School of Ballet

TuTu Twos (K2) and Creative Movement (K3)
The earliest preparation for the study of ballet begins with one thirty minute class once a week. Children are introduced to dance concepts designed specially to train the preschooler and kindergartener (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 (K5)
This class builds upon the skills gained in Pre-Ballet. Children are introduced to dance concepts designed specially to train the kindergartener (jumping, marching, walking, and hopping) with an emphasis on coordination, rhythm, timing, and self-expression.

(Pre 1st/1st grade)
TBJ combination classes are designed to introduce the beginning dancer to the following three important dance genres.  Students can take any of these 3 combinations: Tap 1, Ballet 1, & Jazz 1 OR Tap 1 & Ballet 1 OR Ballet 1 & Jazz 1.

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 in this class: foot position, body placement, head and arms, stage and room directions, rhythms and tempos, routines and combinations.

Ballet 1
Ballet 1 (45 minutes) bridges a student's transition from the Village program into a more structured class environment. They 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. 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.

Jazz 1
Jazz 1 (30 minutes) is a contemporary dance style seen from Broadway to modern dance combining a variety of styles into an overall discipline that can broaden any student's dance repertoire. An exhilarating class of rhythmic movement, Jazz is highly energetic and class is full of motivational music. Each class begins with a safe and effective warm-up to develop strength, balance, and flexibility. Class then progresses to isolations, balance work, specific skill development, progressions across the floor, combinations, and ends with a cool down. 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 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 mutual respect for their fellow students.

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. Physical strength and stamina will increase through various barre and centre work.

Ballet 3
Ballet 3 is a structured ballet class which starts with combinations at the barre learning technique. The class focuses on correct postural alignment, weight transitions, body positions of ballet, turns, and leaps. 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 centre. Centre work includes progressive combinations of small and large jumps and turns through which students continue to work correct placement, posture and turnout.

Ballet 4+
Ballet 4+ includes two level 4 classes plus an opportunity to take one ballet 5 class per week. This class is for the dancer who needs to continue to work on Ballet 4 technique, but should be challenged at the next level. Ballet 4+ provides the unique opportunity for your dancer to gain confidence in both technique and performance in Ballet 4 class while being exposed to the more difficult technique of Ballet 5 at the same time.

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 center. Center work includes progressive combinations of small and large jumps and turns.

Ballet 5+
Ballet 5+ includes two level 5 classes plus an opportunity to take one Ballet 6 class per week. This class is for the dancer in Ballet 5 that needs to be challenged and exposed to the most advanced level of ballet at GAC.

Ballet 6 (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 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 one or two classes a week.

Pointe A (Required if taking Ballet 5 or 6)
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 or be at least eleven years of age before going en Pointe. Dancers must have good turnout, proper balance and body alignment with an understanding of their center. They must 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 following requirements: positive attitude, prepared in proper attire, can efficiently do all strength training exercises at the barre, get on top of their pointe shoes effortlessly and articulate through their feet while doing relevé, and execute piqué turns, bourrés, and échappés during center work.

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 to improve pointe technique. The next part of the class is spent working on combinations in the center. Then, the dancers will work on turn sequences across the floor. During the spring semester, Pointe B will put together a recital piece showcasing all the different ballet steps. Dancers wear pointe shoes throughout the class, and the instructor will continue to assist in helping everyone to have the correctly fitted shoe. After purchasing pointe shoes, please have the instructor make sure that it is the best fit before sewing them.

Pointe C
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. Dancers must have pointe shoes checked by Ms. Kristi before sewing and wearing. Dancers should have shoes sewn and prepared by the following class time. During the spring semester, the class will put together a recital piece showcasing all the different ballet steps.

Elementary Hip Hop 1, Hip Hop 2, Hip Hop 3, MS/HS Hip Hop
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.

Tap 2 , Tap 3 , MS/HS Tap
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.

MS/HS Theatre Dance
Theatre Dance Class will be structured similar to musical theatre dance classes in NYC. Students will learn choreography similar to what they’ve seen on Broadway. This class will focus on establishing strong dance technique, increasing strength, flexibility, and endurance, as well as learning dance vocabulary used in musical theatre. Beyond learning steps to popular Broadway songs, students will also learn dance history. All students will need tap shoes, jazz shoes, and ladies will need 1.5 to 2-inch character shoes. 

Elementary Tumbling for Dance (1st-5th grades)
MS/HS Tumbling for Dance

Acro dance uniquely combines classical dance technique with precision acrobatic elements. A fun partner sport, Acro combines the beauty of dance and acrobatics for athletes of all ages, shapes, and sizes. This class will enhance the student in many ways including physical strength, flexibility, agility, balance, and grace, as well as the ability to work with others. Students will work on the following skills in this class: back flexibility, core strength, upper body strength, bridge, forward/backward rolls, handstands, walkovers, cartwheels, front/back handsprings and partner work.

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