Dance Studies
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Class Descriptions
The Academy of Dance Arts 1524 Centre Circle Downers Grove, Illinois 60515 (630) 495-4940 Email: [email protected] Web Site: www.theacademyofdanceartshome.com DESCRIPTION OF CLASSES All Class Days and Times can be found on the Academy Class Schedule ______________________________________________________________________________________________________________________________________________________________________________________________________________________________ BALLET PROGRAM AND TECHNIQUE CLASSES Ballet is the oldest formal and structured form of dance given the reverence of being the foundation of ALL The Dance Arts. Dancers build proper technical skills, core strength and aplomb, correct posture and usage of arms, head and foremost understand the basics in technique. Students studying Ballet progress in technique for body alignment, pirouettes, jumps, co-ordination skills, and core strength. Weekly classes are held at each level with recommendations for proper advancement and development of skills for each level. Pre-Ballet Beginning at age 5 to 6 years. Students begin the rudiments of basic Ballet Barre work. Focus is on the positions of the feet, basic Port de bras (carriage of the arms), body alignment, and simple basic steps to develop coordination skills and musicality. All this is accomplished in a fun and nurturing environment. Level A Beginning at age 6 to 8 years. Slowly the demanding and regimented nature of true classical Ballet is introduced at this level with ballet barre exercises and age/skill level appropriate center work per Academy Syllabus. When Students are ready to advance to the next level, another Level-A Ballet or B-Ballet class will be recommended per instructor. Level B Two weekly classes are required as the technical skills increase and further steps at the Barre and Center Work and introduced. -
Pre Competitve Classical Top 15
PRE COMPETITVE CLASSICAL TOP 15 1. BRADY FARRAR VARIATION FROM SATANELLA - Stars Dance Company 2. CATHERINE ROWLAND DULCINEA VARIATION DON QUIXOTE - Magda Aunon School of Classical Ballet 3. ASHLEY VALLEJO KITRI VARIATION FROM DON QUIXOTE - Stars Dance Company 4. SCARLETT BARONE BLACK SWAN VARIATION - Impac Youth Ensemble 5. ROMI BRITTON VARIATION FROM LA ESMERALDA - Meg Segreto's Dance Center 6. ERICA AVILA VARIATION FROM LA ESMERALDA - Meg Segreto's Dance Center 7. PABLO MANZO THE NUTCRACKER MALE VARIATION - Vladimir Issaev School of Classical Ballet 8. DESTANYE DIAZ VARIATION FROM GRADUATION BALL - Stars Dance Company 9. MONIQUE MADURO LA FILLE MAL GARDEE – Pointe Centro de Danzas 10. MADISON BROWN PRINCESS FLORINE VARIATION SLEEPING BEAUTY – Lents Dance Company 11. VERONICA MERINO LA FILLE MAL GARDEE - Pointe Centro de Danzas 12. KACI WILKINSON SILVER FAIRY VARIATION SLEEPING BEAUTY – Backstage Dance Academy 13. KAITLYN SILOT DON QUIXOTE VARIATION - Artistic Dance Center 14. SORA TERAMOTO BLUE BIRD VARIATION - Baller Elite Dance Studio 15. RACHEL LEON LA FILLE MAL GARDEE - Stars Dance Company PRE COMPETITVE CONTEMPORARY TOP 15 1. DIANA POMBO BECOMING - TPS (The Pombo Sisters) 2. BRADY FARRAR RESILIENT - Stars Dance Company 3. DESTANYE DIAZ IMPACT - Stars Dance Company 4. ASHLEY VALLEJO TAKE ME - Stars Dance Company 5. RACHEL LEON MOONLIGHT SONATA - Stars Dance Company 6. MADISON BROWN NOUVEAU TANGO - Lents Dance Company 7. ERICA AVILA MIND HEIST - Meg Segreto's Dance Center 8. SCARLETT BARONE HAND IN HAND - Impac Youth Center 9. MONIQUE MADURO CONFUSED - Pointe Centro de Danzas 10. CATHERINE ROWLAND THE GENIE - Magda Aunon School of Classical Ballet 11. ANGELINA SIERRA EVERYTHING MUST CHANGE - Ballet East 12. -
Preparation for Pointe Work
Preparation for Pointe Work Preparation for pointe work needs to start a year before using pointe shoes and students need to gain the following: ● Strong and flexible feet and ankles ● The ability to hold turnout in all positions ● Good articulation through the forefoot ● Strong core muscles ● Strong calf muscles ● Good balance ● Mature attitude to dancing Sometimes students can do their barre work in bare feet to check for any issues that could hinder pointe work and make sure they are articulating correctly in a tendu and using the correct technique for rises. There is no set grade or age that students start pointe work, it is different for each child. Generally we start looking at students from Grade 4 upwards however pointe work is not examined until Intermediate level. Buying Pointe Shoes It is important that parents/carers attend the studios with their child to talk about pointe shoe shopping and that you phone ahead to arrange an appointment. We recommend the following shops: ● Adage, Harrogate - 01423 530777 ● World of Dance, Leeds - 0113 2461100 ● Twinkle Toes, Bradford - 01274 728648 For the Appointment ● Allow plenty of time - most pointe shoe fittings will take at least an hour. ● File down nails before going for a fitting and then keep a nail file in dance bag ● Wear convertible ballet tights ● Be honest with the fitter about how the shoes are feeling ● Choose a pair that feels best on flat and pointe ● Purchase ribbons, elastic, pads as directed by the pointe shoe fitter After the Appointment ● Return to the studio with the unworn pointe shoes for checking and advice for sewing on ribbons and elastic. -
A Comparative Mechanical Analysis of the Pointe Shoe Toe Box an in Vitro Study Bryan W
0363-5465/98/2626-0555$02.00/0 THE AMERICAN JOURNAL OF SPORTS MEDICINE, Vol. 26, No. 4 © 1998 American Orthopaedic Society for Sports Medicine A Comparative Mechanical Analysis of the Pointe Shoe Toe Box An In Vitro Study Bryan W. Cunningham,* MSc, Andrea F. DiStefano,† PT, Natasha A. Kirjanov,‡ Stuart E. Levine,* MD, and Lew C. Schon,*§ MD From *The Orthopaedic Biomechanics Laboratory, Department of Orthopaedic Surgery, The Union Memorial Hospital, Baltimore, †Health South Spine Center, St. Joseph Hospital, Towson, and the ‡Ballet Theatre of Annapolis, Annapolis, Maryland ABSTRACT ical demands on the body while requiring the production of aesthetic and graceful movements. From the 1581 in- Dancing en pointe requires the ballerina to stand on troduction of ballet at the French Court (attributed to her toes, which are protected only by the pointe shoe Catherine de Medici), the popularization of this art form toe box. This protection diminishes when the toe box by Louis XIV, and the 1661 creation of the Academie loses its structural integrity. The objectives of this study Royale de Danse,2 the technique of ballet has become more were 1) to quantify the comparative structural static and fatigue properties of the pointe shoe toe box, and demanding, requiring refinement of the dancer’s strength, 2) to evaluate the preferred shoe characteristics as technique, and tools. This was highlighted by Marie determined by a survey of local dancers. Five different Taglioni, who, in 1832, was the first to dance en pointe. pointe shoes (Capezio, Freed, Gaynor Minden, Leo’s, This was originally done with soft satin slippers contain- and Grishko) were evaluated to quantify the static stiff- ing a leather sole. -
2019-2020 Course Catalog + Program Policies
2019-2020 Course Catalog + Program Policies Phone: 541-342-4611 Email: [email protected] Web: www.balletfantastique.org Academy of Ballet Fantastique Professional Division Program Guide ACADEMY OF BALLET FANTASTIQUE 1... PROFESSIONAL DIVISION COURSE CATALOG & PROGRAM INFORMATION 2019-20 Academy of Ballet Fantastique Professional Division Program Guide FOR MORE INFORMATION CITY CENTER FOR DANCE ANNEX STUDIO 541.342.4611 960 Oak St. 60 E. 10th Ave [email protected] Eugene, OR 97401 Eugene, OR 97401 www.balletfantastique.org (Oak b/t Broadway & 10th) (10th & Oak Alley) Northeast elevator Southwest elevator ACADEMY OF BALLET FANTASTIQUE 2... PROFESSIONAL DIVISION COURSE CATALOG & PROGRAM INFORMATION 2019-20 Academy of Ballet Fantastique Professional Division Program Guide CORE PROGRAM Official training school of the Ballet Fantastiq ue Company, a Resident Company of the Hult Center for the Performing Arts Academy of Ballet Fantastique students benefit from the association with a professional company, daily mentorship by top professional company dancers and teachers hailing from all over the world. The benefits of this association include work under and alongside top professionals in the industry, exposure to and immersion in a professional standards and atmosphere, and experience watching and participating in professional productions with live musicians. Training Syllabus Our Professional Division follows the eight levels of the internationally renowned Vaganova Syllabus, a notated, progressive -
CUADAN509A Refine Pointe Work Techniques
CUADAN509A Refine pointe work techniques Release: 1 CUADAN509A Refine pointe work techniques Date this document was generated: 27 May 2012 CUADAN509A Refine pointe work techniques Modification History Version Comments CUADAN509A This version first released with CUA11 Live Performance Training Package version 1.0 Unit Descriptor This unit describes the performance outcomes, skills and knowledge required to dance sur les pointes at an advanced level. Application of the Unit This unit applies to dancers who are consolidating their career in contexts where dancing sur les pointes at an advanced level is expected. They perform across a range of dance repertoire as part of a duo, in an ensemble or in solo roles. Dancing en pointe requires strength and skill and is a central part of a female ballet dancer's training and repertoire. Pointe shoes are normally worn only by female dancers, though male dancers may wear them for certain roles and professional performances. Licensing/Regulatory Information This unit describes the performance outcomes, skills and knowledge required to dance sur les pointes at an advanced level. Pre-Requisites Not applicable. Employability Skills Information Not applicable. Approved Page 2 of 12 © Commonwealth of Australia, 2012 Innovation and Business Skills Australia CUADAN509A Refine pointe work techniques Date this document was generated: 27 May 2012 Elements and Performance Criteria Pre-Content Element Performance Criteria Elements describe the essential outcomes Performance criteria describe the of a unit of competency. performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. -
Mini Page: Beautiful Ballet
© 2013 Universal Uclick Stay on Your Toes from The Mini Page © 2013 Universal Uclick Beautiful Ballet Think of all the different ways there are to tell a story. We can sing a song, The French King Louis XIV loved dance. In the mid-1600s, he started such as “Itsy Bitsy Spider.” An author a dance academy in Paris and often can relate a tale in a book. Actors can danced in its ballets. tell a story through a movie or play. This week, The Mini Page leaps into the world of ballet. When it first began, ballet, like many other types of dance, Ballerinas was another way to tell a story. In the 1700s and Ballet’s beginnings 1800s, ballerinas began to dance on pointe — The first ballet was believed to have up on their toes in taken place in 1581 — more than 400 special shoes called years ago! At that time, kings and pointe shoes. Famous queens kept huge courts of people ballerinas became known to serve and entertain them. Court for their special talents Pointe shoes entertainers wore fancy costumes and — jumps, turns or beautiful arms. performed speaking and singing roles, along with dancing and music. Europe and Russia The first ballet, the Ballet Comique Ballet became popular in Italy, de la Reine, was Royal influences France and Russia. In the early 20th performed in Ballet de cour, or court dance, called century, an arts promoter named Paris during for specific movements — pointed Sergei Diaghilev started a ballet a three-day feet and turned-out legs, for example. -
Canada Dance Mapping Study: Literature Review
REPORT Canada Dance Mapping Study: Literature Review PREPARED FOR PREPARED BY Claire McCaughey Maria De Rosa and Marilyn Burgess Head, Research and Evaluation Section MDR Burgess Consultants Canada Council for the Arts With the participation of Philip Szporer Constitution Square 12th Floor, 350 Albert Street 503 Victoria Avenue P.O. Box 1047 Westmount, Québec Ottawa, Ontario H3Y 2R3 K1P 5V8 March 28, 2012 2 Canada Dance Mapping Study: Literature Review Table of Contents TABLE OF CONTENTS............................................................................................................................... 2 INTRODUCTION ......................................................................................................................................... 4 1. PREAMBLE .................................................................................................................................................. 4 2. APPROACH AND METHODOLOGY .............................................................................................................. 4 A. OVERVIEW OF FINDINGS.................................................................................................................... 7 B. POLITICAL: NO OVERARCHING POLICY.......................................................................................14 1. PREAMBLE ................................................................................................................................................14 2. FEDERAL GOVERNMENT POLICY IN THE ARTS .......................................................................................14 -
Eva Evdokimova (Western Germany), Atilio Labis
i THE CUBAN BALLET: ITS RATIONALE, AESTHETICS AND ARTISTIC IDENTITY AS FORMULATED BY ALICIA ALONSO A Dissertation Submitted to the Temple University Graduate Board in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY by Lester Tomé January, 2011 Examining Committee Members: Joellen Meglin, Advisory Chair, Dance Karen Bond, Dance Michael Klein, Music Theory Heather Levi, External Member, Anthropology ii © Copyright 2011 by Lester Tomé All Rights Reserved iii ABSTRACT In the 1940s, Alicia Alonso became the first Latin American dancer to achieve international prominence in the field of ballet, until then dominated by Europeans. Promoted by Alonso, ballet took firm roots in Cuba in the following decades, particularly after the Cuban Revolution (1959). This dissertation integrates the methods of historical research, postcolonial critique and discourse analysis to explore the performative and discursive strategies through which Alonso defined her artistic identity and the collective identity of the Cuban ballet. The present study also examines the historical context of the development of ballet in Cuba, Alonso’s rationale for the practice of ballet on the Island, and the relationship between the Cuban ballet and the European ballet. Alonso defended the legitimacy of Cuban dancers to practice ballet and, in specific, perform European classics such as Giselle and Swan Lake. She opposed the notion that ballet was the exclusive patrimony of Europeans. She also insisted that the cultivation of this dance form on the Island was not an act of cultural colonialism. In her view, the development of ballet in Cuba consisted, instead, of an exploration of a distinctive Cuban voice within this dance form, a reformulation of a European legacy from a postcolonial perspective. -
The Choreography of Space: Merce Cunningham and William Forsythe in Context
The Choreography of Space: Merce Cunningham and William Forsythe in Context Arabella Stanger Goldsmiths, University of London PhD April 2013 1 I hereby declare that the work presented in this thesis is my own and has not been and will not be submitted, in whole or in part, to any other university for the award of any other degree. Arabella Stanger 2 Acknowledgements First and foremost, I would like to thank Professor Maria Shevtsova for her rigorous supervision of this thesis. She has shown me the importance, and the enjoyment, of a way of thinking, and how ‘the art’ must lead in the scholarship of dance. Mentorship of this kind is invaluable. I would also like to thank my fellow postgraduate students at Goldsmiths, University of London for on-going conference around our shared and diverse subjects, and Dr Seb Franklin, for some inspiring conversations. I am extremely grateful to Freya Vass-Rhee of The Forsythe Company and David Vaughan of the Merce Cunningham Dance Company for giving me access to real treasures. The archives that have generously facilitated my research are: the Merce Cunningham Dance Company Archive, New York City; the Jerome Robbins Dance Division of the New York Public Library; the Judson Memorial Church Collection, Fales Library, New York University; the Laban Archive, London; the National Resource Centre for Dance, University of Surrey, Guildford; and the Bauhaus-Archiv, Berlin. My sincerest thanks go to the Arts and Humanities Research Council, for supporting this project and sponsoring a research trip to New York in 2009. This thesis is dedicated to the memory of Holly Webber. -
Career Timeline
PAMELA DELLAL CAREER TIMELINE Ensembles 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 Handel & Haydn Society (1979-2003) Beethoven 9/Rink Terpsichore/Hogwood Messiah/Christie Lord Nelson/Labadie CPE Bach/Hogwood Messiah/Llewellen Boston Baroque (1983-2003) Sorceress *Lord Nelson B-minor Magic Flute Messiah St. Matthew Sposo Deluso Ulisse Emmanuel Music (1984-present) Bach Birthday Concert BWV 169 Brussels Magic Flute St. John BWV 170 St. Matthew Xmas O BWV 54 *St. John/*Xmas BWV 120 *BWV 20, 39, 76 BWV 169/St. John BWV 30 BWV 54/Jephtha BWV 169/Flute BWV 54/Alcina St John/B Minor St. Matthew BWV 35/Clemenza BWV 60 St Mark St. Matthew Xmas O Leipzig - cantatas Favella Lyrica (1990-2003) *Sweet Torment *Blind Love, Cruel Beauty Celebrity series BEMF Series *A New Sappho Ensemble Chaconne-Heart's Ease-El Dorado-Duo Mariesienne (1991-present) Heart's Ease; El Dorado; Duo Mariesienne chamber concerts Shakespeare tours (2001-2014) *Measure for Measure Ballet de Cour Tudor Music Masque of Beauty Sonate e Cantate A Masque of Characters Sequentia (1993-1999) *Canticles *Voice of Blood *O Jerusalem *Lux Refulget/*Shining*Saints *Ordo Virtutum and tour Cambridge Bach Ensemble (1994-2000) CBE *The Muses of Zion Stanford CA Prism Opera (1998-2010) Vanessa Lucretia Riders to the Sea Clemenza di Tito English arias Ch'io mi scordi di te Musicians of the Old Post Road (1998-2013) *Hummel Scottish -
Flávio Sampaio
2 Flávio Sampaio Paracuru 2013 3 Copyright, 2013, Flávio Sampaio Título original – Balé Passo a Passo Contatos do autor: [email protected] Rua Raimundo Moreira Lima 72 – Centro 62680-000 - Paracuru-Ce Produção Editorial - Flávio Sampaio Projeto da Capa - Alexandro Santiago Traduções - Meg Lia Lima Revisão - Daniele Oliveira 4 Aos Meninos e Meninas de Paracuru que não sabiam como era a dança, mas a quiseram dançar 5 Agradecimentos Á Heloisa Sampaio pelo título desse livro Thaís Gonçalves pela leitura e pelos conselhos 6 Á Jane Blauth Querida mestra Toinha Xavier Uma amizade iluminada Dennis Gray A memória de um grande artista Tatiana Leskova Muitas coisas preciosasvocêmeensinou Cássia Navas Cujo trabalho pela dança admiro a duas décadas David Linhares E seu empenho em trazer mais visibilidade a dança cearense Dalal Achcar Proporcionou a muitos bailarinos brasileiros a oportunidade de aprender 7 Agradecimentos Á José do ValeFeitosa e Tereza Feitosa pelas conversas inspiradoras Helder Gurgel pelas palavras amigas em momentos precisos 8 “Não há coisa tão necessária aos homens quanto à dança. Todos os desastres da espécie humana e as desgraças fatais de que está cheia a história, as torpezas dos políticos, os erros dos grandes capitães, tudo isso vem da falta de habilidade na dança”. Molière 9 Á Paracuru, berço e referência de tantos dos valores que carrego pela vida, omeu amor incontestável 10 INTRODUÇÃO O trabalho do bailarino não é somente o trabalho atlético, exige a cada dia outros conhecimentos do campo do saber para resolver dificuldades sempre maiores. É um trabalho que se inicia quando ele ainda é muito jovem e que, exatamente por causa do treinamento longo e rigoroso, provoca com frequência o sacrifício de uma formação intelectual pessoal.