School of Ballet

The earliest preparation for the study of ballet begins with a 30-minute class for K2 and 45-minute class for K3 once a week. Children are introduced to dance concepts designed specially to train the preschooler (jumping, marching, walking, and hopping) with an emphasis on coordination, rhythm, timing, and self-expression. These basic dance techniques and exercises for building physical strength and coordination are offered in a nurturing, loving, Christian atmosphere.

Pre-Ballet (K4)
Children will gradually learn the structure of a dance class as well as the disciplines required in the ballet studio. They will learn how to wait for their turn patiently, respectfully, and quietly and how to listen and implement information effectively. They will learn how to engage in an activity independent of their parent and begin to refine coordination and cognitive reasoning abilities. The following concepts are implemented in each lesson: correct vocabulary, proper theories of technical execution, musicality and rhythm, sense of boundaries and class etiquette, isolation of body parts, qualities of movement, floor patterns and pathways, and individual creative problem solving.
 

Introduction to Ballet/Tap (K5)

This class will begin with a 30-minute ballet portion building upon the skills gained in Pre-Ballet. Children are introduced to dance concepts designed specially to train the kindergartener (jumping, marching, skipping, and hopping) with an emphasis on coordination, rhythm, timing, and self-expression. Students will then transition to a 25-minute tap portion. Tap is a dance style in which the rhythm or rhythmical variation is audibly tapped out with the toe or heel by a dancer wearing shoes with special hard soles or with taps. Students will work on the following skills: foot position, body placement, head and arm placement, stage and room directions, rhythms and tempos, routines and combinations.

Tap 1
Tap 1 (30 minutes) is a dance style in which the rhythm or rhythmical variation is audibly tapped out with the toe or heel by a dancer wearing shoes with special hard soles or with taps. Students will work on the following skills: foot position, body placement, head and arm placement, stage and room directions, rhythms and tempos, routines and combinations. 

Ballet 1
Ballet 1 (30 minutes) bridges a student's transition from the Village program into a more structured ballet class environment. Children are introduced to an increased level of formal training consisting of barre and centre work. The posture, placement and presence of classical ballet will be emphasized.

Students will learn specific movement skills that will help them to feel and identify with the music while developing technique and style to perform. The classes will serve to expand and nurture the dancers’ creative talent. Inspirational and classical music provide an enriching and stimulating environment. Classes begin with a devotion and end with a reverence.

Ballet 2
Ballet 2 continues to stress posture, placement, and ballet presence while expanding the students’ ballet vocabulary. The practice exercises introduced at this level for alignment, flexibility, and coordination will develop a strong foundation of physical and cognitive understanding necessary for classical ballet training. Inspirational and classical music provide an enriching and stimulating environment. Class begins with a devotional and ends with a reverence.

Ballet 3
Ballet 3 is a structured ballet class which starts with combinations at the barre developed to strengthen the dancer’s execution of classical ballet technique. The class focuses on correct postural alignment, weight transitions, body positions of ballet, turns, and leaps. Physical strength and stamina will increase through various barre and centre work. This level sets the foundation for Ballet 4.

 

Ballet 4
Through a progressive series of combinations at the barre, students will warm up while working on correct body alignment and turnout. After barre work, students will stretch and move into the center. Centre work includes progressive combinations of small and large jumps and turns through which students continue to work correct placement, posture and turnout.

Ballet 5 (audition required)
Ballet 5 builds upon the work mastered in Ballet 4. Through a progressive series of combinations at the barre, students will warm up while working on correct body alignment and turnout. After barre work, students will stretch and move into the center. Center work includes progressive combinations of small and large jumps and turns.

Ballet 6 and Pointe (audition required)
Ballet 6 class builds upon the work mastered in Ballet 5. Through a progressive series of combinations at the barre, students will warm up while working on correct body alignment and turnout. After barre work, students will stretch and move into the center. Center work includes progressive combinations of small and large jumps and turns through which students continue to work on correct placement, posture and turnout. Ballet 6 is offered two classes a week and includes pointe work.

Pointe A
Pointe Class concentrates on the transference of ballet steps from demi-pointe to pointe and is only introduced when a dancer has developed sufficient strength in the feet and legs necessary for the discipline. Girls must have taken at least two or three years of ballet classes and be at least eleven years of age before going en Pointe. Dancers must have good turnout, proper balance and body alignment and take at least two ballet classes a week. Students are expected to attend all classes. Instructors will advance students to higher Pointe levels based on the student’s ability to efficiently do all strength training exercises at the barre, rise onto pointe effortlessly and articulate through their feet while doing relevé, and execute piqué turns, bourrés, and échappés during center work. (Students must be properly fitted for pointe shoes and all shoes must be approved by the instructor before ribbons or elastics are sewn.)

Pointe B 
Pointe B is a continuation of all the barre and strength training from Pointe A. This level combines additional exercises at the barre and in the center to improve pointe technique. (After purchasing pointe shoes, please have the instructor make sure that it is the best fit before sewing them.)

Pointe C (Required with Ballet 6)
Pointe C is a continuation of all the barre, strength training, and center exercises from Pointe A and Pointe B. Pointe C class begins with warm-up exercises and strength training at the barre. In the center, dancers focus on fast foot work, pirouettes, and combinations that require strength, balance, and coordination. 

Tap 2 , Tap 3 , Tap 4, Tap 5, Tap 6
Ballet is the "backbone" of all dance training. In ballet, the student will learn grace, elegance, technique, discipline, flexibility, stamina, and endurance. We strongly feel that ballet is the most important dance form that a child or adult can study. Therefore, all of our Tap classes must be taken in conjunction with a Ballet class. Tap is a dance style in which the rhythm or rhythmical variation is audibly tapped out with the toe or heel by a dancer wearing shoes with special hard soles or with taps.

Class will consist of warm-up center floor and tap barre, center floor work (time Steps, Paradiddles, Trenches, Cramprolls, stationary movements for speed, shading in volume or a capella exercises to help develop skills, improvisation to stimulate creativity and improve the recognition and retention of rhythm and patterns), across the floor progressions (Traveling Movements/Shuffle Heel Drop, Single, Double, Triple Cincinnati, Single Double, Triple Drawbacks, variations of Pullbacks/Pickups, and Tap Turns). and a combination or routine. Students will work on the following skills in this class: foot position, body placement, head and arms, stage and room directions, rhythms and tempos, routines and combinations.

Hip Hop 2, Hip Hop 3, Hip Hop 4
Hip-Hop, a dance genre that is described as street dance, is primarily performed to music that has evolved as part of hip-hop culture. It includes a wide range of styles such as breaking, locking, and popping which were created in the 1970s and made popular by dance crews in the United States. What distinguishes hip-hop from other forms of dance is that it is often freestyle (improvisational) in nature and hip-hop dance crews often engage in free-style dance competitions.

Students will learn specific movements such as body isolations, handstand freezes, syncopation, hand clapping/stepping, freestyle, and partner work. This will enable them to feel and identify with music, as well as develop a technique and style essential for performing. The class will serve to expand and nurture the dancers' creative talent. Besides the fun of movement, students will learn discipline through participation in the classroom structure and respect for their fellow students.

Private lessons are available by our instructors in order to better meet the individual needs of all our students.