Ballet Vocabulary – BALLET 3 & 4 1

Total Page:16

File Type:pdf, Size:1020Kb

Ballet Vocabulary – BALLET 3 & 4 1 Ballet Vocabulary – BALLET 3 & 4 1 -A- ADAGE (ADAGIO) [a-DAHZH] – Adage is a French word derived from the Italian ad agio, ​ ​ ​ ​ ​ meaning at ease or leisure. A series of exercises following the centre practice consisting of a succession of slow and graceful movement which may be simple or of the most complex character, performed with fluidity and apparent ease. ALLÉGRO [a-lay-GROH] – Brisk, lively. A term applied to all bright and brisk movements. ​ ​ ​ All steps of elevation (jumps) come under this classification. The most important qualities to aim at in allégro are lightness, smoothness and ballon. ALLONGÉ, ALLONGÉE [a-lawn-ZHAY] – Extended, outstretched. Usually in reference to an ​ ​ ​ arm or a leg. ARABESQUE [a-ra-BESK] – One of the basic poses in ballet. It is a position supported on ​ ​ ​ one leg, with the other leg extended behind and at right angles to it, with the shoulders always held square to the line of direction, and the arms held in various harmonious positions creating the longest possible line from the fingertips to the toes. ARRIÈRE, EN [ah na-RYEHR] – Backward. A term used to indicate that a given step is ​ ​ ​ executed moving backward, away from the audience. ASSEMBLÉ [a-sahn-BLAY] – Assembled or joined together. A step in which the working foot ​ ​ ​ slides well along the ground before being swept into the air. As the foot goes into the air the dancer pushes off the floor with the supporting leg, extending the toes. Both legs come to the ground simultaneously in the fifth position. ATTITUDE [a-tee-TEWD] – A particular pose in dancing. It is a position on one leg with the ​ ​ ​ other lifted in back, the knee bent at an angle of 90 degrees and well turned out so that the knee is higher than the foot. AVANT, EN [ah na-VAHN] – Forward. A term used to indicate that a given step is executed ​ ​ ​ moving forward, toward the audience. -B- BALANCÉ [ba-lahn-SAY] – Rocking step. This step is very much like a pas de valse and is an ​ ​ ​ alternation of balance, shifting the weight from one foot to another. Balancé may be done crossing the foot either front or back. BALLON [ba-LAWN] – Bounce. Ballon is the light, elastic quality in jumping in which the ​ ​ ​ dancer bounds up from the floor, pauses a moment in the air and descends lightly and softly, only to rebound in the air like the smooth bouncing of a ball. BAS, EN [ahn bah] – Low. As in a low position of the arms. ​ ​ ​ Ballet Vocabulary – BALLET 3 & 4 2 ​ BATTEMENT [bat-MAHN] – Beating. A beating action of the extended or bent leg, as in ​ ​ ​ grands battements and petits battements. The petits battements are battements tendus, dégagés, frappés, and tendus doubles. BATTEMENT, GRAND [grahn bat-MAHN] – Large battement. An exercise in which the ​ ​ ​ working leg is raised from the hip into the air and brought down again, both knees straight. BATTEMENT, PETIT [puh-TEE bat-MAHN] – Small battement. A term for any small beating ​ ​ ​ action of the foot or leg. The term petit battement is probably most commonly used to describe an exercise at the bar in which the working foot is held sur le cou-de-pied and the lower part of the leg moves out and in, changing the foot from sur le cou-de-pied devant to sur le cou-de-pied derrière and vice versa. BATTEMENT PIQUÉ, PETIT [puh-TEE bat-MAHN pee-KAY] – Little pricked battement. ​ ​ ​ Same as battement tendu jeté pointé. ​ ​ -C- CAMBRÉ [kahn-BRAY] – Arched. The body is bent from the waist, backward or sideways, ​ ​ ​ the head following the movement of the body. CHAÎNÉS, TOUR [toor sheh-NAY] – Chains, links. This is an abbreviation of the term “tours ​ ​ ​ chaînès déboulés” (a chain of turns, rolling like a ball): a series of turns done on the points or demi-pointes , making a half-turn on each foot with the feet close together, and traveling in a straight line or a circle. The turns should be done evenly and with great speed, aided by small movements of the arms and the spotting of the head. CHANGEMENT DE PIEDS [shahnzh-MAHN duh pyay] – Change of feet. The term is usually ​ ​ ​ abbreviated to changement. Changements are springing steps in the fifth position, the dancer changing feet in the air and alighting in the fifth position with the opposite foot in the front. CHASSÉ [sha-SAY] – Chased. A step in which one foot literally chases the other foot out of ​ ​ ​ its position. Chassés can be done in all directions. CLOCHE, EN [ahn klawsh] – Like a bell. Refers to battements tendus jetés or grands ​ ​ ​ battements executed continuously devant and derrière through the first position. CONDITIONAL POSITION – A term of the Russian School. It refers to a position sur le ​ cou-de-pied in which the foot is pointed on the ankle either devant or derrière. See sur le ​ cou-de-pied. ​ CONTRETEMPS [kawn-truh-TAHN] – Beating against time. ​ ​ ​ Ballet Vocabulary – BALLET 3 & 4 3 COU-DE-PIED, SUR LE [sewr luh koo-duh-PYAY] – On the neck of the foot. A position in ​ ​ ​ which the working foot is placed on the part of the standing leg between the base of the calf and the beginning of the ankle. There are three cou-de-pied positions: the wrapped or basic position, and the pointed conditional positions devant and derrière. COUPÉ [koo-PAY] – Cut, cutting. A small intermediary step done as a preparation or ​ ​ ​ impetus for some other step. It takes its name from the fact that one foot cuts the other away and takes its place. CROISÉ / CROISÉE [krwah-ZHAY] – Crossed. One of the directions of épaulement. In this ​ ​ ​ position the legs appear to be crossed while the body is placed at an oblique angle to the audience, facing either one of the two front corners of the room. In croisé devant, the leg ​ ​ nearer the audience is pointed in the fourth position front à terre or raised to the fourth position en l’air. In croisé derrière, the leg farther from the audience is pointed in the ​ ​ fourth position back à terre or raised to the fourth position en l’air. These positions are included in the eleven basic positions of the body. CROIX, EN [ahn krwah] – In the shape of a cross. Indicates that an exercise is to be executed ​ ​ ​ to the fourth position front, to the second position and to the fourth position back, or vice versa. As in battements tendus en croix. -D- DANSEUR [dahn-SUHR] – Male dancer. ​ ​ ​ DANSEUSE [dahn-SUHZ] – Female dancer. ​ ​ ​ DE CÔTÉ [duh koh-TAY] – Sideways. A term used to indicate that a step is to be made to the ​ ​ ​ side, either to the right or to the left. DEDANS, EN [ahn duh-DAHN] – Inward. Indicates that the leg moves in a circular direction, ​ ​ ​ counterclockwise from back to front (when done with the right leg). DÉGAGÉ, BATTEMENT [bat-MAHN day-ga-ZHAY] – Battement disengaged. A term of the ​ ​ ​ Cecchetti method. Same as battement tendu jeté. DEHORS, EN [ahn duh-AWR] – Outward. Indicates that the leg moves in a circular direction, ​ ​ ​ clockwise (when done with the right leg). DEMI [duh-MEE] – Half. As in demi-plié, demi-pointe. ​ ​ ​ DEMI-POINTE, SUR LES [sewr lay duh-mee-PWENT] – On the half-points. Indicates that the ​ ​ ​ dancer is to stand high on the balls of the feet and under-side of the toes. Ballet Vocabulary – BALLET 3 & 4 4 ​ DERRIÈRE [deh-RYEHR] – Behind, back. This may refer to a movement, step or placing of a ​ ​ ​ limb in back of the body. DÉTOURNÉ [day-toor-NAY] – Turned aside. A détourné is a pivot turn on both points or ​ ​ ​ demi-pointes. It is a complete turn toward the back foot and reverses the position of the feet. DEVANT [duh-VAHN] – In front. This may refer to a step, movement or the placing of a limb ​ ​ ​ in front of the body. DÉVELOPPÉ, BATTEMENT [bat-MAHN dayv-law-PAY] – Battement developed. A développé ​ ​ ​ is a movement in which the working leg is drawn up to the retiré position and slowly extended to an open position en l’air and held there with perfect control. DIAGONALE, EN [ahn dya-gaw-NAL] – In a diagonal. Indicates that a step is to be done ​ ​ ​ traveling in a diagonal direction. -E- ÉCARTÉ [ay-kar-TAY] – Separated, thrown wide apart. In this position the dancer faces ​ ​ ​ either one of the two front corners of the room. In écarté devant, the leg nearer to the ​ ​ audience is pointed to the second position à terre or raised to the second position en l’air. In écarté derrière, the leg that is farther from the audience is pointed to the second ​ ​ position à terre or raised to the second position en l’air. These positions are included in the eleven basic positions of the body. ÉCHAPPÉ [ay-sha-PAY] – Escaping or slipping movement. An échappé is a level opening of ​ ​ ​ both feet from a closed to an open position. There are two kinds of échappés: échappé sauté, and échappé sur les pointes. In each case échappés are done to the second or fourth position, both feet traveling an equal distance from the original center of gravity. EFFACÉ, EFFACÉE [eh-fa-SAY] – Shaded. One of the directions of épaulement. The term ​ ​ ​ effacé is used to qualify a pose in which the legs appear open (not crossed). In this position the dancer stands facing either one of the two front corners of the room. In effacé devant, ​ ​ the leg farther from the audience is pointed in the fourth position front à terre or raised to the fourth position en l’air.
Recommended publications
  • The Mignon Furman Performance Awards 1000S of Dancers!
    21st AAB Year! American Academy of Ballet MIGNON FURMAN, FOUNDING DIRECTOR TEACHERS’ SEMINAR & THE MIGNON FUR MAN PERFORMANCE AWARDS CERTIFICATION August 1 – 8, 2019 Teachers attend from the USA, Brazil, Argentina, Canada Japan, South Africa, Mexico, Portugal, Israel, and Spain. at ADELPHI UNIVERSITY, GARDEN CITY, NEW YORK REASONS TO ATTEND THE SEMINAR Mignon Furman 10 AND THE PERFORMANCE AWARDS Founder of the AAB, Teacher, Choreographer, Educationist. CERTIFICATION EVERYTHING MOVES FORWARD. “ THEREFORE, I RECOMMEND: ith her talents, courage, and determination KEEP IN TOUCH WITH YOUR ART. to give definition to her vision for ballet PERFORMANCE AWARDS — AGRIPPINA VAGANOVA, ” Weducation, Mignon Furman founded the American and “Steps” programs. Most wonderful programs for “BASIC PRINCIPLES OF CLASSICAL BALLET” (1934) Academy of Ballet: It soon became the premier teachers and their dancers. (View the brochures on Summer School in the United States. our website.) he composed the Performance Awards S which are taught all over the USA, and are an CERTIFICATION : international phenomenon, praised by teachers Become a certified Performance Awards teacher. in the USA and in many other countries. The Hang your diploma in your studio. success of the Performance Awards is due to Mignon’s choreography: She was a superb choreographer. Her many compositions are FOUR DANCES : free of cliché. They have logic, harmony, style, To teach in your school. (See page 5.) and intrinsic beauty. OBSERVE : Our distinguished argot Fonteyn, a friend of Mignon, gave faculty teaching our Summer School dancers. her invaluable advice, during several You have the option of taking the classes. Mdiscussions about the technical, and artistic aspects of classical ballet.
    [Show full text]
  • Technique: Battement Tendu Once Upon a Ballet™
    Technique: Battement Tendu Once Upon A Ballet™ Tendus are done during “circle barre” or “centre barre” up through Pre-Ballet II. In Ballet 1, students begin performing tendus at the barre. RECOMMENDED PROGRESSION OF BATTEMENT TENDU: ● 2 year olds should be able to “tendu” with the help of a prop (such as a bean bag, mat or tape for them to point to with their toes). They may also need the help of a parent/caregiver. ● 3 year olds should be able to tendu to the front in parallel with correct posture. ● 4 years olds should be able to tendu to the front from a "slight V" 1st position with correct posture. ● 5 and 6 year olds should tendu front and side from a "natural" 1st position with correct posture. Students should be introduced to completing tendus at varying speeds. When done slowly, there should be emphasis placed on rolling through the demi pointe to close. ● 7 through 9 year olds should tendu to the front, side and back from 1st position. Tendus should be introduced in a slow tempo with emphasis placed on rolling through the demi pointe. Later in the year, students should also be introduced to tendu front, side and back from 5th position. AGE-APPROPRIATE IMAGES AND WORDS TO USE: ● To help students work through their feet correctly, use the word “slide” out and “slide” in for tendus. ● If telling your students to “straighten” their knees does not obtain results, try telling them to “stretch their legs long” or to “keep their knees stiff”. Sometimes using different language will click better with certain students.
    [Show full text]
  • Ballet Terms Definition
    Fundamentals of Ballet, Dance 10AB, Professor Sheree King BALLET TERMS DEFINITION A la seconde One of eight directions of the body, in which the foot is placed in second position and the arms are outstretched to second position. (ah la suh-GAWND) A Terre Literally the Earth. The leg is in contact with the floor. Arabesque One of the basic poses in ballet. It is a position of the body, in profile, supported on one leg, with the other leg extended behind and at right angles to it, and the arms held in various harmonious positions creating the longest possible line along the body. Attitude A pose on one leg with the other lifted in back, the knee bent at an angle of ninety degrees and well turned out so that the knee is higher than the foot. The arm on the side of the raised leg is held over the held in a curved position while the other arm is extended to the side (ah-tee-TEWD) Adagio A French word meaning at ease or leisure. In dancing, its main meaning is series of exercises following the center practice, consisting of a succession of slow and graceful movements. (ah-DAHZ-EO) Allegro Fast or quick. Center floor allegro variations incorporate small and large jumps. Allonge´ Extended, outstretched. As for example, in arabesque allongé. Assemble´ Assembled or joined together. A step in which the working foot slides well along the ground before being swept into the air. As the foot goes into the air the dancer pushes off the floor with the supporting leg, extending the toes.
    [Show full text]
  • Classical Ballet Classwork & Teaching Suggestions
    Classical Ballet 3 Classwork & Teaching Suggestions for the Ballet Teacher of Intermediate to Advanced Students Ruth H. Brinkerho, B.A. Former Director, Utah Ballet Academy Registered Teacher, Royal Academy of Dance Classical Ballet 3: Classwork and Teaching Suggestions for the Ballet Teacher of Intermediate to Advanced Students By Ruth H. Brinkerhoff, B.A. Former Director, Utah Ballet Academy Registered Teacher, Royal Academy of Dance Copyright © 2016, The Ballet Source Cover design and illustrations © 2016, Eric Hungerford. All rights reserved. No portion of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the copyright holder. The Teacher Must Decide The Ballet Arts series of manuals provides information, activities and suggestions for the teaching of ballet to children. The materials in these books have worked well for the author, and for other teachers of her acquaintance. However, the author cannot know what approach or which physical activities will be appropriate and safe for any particular teacher, class, or student. It is the responsibility of each ballet teacher to use his or her best judgment in applying the information and teaching suggestions contained herein, and in using the activities, enchainements, dances and teaching materials contained in the Ballet Arts series from The Ballet Source. Contents Index 3 I. Improving Technique and Artistry 4 Using This Manual 5 Suggestions For Improving Technique and Artistry 10 Correct Muscle Use 17 Warming Up For Ballet 22 II. Classes 23 Sample Ballet Classes 24 To Improve Their Sense of Balance 55 For An Advanced Class 58 Classes With Pointe & Boys Work 61 III.
    [Show full text]
  • Dictionary of Classical Ballet Terminology Free
    FREE DICTIONARY OF CLASSICAL BALLET TERMINOLOGY PDF Rhonda Ryman | 100 pages | 14 Jun 2007 | Royal Academy of Dance | 9781904386872 | English | London, United Kingdom Ballet Terms A To Z - Dictionary of basic Ballet moves In ballet, there are several terms that are used. Dictionary of Classical Ballet Terminology can be easy for a beginner to feel lost with all of the terminology! These movements are typically done after warmup and closer toward the last part of class to avoid injury, and to maximize a dancers range while warmed up. Abstract ballet are ballets without a plot unlike the Nutcracker, Swan Lake, etc. Most often, contemporary ballets are considered abstract ballets. Arabesque is a position in ballet where the body is supported on a single leg, while the other leg is extended directly behind the body with a straight knee. There are several different versions of arabesque such as first, second, and third arabesque. They can also be done at different heights or with a straight leg or in plie. The basics being that the two legs join together in the air. An attitude is a position where the dancers stands on one leg with the other lifted, either in the front, or back. The leg that is in the air is usually slightly bent at the knee, creating an approximate degree angle. En avant refers to moving towards the front. En avant is not an actual step or position in ballet, but is used in conjunction with other terms, such as tendu en Dictionary of Classical Ballet Terminology. Adagio refers to slow movements in ballet.
    [Show full text]
  • Beginning Ballet Vocabulary ​Once Upon a Ballet™
    Beginning Ballet Vocabulary ​Once Upon A Ballet™ While it is up to the school and/or teacher as to how well their students know the French terms of the ballet steps they practice during class, at Once Upon A Ballet, we want to encourage as much use of the correct French terms as possible during class--particularly beginning in Ballet 1. This resource is a guide to the ballet steps learned in Ballet 1 (according to the Once Upon A Ballet Curriculum). Translations and descriptions are provided for each step for teachers. Activity sheets are provided at the end of this guide for students. Several excellent (and free) online ballet dictionaries include: ● American Ballet Theatre’s Ballet Dictionary: ​http://www.abt.org/education/dictionary/ ● Royal Opera House Ballet Glossary: ​http://www.roh.org.uk/learning/learning-platform/unit/ballet-glossary/ ● Royal Opera House Ballet Glossary Video Playlist: ​https://www.youtube.com/playlist?list=PL7E40E6E2DAB561B5 ● BalletHub’s Ballet Term Dictionary: ​https://ballethub.com/ballet-terms-dictionary/ TERMS, TRANSLATIONS + TEACHER GUIDANCE Demi Plié Translation: To bend; a half-bend of the knees Students should be able to do a simple demi plié in 1st, 2nd, and 5th positions while keeping their heels on the floor and backs straight Battement Tendu Translation: To stretch Students should be able to tendu to the front, side and back from 1st position. Tendus should be introduced in a slow tempo with emphasis placed on rolling through the demi pointe. Later in the year, students should also be introduced to tendu front, side and back from 5th position.
    [Show full text]
  • Ballet West Student In-Theater Presentations
    Ballet West for Children Presents Ballet and The Sleeping Beauty Dancers: Soloist Katie Critchlow, First Soloist Sayaka Ohtaki, Principal Artist Emily Adams, First Soloist Katlyn Addison, Demi-Soloist Lindsay Bond Photo by Beau Pearson Music: Peter Ilyich Tchaikovsky Adapted from Original Choreography: Marius Petipa Photo: Quinn Farley Costumes: David Heuvel Dear Dance enthusiast, Ballet West is pleased that you are viewing a Ballet West for Children Presentation as a virtual learning experience. Enclosed you will find the following information concerning this performance: 1. Letter from Artistic Director, Adam Sklute. 2. Letter to the parent/guardian of the students who will be viewing. 3. Specific Information on this Performance, including information on the ballet, music, choreography, follow-up projects and other pertinent material has also been compiled for the teacher's information. 4. We report to the Utah State Board of Education each year on our educational programs, and need your help. Usually, we gather information from teachers as to how the student reacted and what they may have learned from their experience. We’d love to hear from you by filling out our short Survey Monkey listed on our virtual learning page. We don’t have a way to track who and how many people are taking advantage of this opportunity and this will help us to know how we’re doing. You can always email me directly. Thank you very much for your interest in the educational programs of Ballet West. Please call if I may provide any additional information or assistance to you and your school. I can be reached at 801-869-6911 or by email at [email protected].
    [Show full text]
  • Coppelia-Teacher-Resource-Guide.Pdf
    Teacher’s Handbook 1 Edited by: Carol Meeder – Director of Arts Education February 2006 Cover Photo: Jennifer Langenstein – Pittsburgh Ballet Theatre Principal Dancer Aaron Ingley – Pittsburgh Ballet Theatre Corps de Ballet Dancer Ric Evans – Photographer 2 Introduction Dear Educator, We have often thanked you, the academic community and educators of our children, for being partners with us in Arts Education. We have confirmed how the arts bring beauty, excitement, and insight into the experience of everyday living. Those of us who pursue the arts as the work of our lives would find the world a dark place without them. We have also seen, in a mirror image from the stage, how the arts bring light, joy, and sparkle into the eyes and the lives of children and adults in all walks of life. Pittsburgh Ballet Theatre strives not only to entertain but to demonstrate the significance and importance of presenting our art in the context of past history, present living, and vision for the future. In this quest we present traditional ballets based on classic stories revered for centuries, such as Coppelia and Cinderella; and contemporary ballets by artists who are living, working, and creating everyday, such as our jazz program Indigo In Motion and the premiers we have done to the music of Sting, Bruce Springsteen, and Paul Simon. In this way we propel our art into the future, creating new classics that subsequent generations will call traditional. It is necessary to see and experience both, past and present. It enhances our life and stirs new ideas. We have to experience where we came from in order to develop a clear vision of where we want to go.
    [Show full text]
  • Exit Skills Level 4 2014-15
    Exit Skills Level 4 2014-15 Barre Stance/Aplomb Ability to demonstrate secure verticle alignment through the back of the leg as well as proper weight distrubution (especially on one leg) 2/3 of the weight over the ball of the foot 1/3 over the front of the heel pad. The action of lengthening the lower back and front of the pelvis should be clearly visible. Turnout Student can clearly show stable and neutral pelvis (with abdominal support) while maintaining turn out of both gesture and supporting leg. The muscles of the thighs that sustain this action should be well developed and visible on flat and 3/4 pointe where required. This should be maintained throughout all barre work Plié elasticity Elasiticity in demi-plié and ability to maintain strong back in grand plié (barre and center). Port de bras Well developed sense of breath while executing all port de bras with coordinated head and eyes and appropriate inclinations. Balance Ability to find secure balance on full 3/4 pointe with fully stretched and pulled up legs (1 and 2 feet) in following positions: 1st, 5th, coup de pied and retiré, 45° in arabesque, 45° in 2nd position Fondu coordination Well established co-ordination and alignment in fondu to stretch (on flat and demi-pointe) Dynamics,tracking and isolation Ability to clearly show proper knee tracking in frappé while maintaining turnout on both supporting and gesture leg with strong use of quick twitch muscles and secure 3/4 pointe. Ability to sustain proper alignment in 2nd position en l'air at 90° with a clear understanding of the action of turnout while allowing mobility in the knee joint for both inward and outward action of the lower leg.
    [Show full text]
  • Since Ballet Terms Can Often Be Tricky to Pronounce, I Have Included the Word Translations in Brackets to Help You Say the Terms
    Since ballet terms can often be tricky to pronounce, I have included the word translations in brackets to help you say the terms. A Adage, Adagio (a-DAHZH) At ease or at leisure. Adage is incorporated into ballet classes and most classical pas de deux combinations. It is a series of slow, graceful exercises during the centre practice which is generally focused on line, balance and fluidity. It takes lots of practice to gain the stability and control whilst still having a sense of fluid movement. En L'Air (ahn lehr) In the air. This ballet term is generally associated with ballet movements that are in the air. For example, tour en l'air which is a high turning jump mainly for the male dancers. It indicates that for ballet exercises like rond de jambe and adage the leg should be lifted off the floor, such as rond de jambe en l'air. Allégro ([a-lay-GROH) Bright and brisk movements. This ballet term is associated to all jumps in ballet. So, whether it is petite allégro, or grand allégro a dancer will aim to show a sense of ballon and spring in the elevation. Arabesque (a-ra-BESK) This is one of the basic poses in ballet. The position of an arabesque shows one leg as the supporting leg and the other extended behind you. The arms can be held in various positions to show a first, second, or third arabesque. An arabesque is like a tendu derriere but lifted en l'air. The aim is to lift the leg without showing too much adjustment in the body, such as pitching forward.
    [Show full text]
  • Guide to Dance 2018-2019 Study Guide
    GUIDE TO DANCE 2018-2019 STUDY GUIDE Learn about the art of dance and go behind-the-scenes with a professional dance company. Written and compiled by Ambre Emory-Maier, Director of Education, and other contributors l ©2018 BalletMet Columbus TABLE OF CONTENTS Behind the Scenes ............................................................................................................................................. 2 Brief History of BalletMet ................................................................................................................................. 3 BalletMet Offerings ........................................................................................................................................... 4 The Five W’s and H of Dance .......................................................................................................................... 5 Brief History of Ballet ..................................................................................................................................... 6-7 Important Tutu Facts ......................................................................................................................................... 8 Important Pointe Shoe Facts .......................................................................................................................... 9 Glossary of Dance Terms ......................................................................................................................... 10-12 Ballet Terminology..........................................................................................................................................
    [Show full text]
  • Ballet Vocabulary – Intermediate Dance • Adagio
    Ballet Vocabulary – Intermediate Dance Adagio: a series of slow, controlled movement Arabesque: to fully extend the working leg while balancing on a fully extended supporting leg Assemblé: to assemble; legs come together to land at the same time Attitude: a position in which the working leg is bent at 90 degrees with the knee higher than the foot Battement: to fully extend the working leg from the hip Chainé: A traveling turn done on the balls of both feet at the same time. Legs are in first position while turning. Chalkline: the imaginary line along the floor that lines up with the midline Changement: to change the position of the legs in the air Coupé: a position in which the working foot connects at the supporting ankle Degagé: to lift the working leg approximately 6” off the floor Demi: a small movement Developpé: to unfold Echappé: a jump in which the legs open to 2nd position in the air En dedan: to move toward the supporting leg or midline En dehors: to move away from the supporting leg or midline En l’air: in the air Epaulment: placement of the neck and shoulders Fondue: to melt Glissade: a traveling step executed by gliding the working foot from 5th position in the required direction Grandé Allegro: a series of large, fast movement Grandé: a large movement Jeté: a jump (of varying sizes) in which the legs are extended Par terre: on the ground Pas de bourrée: changing on the toes; a transitional step involving three small weight shifts Pas de chat: “step of the cat”; a jump in which both legs move through passé Passé: a position of the leg in which the working foot connects above the supporting knee Petite Allegro: a series of small, fast movement Piqué: A traveling turn done on one leg.
    [Show full text]