is learnt at speed where the fencer really does not know exactly why they have done what they have done, and in a lot of instances does not know exactly what they have done. This leaves out avenues for discovering why the technique actually worked and how it worked against the opponent. This coupled with the fact that the only reason that it worked may have been due to the sloppy technique of the opponent, does not lead to a solid base for learning.
Learning through learning a specific technique can seem tedious and boring to some as it seems that there is no practical application immediately to the skill being learnt. The skill is discussed, described and then demonstrated. Only then are the students involved at which point in time they have to follow the instruction and perform the action slowly at first and then speed up to do it properly, all the time being corrected by the instructor. This process sounds slow and painful, but in actual fact the student will actually learn faster due to the amount of detail presented. The reasons why the skill works will be explained along with how to use it properly and when it should be used. All this information will be present before the student even takes the field. This learning process allows for refinement of the technique based on the information given. This method followed by practicing and experimentation based on the technique is a more effective learning process as all the knowledge is present before the action is performed at speed. Learning set skills and then bouting focusing on those skills is more likely to lead to experimentation as the focus is on the skills rather than the result of the bout.
....
The rest of this article can be found in Un-Blogged: A Fencer's Ramblings by Henry Walker, which is available in paperback from:
Amazon: https://www.amazon.com/Blogged-Ramblings-Henry-Leigh-Walker/dp/098764470X
Booktopia: https://www.booktopia.com.au/un-blogged-henry-leigh-walker/book/9780987644701.html
Among other places...
It is also available in electronic format (pdf) from: https://buy.stripe.com/fZecP419c7CB9VKeUV
... or direct from the author.
Practice, it is something that we all need to become better fencers and also in order to maintain the level of skill that we have attained. This blog will be addressing the idea of practice and what people do at practice in order to discuss how our attitude toward practice and what we do affects our fencing.
The first thing that we must ask is what are our practice/training sessions designed for. This is where we must start in order to see the mindset which is behind the thoughts of going to practice in the first place. If we are to truly utilise a training session properly it is important to understand that we are not merely there for honing our current skills but also learning and experimentation. These two should always be the primary achievement goals for a fencing practice.
The learning process for the true student of the blade will never stop as there is always something out there to learn. If we stop learning this will lead to stagnation in our knowledge base, and also stagnation in the process of becoming a better fencer. When a fencer starts the volume of information seems to be inexhaustible and seems like that the fencer knows nothing and there is a great deal to learn. As the fencer progresses this volume of information seems to shrink gradually until it seems like there is less and less to learn, but is this really true? While at this stage the essential skills have been learnt and a collection of advanced techniques have also been learnt, where does the fencer go from here? The answer to this is experimentation, the other part of practice.
While it is vital that we hone the skills that we already possess in order that we can become technically proficient in them and are able to call upon them, the process of learning does not stop here. It is at this point in time that we need to go out and seek new skills to learn in order to enhance our repertoire. Of course once these new skills have been learnt, we need a time in order to see how they work, the perfect time for this is at practice. Experimentation is the key to expanding your knowledge and repertoire. It is important that we are willing to experiment with new skills in order to progress in the learning process. The best place for this, of course, is at practice. Where a new skill is put up against an opponent and works, something is learnt, that the skill was performed correctly and effectively in that situation against that opponent. Where the attempt fails something is also learnt, that maybe it was not the correct time, or distance, or the opponent had a counter for it. In both cases something is learnt. The only way this sort of information is gained is if the fencer is willing to experiment with the new skills, without this experimentation, the fencer will stagnate, so we must experiment and be willing to fail in the experiment.
Next it is important to examine the question of how we learn fencing. In essence there are two paths that a person may take in order to learn more fencing once the basics have been learnt. The first is through experimentation through bouting, and the second is through learning a set of skills one after the other. The first one has the great appeal of being out on the field with an opponent having a great time matching skills against them. The second does not have this as it involves a level of instruction, drills and set pieces that must be followed, which seems to be substantially less satisfying, especially to the newer fencer. The question here is which one really has the advantage in the long run.
Learning through bouting with different opponent has the advantage of putting the skills in the situation where they will end up in the long run anyway. This tends to mean that the skills will be in a situation of working to solve a particular problem. This method allows for a great deal of experimentation as long as the fencer can keep to the goal of experimentation and learning. Sadly, in most situations this is not the case and the result of the bout actually becomes more important than the learning process. It also means that the skills that are learnt in this sort of environment are not based on principles but on what worked at the time, this can lead to sloppy technique, and often does. Learning through bouting is actually a slower and harder process while it seems faster as the body has to learn things on the fly. This is because the skill is learnt at speed where the fencer really does not know exactly why they have done what they have done, and in a lot of instances does not know exactly what they have done. This leaves out avenues for discovering why the technique actually worked and how it worked against the opponent. This coupled with the fact that the only reason that it worked may have been due to the sloppy technique of the opponent, does not lead to a solid base for learning.
Learning through learning a specific technique can seem tedious and boring to some as it seems that there is no practical application immediately to the skill being learnt. The skill is discussed, described and then demonstrated. Only then are the students involved at which point in time they have to follow the instruction and perform the action slowly at first and then speed up to do it properly, all the time being corrected by the instructor. This process sounds slow and painful, but in actual fact the student will actually learn faster due to the amount of detail presented. The reasons why the skill works will be explained along with how to use it properly and when it should be used. All this information will be present before the student even takes the field. This learning process allows for refinement of the technique based on the information given. This method followed by practicing and experimentation based on the technique is a more effective learning process as all the knowledge is present before the action is performed at speed. Learning set skills and then bouting focusing on those skills is more likely to lead to experimentation as the focus is on the skills rather than the result of the bout.
....
The rest of this article can be found in Un-Blogged: A Fencer's Ramblings by Henry Walker, which is available in paperback from:
Amazon: https://www.amazon.com/Blogged-Ramblings-Henry-Leigh-Walker/dp/098764470X
Booktopia: https://www.booktopia.com.au/un-blogged-henry-leigh-walker/book/9780987644701.html
Among other places...
It is also available in electronic format (pdf) from: https://buy.stripe.com/fZecP419c7CB9VKeUV
... or direct from the author.
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