Stüke/Play Analysis, using the ICe-IT method:
I.C.I.T. (aka “ICe-IT”) is a “break-down” type method for assisting in interpreting Stücke (plays, drills, or lessons) from historical texts. Designed by Scott MacDonald initially for use with Joachim Meyer’s currently known works, the first 2 steps (Interpret and Classify) could readily be used with any other source text.
Its intended goal is to help someone better understand any given play they’re studying by providing them a tool to break down and identify what is happening during the play, and to help them recognize the components of the art that are embedded into them.
The method:
1. I – Interpret: Interpretation and breakdown of all actions, responses, and behaviors of both fencers, including actions that have to be inferred because they are not explicitly explained in the text (footwork, opponent’s behaviors, etc).
2. C – Classify: Classifying and listing all of the techniques that were interpreted in the first step – Postures, Cuts, Handworks, Footwork, and Other (any other identifiable techniques, strategies, methods, precepts, etc)
The below sections are specific to the works of Joachim Meyer, and can be disregarded when analyzing plays from any other source text
3. I – Intent: Identification of the “Provoker, Taker, Hitter” intentions (described in the Dussack section, Chapter 6 of Meyer’s 1570 book) for a specific action or set of actions, marking each cut/action from the Identify portion with the appropriate letter, broken down as follows:
P – Provoker: An action intended to provoke a response, either by enticing an attack, or forcing them into a position/posture through the use of posture, cuts, footwork, handwork, or other technique.
T – Taker: An action designed to physically intercept the opponent’s attack.
H – Hitter: An action that results in the opponent being struck.
4. T – Type: Determining which of the 4 Types of Fencer (defined in the Summary of the Rapier section in Meyer’s 1570 book) that each fencer is best described as during the Stück
The Worksheet:
The worksheet is designed to help record each of the above steps. It’s a front/back design available in both a Portait and Landscape format, and has been laid out with the intent of being able to be added to a 3-ring binder. The back of each sheet has been designed to have room for additional notes, allowing someone to add more detailed comments, observations, references, or even notes linking it to other plays, sources, etc.
1. Stuck Name: Enter the name of the Stück being worked on (Ex: Longsword – Langort 6, Dussack – Zornhut 4, etc) the date, the modern source and page number (ex: Forgeng 1570, pg 146), and the original untranslated source and page information (ex: 2.30r1).
2. “I” – Interpret: Interpret the written actions of both Fencer A and Fencer B during the stuck, and list those actions in sequence in the column for the respective fencer. Ideally, this would include ALL relevant actions; including any footwork, body positions, motions, etc that are both described in the stuck and ones that are not documented but have to be inferred for the interpretation to work properly.
Ex: Meyer doesn’t always describe the footwork necessary to make a particular action work, so it is often up to the interpreter to determine that necessary component.
NOTE: It’s recommended to align them across columns to make it easier to see where the actions, responses, and reactions are directly related between the two fencers.
3. “C” – Classify: Read through the interpretations that were written down for both fencers, and classify the various actions. List each action or technique that was recognized into its respective section in the Techniques column on the right – Postures, Cuts, Handworks, Footwork, and Other.
The below sections are specific to the works of Joachim Meyer, and can be disregarded when analyzing plays from any other source text
4. “I” – Intent: Read back through the list of interpreted actions for Fencer A (and Fencer B where applicable), and determine if that action’s intent or purpose (or a set of actions in some cases) can be identified using the “Provoker, Taker, Hitter” definitions. For each identified action, simply notate a P, T, or H next to it in the corresponding PTH column.
5. “T” – Type: Re-read the actions of both fencers, and based on the overall actions of each, determine which of the 4 Types of Fencer each could best be described as and enter that in the respective Fencer A Type, and Fencer B Type fields.
6. 4-Openings attacks and directions: This simplified 4-openings diagram (on pg 2) is to be used for a strike-by-strike breakdown of Fencer A’s attacks in the stuck. Simply denote the direction the attack is coming from (with an arrow), and the number of that attack in the sequence. This can help visualize Meyer’s use of abwechseln (Changing Off), and how the stuck utilizes the concept of the 4-openings/the division of the opponent.
Download the Worksheets:
Now that you’ve read through the ICe-It method and how to use the worksheets to help you understand what’s happening in the play(s) you’re studying, I’m pretty sure you’d like to get your hands on a copy of the worksheets so you can get to work…
The links below will take you to downloadable/printable PDF versions of the worksheets. Remember that they are 2-sided when you go to print them out.