BALLET 1 SYLLABUS Terms and movements to be learned and performed satisfactorily before going into Ballet 2. BALLET 1 VOCABULARY WORDS AT THE BARRE EN CENTRE 1 st 5 th positions w/ arms Port de bras Demi plié in 1 st -5 th Passé Grand plié in 1 st -5 th Relevé in 1 st, 2 nd, 5 th Battement tendu from 1 st Pas de bourreé (back, side, front to 5 th and to coupé) Dégagé from 1st Saute 1 st, 2 nd, 5 th Pique Echappé saute (first into second) Coupé & passé Changement Elevé in all positions Balancé Relevé in all positions Reverence Rond de jambe a terre (through 1 st position) Petite jetés Sous sous Temps lie side & front Grand battement Spring points Arabesque in 1 st, 2 nd, 3 rd ACROSS THE FLOOR OTHER CATEGORIES Chainé Follows directions/work ethic Grand jeté Ballet walks Gets along with classmates Pas de chat Glissade Complies with dress code Chassé
BALLET 2 SYLLABUS Terms and movements to be learned and performed satisfactorily before going into Ballet 3. BALLET 2 VOCABULARY WORDS AT THE BARRE EN CENTRE & ACROSS THE FLOOR Demi & grand plié on the barre Bourreé Detourné Soubresaut Cambre Single pirouettes en dehors from 4 th and 5th Balancé for 4-8 seconds Echappé sauté (fifth into second) Tendu from 5th Croisé, éffacé, enfacé, & a la second Dégagé from 5th Petite jetés Temps lie front & side Sissone femeé (landing closed in 5 th on 2 feet) Encroix Pique tour en dedans OTHER CATEGORIES Pique arabesque Follows directions/work ethic Alternating chassé Jeté Gets along with classmates Bigger grand jetés Saut de chat Complies with dress code ALL LEVEL 1 & 2 CLASS OBJECTIVES: Demonstrate increasing kinesthetic awareness. Utilize and elaborate on the element of space in dance. Demonstrate and develop the following partner skills: copying, leading and following, mirroring. Utilize and elaborate on the element of time in dance. Utilize and elaborate on the element of energy/dynamics in dance such as smooth, sharp, swinging, shaking, bound. Observe and describe the inter-relatedness of dance elements. To create and memorize movement phrases within a specified structure. Compare and contrast the differences between spontaneous and planned movement. Alternate dancing with locomotor and nonlocomotor movements in self and general space. Define and demonstrate appropriate behaviors while watching, creating, or performing dance. Learn a dance phrase and accurately repeat it. Create movements to express ideas, feelings, or stories. Discuss interpretations of and reactions to a dance. Respectfully critique others work. Demonstrate safe and respectful practices during movement activities. Identify personal goals to improve oneself as a dancer.
BALLET 3 SYLLABUS Terms and movements to be learned and performed satisfactorily before going into Ballet 4 or being evaluated for Pointe. BALLET 3 VOCABULARY WORDS AT THE BARRE EN CENTRE & ACROSS THE FLOOR Frappé Pas de basque, saute de basque Petite battements Tombé Frappé en demi pointe Promenade (arabesque & attitude) Attitude Contretemps Fondu Soutenu Head positions Fouettée sauté, pique fouette turns Fouetté turns Assemblé Body positions (8 body positions) Echappé sauté battue Chassé tour OTHER CATEGORIES Attitude/arabesque turns Follows directions/work ethic Pirouette en dedans single and en dehors doubles from 4 th and 5 th Double pique turns Gets along with classmates Balancé en tournant, pas de bourree en tournant Waltz turns Complies with dress code Sissone (landing closed in 5 th on 2 feet) Saut de chat (flick leap) Tour jeté Cabriole POINTE EVALUATION GUIDELINES The following guidelines for students considered for Pointe. 1. Pointe students must be enrolled in ballet 3 or an additional ballet class in conjunction with their pointe class. 2. At least 12 years old. 3. Mature attitude. 4. Be able to balance in all positions for at least 8 seconds with straight legs. 5. Turned out posture. 6. Strong feet & ankles 7. If had previous feet problems or injuries must get doctor approval.
ALL LEVEL 3 & 4 CLASS OBJECTIVES: Apply and utilize kinesthetic awareness in development of movement skills and dance techniques. Combine the elements of space, time, and energy/dynamics to create dance sequences with a variety of themes and concepts. Observe and describe the dance elements in various dance movement studies using appropriate movement/dance vocabulary. Ale dance to music with a variety of tempos and rhythms. Understand the difference and importance of positive and negative space. Demonstrate the ability to work alone and cooperatively in a small group during the choreographic process. Use improvisation to create dance sequences. Improvise, create, and perform dances based on own ideas and concepts from other sources. Identify and explore various compositional structures and/or forms of dance. Create and perform movement sequences that convey meaning. Define and explain the role of an audience and performer in dance. Identify and examine factors which can affect the interpretation of a dance. Learn a dance phrase and accurately repeat it. Create movements to express ideas, feelings, or stories. Discuss interpretations of and reactions to a dance. Respectfully critique others work. Demonstrate safe and respectful practices during movement activities. Identify personal goals to improve oneself as a dancer.
Ballet 2 Progress Report Student Name: Date: This report will update you on your child s progress in Term 1 and 2 and inform you as to what skills frontsample are required to move up. Once M or S is reached in each skill, a child will be considered to move to the next level. Skills marked N/A have not been worked on yet this year. KEY M = Mastered S = Satisfactory A= Approaching I = Needs Improvement AT THE BARRE SCORE NOTES, IF ANY Demi plié 1st-5th Grand plié 1st-5th Cambre Balancé for 4-8 seconds Tendu from 5th Dégagé from 5th Temps lie side & front Encroix CENTRE & ACROSS FLOOR Bourreé Soubresaut Single pirouettes en dehors from 4th & 5th Echappeé saute (5th to 2nd) Croisé, effacé, enfacé, & a la seconde Petite jetés Sissone femeé (landing closed in 5th on 2 feet) Pique tour en dedans Alternating chassés Jetés Grand jetés Saut de chat Petite jetes Temps lie side &
BEHAVIOR Gets along with others Follows directions Follows dress code Work Ethic Notes: SAMPLE Teacher Name & Email: Please feel free to email me regarding this report, for tips on how to help your child practice their skills, or with any other questions or concerns.