Dance Classes

Tiny Movers (Ages 2-3)

Our youngest dancers begin to explore movement and coordination in the classroom setting. This time is a fun-filled and story-based educational journey into the world of dance. Dancers and an adult or teen helper are introduced to concepts of basic movement and music. Exercises for strength and coordination are introduced, and our focus is on establishing developmental skills. While using imagery and imagination, the students are encouraged to closely follow and imitate the instructor as they learn basic dance movements. Dancers begin to explore musicality and group movement as they participate in activities using visuals, props and a fun variety of music. Parents are encouraged to join, but it is not required.

Creative Dance (Ages 3-4)

Our youngest dancers begin to explore the art form as Creative Movement, a fun-filled and story-based educational journey into the world of dance. The children are introduced to concepts of basic movement and music. Exercises for strength and coordination as well as classical ballet positions are introduced, and our focus is on establishing developmental skills necessary to execute dance steps. While using imagery and imagination, the students are encouraged to closely follow and imitate the instructor as they learn many common ballet steps and movements. Dancers learn the importance of musicality and group movement as they participate in activities using dolls, visuals, props and a fun variety of music. *Four year olds who have not had any previous dance training should be placed in a 3-4 year old class so that they learn the basic movements and dance class structure.

Pre-Primary Level (Ages 4-5)

Building upon the skills learned in Creative Ballet, dancers in the pre-primary level continue to explore the art form through creative educational journey into the world of dance. The children are introduced to more advanced concepts of basic movement and a basic understanding of simple musicality. New ballet positions are introduced, and fun ways to build muscles necessary for future dance endeavors. Through use of developmentally appropriate imagery and imagination, the students are encouraged to begin exploring the muscles in their own bodies as they learn new ballet steps and movements. *Four year olds who have not had any previous dance training should be placed in a Creative Ballet (3-4 year old class) so that they learn the basic movements and dance class structure.

Primary Level (Ages 5-6)

This class is uniquely designed for this age, keeping in mind the special characteristics that come with it: wonderful imaginations and boundless energy. This class continues to utilize story, song, and role-playing to help each child develop physically, mentally, and socially. Floor exercises are incorporated to help condition the muscles and facilitate proper alignment and placement. It is also at this level that students are introduced to basic exercises at the ballet barre and begin to understand its importance.

Level 1 (Ages 6-7)

This class provides an excellent foundation for students wanting to pursue the study of classical ballet. Exercises at the ballet barre are increased in number and difficulty to enhance flexibility, coordination, strength, and muscle tone. By building on the foundations learned in Primary and Children’s classes, the students are introduced to new dance movements and various styles of music. Exercises with a definite rhythm further develop musicality and creativity. Gentle discipline and adherence to proper classroom etiquette promote self-discipline and self-confidence. Repetition of movements and combinations increases auditory and visual memory.

Level 2 (Ages 7-8)

As is developmentally appropriate, young dancers will be encouraged to perfect their posture, body alignment, and basic ballet technique in this class. More vocabulary and classical dance movement will be introduced. Exercises at the ballet barre are increased in number and difficulty to enhance flexibility, coordination, strength, and muscle tone. By building on the foundations learned in previous levels, dancers will explore balance, learn many kinds of jumps, and begin to combine many different dance movements together.

Level 3 (Ages 8-9)

By this level, students are expected to have mastered the basic principles of ballet, including the positions of the feet and arms as well as a basic understanding of posture and turn-out. All of the vocabulary and movements of the previous levels will be incorporated into this class along with the introduction of new exercises that are developmentally appropriate. Class work begins at the ballet barre where students are guided through a series of exercises designed to strengthen the leg muscles and train the torso and upper body to maintain ballet placement. Simple conditioning exercises are begun to ensure the muscle strength and suppleness necessary in years to come. Center combinations are kept simple and appropriate. Center work incorporates technique, coordination, and awareness of space and rhythm. Flexibility is a priority and students are encouraged to stretch at home.

Level 4 (Ages 9-10)

More serious training begins at this level. Because the student will be introduced to more complicated and demanding exercises, it is suggested that the student enroll in at least two ballet classes per week to provide sufficient class time to ensure adequately strengthened muscles. More emphasis is placed on proper turn-out, lengthening of the muscles, and correct body placement. Students continue barre work, which becomes more demanding. The challenge of working on demi-pointe is incorporated into barre work and time is spent balancing on one leg. Center combinations/become more complex as more attention is given to placement and body positions. Dancers begin to learn different variations of steps including waltzes, jumps, and turns.

Level 5 (Ages 10-11)

Students at this level are expected to be enrolled in a minimum of two ballet classes per week. Classes will begin to include exercises training for pre-pointe. Focus is placed on dancers’ placement, and proper turn-out is emphasized in classes as students train for pointe work. Barre work becomes more demanding as variations of previously learned steps are introduced as well as longer exercises. Center combinations become more complex as more attention is given to jumps and turns. Waltz, pirouettes, adagio, and intermediate jumps are added to the center combinations, continuing to increase strength, balance, and stamina.

Intermediate Level (Ages 12 & Up – By Placement Only)

*Students may spend more than one year in each level.

Three ballet classes per week plus a minimum of two pointe classes are required in order to maintain progression. For the more serious student, a fourth class per week is strongly encouraged. This level continues to strengthen the student physically and mentally by increasing the length and complexity of classroom exercises. Exercises on demi-pointe are stressed, as well as pirouettes, adagio and intermediate-advanced jumps. Center combinations are intensified in order to increase strength, balance, and stamina. Female students should have at least one year of pointe training, which continues at this level. If the student misses multiple classes or is returning from an injury, for her safety she may be asked not to wear her pointe shoes for a few weeks. This is important so that she can work to restrengthen technique. Even if the student does not have pointe shoes, a pointe class is required to continue strengthening the feet and core for pointe work.

Advanced (Ages 14 & up – By Placement Only)

*Students may spend more than one year in each level.

The advanced level focuses on refining and polishing technique acquired thus far, further exploring musicality, quality of movement, and artistic expression. Three to four ballet classes per week are required in order for a dancer to be considered a true advanced level student. Students at this level show great commitment to the demanding art form of classical ballet. Complex barre exercises with little to no demonstration from the teacher are followed by complex center exercises which incorporate the full range of ballet steps. Students are expected to have mastered proper placement and turn-out and can now use the strong technique they have gained from previous years of training to explore the world of contemporary ballet alongside classical ballet. Pointe is incorporated into the ballet class for ladies, and the technique from demi-pointe should flow seamlessly to pointe work.

Ballet

Classical ballet is the foundation from which nearly all dance styles have developed. It requires strong technique, athleticism, and grace. Since it originated in the 15th century, ballet has developed it into a cohesive form performance complete with themes, geometric choreography, and theatrical elements.

Some identifying elements of ballet include:

1. Five positions: the basic positions of the feet and arms through which most ballet skills move through
2. Well-maintained posture, extension, and precision
3. Body alignment: the rotation of the legs from the hip so that the feet are facing outward (known as “turnout”), correctly placed arms, and centered upper-body
4. Complicated patterns of dance moves, challenging steps such as leaps and turns
5. Graceful athleticism: muscular, toned physique combined with elegant, fluid motions

Pointe Work

Pointe: It is very important to be cautious and conservative about the age at which a female student begins training on pointe. Usually between the age of 11 or 12, a student that has been training for at least 4 years is physically strong enough and technically advanced enough to begin pointe work. It can be detrimental to start training en pointe too early in a dancer’s career. At too early a stage, a dancer may not have a full understanding of proper body alignment. She may not have developed toe, foot, ankle, leg, and/or abdominal strength and may practice bad habits that can lead to injury or chronic conditions such as tendinitis. There is no need to start pointe training too early as an accomplished dancer will easily be able to go on pointe with little effort and progress at a rapid pace. Many students who begin training too early become discouraged with the difficulty of proper execution which they did not expect. It is much wiser to wait until the proper time when a dancer is physically ready to take on the work level and can achieve the results that she hopes for. Certain requirements must be met to be considered for Pointe. To be considered for pointe a student must have taken at least one year of pre-pointe and 2 ballet technique classes a week for a full dance year prior to going on pointe. Pre-pointe is a strengthening class that is open to students in Level 5 and older. Teachers must always approve a student before they go on pointe. A minimum of 3 (preferably 4) weekly ballet technique classes must be maintained to stay en pointe.

Tap

Tap is a style of dance in which a dancer wearing shoes with metal heel and toe taps. The dancer makes audible beats by rhythmically striking the floor or any other hard surface. Tap originated in the United States through the fusion of several ethnic percussive dances, primarily African tribal dances and Scottish, Irish, and English clog dances, hornpipes, and jigs. Tap dancers use a wide variety of music and stretch the art form by improvising new styles.

Some foundational tap vocabulary includes:

1. Time steps: a dancer keeps time, or the musical beat, with her feet
2. isolations: a dancer isolates one part of her foot (heel, toe, ball) to make a sound
3. brush: one foot remains stationary, the other strikes the ground moving forward or backwards
4. shuffle: the combination of two or more brushes
5. ball change: a two-count move that changes the body’s weight from one foot to the other
6. flap (pronounced FUH-lap): a quick brush followed by a step

Jazz

Jazz dance is an umbrella term encompassing several different styles of dance that became popular in the early 20th-century. Though jazz dance has mixed roots extending back through both African and European traditions, it’s a uniquely American creation, which developed simultaneously with jazz music in New Orleans. Today, jazz dance continues to evolve and blend with other dance styles — for example, street jazz and theatre dance.

Some identifying elements of jazz dance include:

1. Isolations: a dancer isolates one specific part of her body, such as the rib cage or wrist
2. Grounded movement: dancers keep a low center of gravity, and often bend their knees
3. Syncopation: accenting an offbeat or note of the musical accompaniment that surprises the audience
4. Contractions: motivated by her breath, a dancer will make a C-shape with her core
5. Powerful jumps and turns

Hip-Hop

Hip hop is distinctly American with roots that extend back through jazz to African dance. Including a blend of East Coast (uprock and breaking) and West Coast (locking and popping) styles, hip hop and street dance have developed and evolved alongside hip hop music. Unlike most dance styles, hip hop was developed without a formal structure and was not created in a studio. Hip hop helps develop a dancer’s natural sense of rhythm and flow.

Some identifying elements of hip hop include:

1. Isolations: dancers control and move specific parts of their bodies
2. Popping: quick contraction and release of a dancer’s muscles to the beat of the music
3. Locking: performing a series of movements to “lock” parts of the body in different positions
4. Breaking: improvisational freestyle movements performed closely to the rhythm of a song