In this chapter, I examine two episodes of procedural teaching and learning. The first, dancing, is framed as alitheia, and the second, cupping, is framed as psemata. The discussion of each episode includes foreshadowing commentary, vignette, and interpretive commentary. This is followed by a comparison of the two episodes, briefer descriptions of other procedural episodes, and a summary, Those readers who would like to go directly to the data will find transcripts of these episodes in Appendix E.
Dancing is a key activity in many Greek religious events, as well as in traditional celebrations and more modern outings to tavernas1 on weekends and evenings. Weddings and baptisms are usually followed by large celebrations that include food, wine, and dancing. The Easter celebration usually includes dancing as well. Participants in dancing may include all generations, from old people to very young children. To be considered a good dancer, one must be able not only to follow the steps in circle dances such as the kalamatiano, sirto, and tsamiko, but also to lead a circle (which requires considerably more skill, self-confidence, and a certain air of savoir faire) and to perform a solo dance called the zembekiko.____________________