Curriculum vs. Syllabus Part II
Excerpts from previous writings by Sifu Jeff Brinker
Style/Form vs. Function/Application
With many styles becoming extinct and being replaced with mixed martial arts - a styleless hodge podge of techniques and applications - it is important to acknowledge the value of a complete style. An education without mastery of a complete style is rife with holes. The constant quest to shore up those holes with more disconnected knowledge only exasperates the problem. A complete style has no holes, only weaknesses. Once a style has been mastered, extra curricular study applied to the base style will expand a practitioner’s arsenal and strengthen those weaknesses. A good, balanced curriculum must serve both style and function and must be mastered so that our black belts have a good, solid base upon which to build. Therefore it is important that the curriculum serves to help the student learn how to move within the context of the style so that all applications support one another. A practitioner’s lineage should be apparent in the way he moves.
Curriculum Objective
The objective of our curriculum is to produce quality leaders who are amazing martial artists, committed to adapting the curriculum to their lives by using their kung fu as a process as opposed to a program, and taking their training out of the kwoon and into the world.
The Black Belt Success Cycle
1. Set a goal
2. Have a plan (and a success coach)
3. TAKE CONSISTENT ACTION
4. Review your progress
5. Review your goal
Curriculum Ideals
It is important to note that when we use the terminology Black Belt Requirements, we are actually referring to our Curriculum Ideals. Our curriculum speaks to what we value in a martial artist and a leader, and it defines who we are and our value to society. Our curriculum ideals can be classified into two major categories: Tangible External Qualities (Tiger) and Intangible Internal Qualities (Dragon).
It can be said that the External Qualities of the curriculum refer to the quality of the movements of the practitioner and that the Internal Qualities of the curriculum refer to the quality of the character of the practitioner. At Silent River Kung Fu, quality of character can trump quality of movement but quality of movement cannot trump quality of character. Therefore it is imperative that the student embrace the ideal of the curriculum and recognize the important role that extra curricular subjects such as Anger Management Training, Diabetes Education, Project Based Leadership, and Community Activism play in developing those all important Intangible Qualities.
The Silent River Kung Fu syllabus is designed and categorized so that each level represents incremental progress toward mastery of certain concepts and skill sets that bring the student closer to achieving the curriculum ideal.
Tangible External Qualities
Flow
Power
Control
Speed
Balance
Strength
Timing
Dexterity and Coordination
Conditioning and Stamina
Flexibility
Intensity
Realism
Vocabulary of Motion
External Harmonies (hands with feet, elbows with knees, shoulders with hips)
Intangible Internal Qualities
Leadership/role model
Discipline
Respect
Confidence
Control/Judgement
Empathy
Humility
Passion/Intensity
Indomitable Spirit
Fearlessness
Compassion
Adaptability
Loyalty
Honesty/Conviction
Accountability
Self-Realization
Internal Harmonies (spirit with intent, intent with chi, chi with strength)
Curriculum Progression
The foundation of any martial art lies in the perfection of the basics. If there was only one standard there would be no need for promotions before the level of black. It is important that expectations of student skill with the basics of the style are raised as the student progresses through the ranks. The expectations at the green level for executing a roundhouse kick are higher than at a yellow level. Even though the basics are taught at the beginner levels, the student must increase their proficiency in those basics as they progress through the ranks.
Khona Rybak