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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. -
Enrique Iglesias' “Duele El Corazon” Reaches Over 1 Billion Cumulative Streams and Over 2 Million Downloads Sold Worldwide
ENRIQUE IGLESIAS’ “DUELE EL CORAZON” REACHES OVER 1 BILLION CUMULATIVE STREAMS AND OVER 2 MILLION DOWNLOADS SOLD WORLDWIDE RECEIVES AMERICAN MUSIC AWARD FOR BEST LATIN ARTIST (New York, New York) – This past Sunday, global superstar Enrique Iglesias wins the American Music Award for Favorite Latin Artist – the eighth in his career and the most by any artist in this category. The award comes on the heels of a whirlwind year for Enrique. His latest single, “DUELE EL CORAZON” has shattered records across the globe. The track (click here to listen) spent 14 weeks at #1 on the Hot Latin Songs chart, held the #1 spot on the Latin Pop Songs chart for 10 weeks and has over 1 billion cumulative streams and over 2 million tracks sold worldwide. The track also marks Enrique’s 14th #1 on the Dance Club Play chart, the most by any male artist. He also holds the record for the most #1 debuts on Billboard’s Latin Airplay chart. In addition to his recent AMA win, Enrique also took home 5 awards at this year’s Latin American Music Awards for Artist of the Year, Favorite Male Pop/Rock Artist and Favorite Song of the Year, Favorite Song Pop/Rock and Favorite Collaboration for “DUELE EL CORAZON” ft. Wisin. Earlier this month, Enrique went to France to receive the NRJ Award of Honor. For the past two years, Enrique has been touring the world on his SEX AND LOVE Tour which will culminate in Prague, Czech Republic on December 18th. Remaining 2016 Tour Dates Nov. -
Strive Level 1-3 Ballet Audition Study Guide
Strive Level 1-3 Ballet Audition Study Guide General Questions Level 1-3 1. Name and explain the basic 5 focuses, in the correct order for every level. Posture, Placement, Positions, Preparations, and Transitions. 2. In what ways is ballet class “progressive” (i.e. building on itself)? • We begin working in small positions and gradually make them bigger. • We balance on two legs before we balance on one. • We start with the leg low and then as we warm up, we begin to lift higher. • While transitioning, we move through the five levels in order (don’t skip). • In the lower levels, we work slowly and increase speed as we get stronger in our technique. • In the beginning of the barre, we work slowly and gradually increase our speed. • In the lower levels, we work facing the barre and at the higher levels we work with one hand on the barre. As we progress we add the arms (Port de bra), and head and shoulders (Eppaulment) to the movement of the legs. 3. What are the basic ways of moving in ballet? Rise, Fall, Turn, Jump, Turning while jumping, Gliding, Floor Work. 4. What are the five “progressive” levels we travel through? Plie, Straight legs, Demi-pointe, Full pointe, and Release or Jump 5. What five ways do we learn (Hint: Use your five senses)? Watching, Listening, Feeling, Smelling, and Tasting. 6. How do these ways of learning constitute a 100% effort? Watching = 25%, Listening = 25%, Doing = 25%, and our energy = 25% 7. Name, in order, the seven points of isolation to think about when working on posture. -
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. -
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. -
Basic Principles of Classical Ballet: Russian Ballet Technique Free Download
BASIC PRINCIPLES OF CLASSICAL BALLET: RUSSIAN BALLET TECHNIQUE FREE DOWNLOAD Agrippina Vaganova,A. Chujoy | 175 pages | 01 Jun 1969 | Dover Publications Inc. | 9780486220369 | English | New York, United States Classical Ballet Technique Vaganova was a student at the Imperial Ballet School in Saint Petersburggraduating in Basic Principles of Classical Ballet: Russian Ballet Technique dance professionally with the school's parent company, the Imperial Russian Ballet. Vaganova —not only a great dancer but also the teacher of Galina Ulanova and many others and an unsurpassed theoretician. Balanchine Method dancers must be extremely fit and flexible. Archived from the original on The stem of aplomb is the spine. Refresh and try again. A must Basic Principles of Classical Ballet: Russian Ballet Technique for any classically trained dancer. Enlarge cover. Can I view this online? See Article History. Jocelyn Mcgregor rated it liked it May 28, No trivia or quizzes yet. Black London. The most identifiable aspect of the RAD method is the attention to detail when learning the basic steps, and the progression in difficulty is often very slow. En face is the natural direction for the 1st and 2nd positions and generally they remain so. Trivia About Basic Principles This the book that really put the Vaganova method of ballet training on the map-a brave adventure, and a truly important book. Helps a lot during my russian classes. Through the 30 years she spent teaching ballet and pedagogy, Vaganova developed a precise dance technique and system of instruction. Rather than emphasizing perfect technique, ballet dancers of the French School focus instead on fluidity and elegance. -
Facultad De Comunicación Social Carrera De Comunicación Social
UNIVERSIDAD CENTRAL DEL ECUADOR FACULTAD DE COMUNICACIÓN SOCIAL CARRERA DE COMUNICACIÓN SOCIAL LA REPRESENTACIÓN MEDIÁTICA DE LA BELLEZA MASCULINA: análisis de contenido de la construcción de masculinidad en adolescentes en las secciones Vibra y En boga de la Revista Generación21. PROYECTO DE INVESTIGACIÓN Y DESARROLLO PREVIO A LA OBTENCIÓN DEL TÍTULO DE COMUNICADORA SOCIAL CON ÉNFASIS EN COMUNICACIÓN ORGANIZACIONAL DANIELA KARINA CHÁVEZ MINA DIRECTOR: M.Sc. WILLIAN MARCEL MERIZALDE GUERRA Quito-Ecuador 2016 DEDICATORIA A Dios por ser el impulso espiritual constante en la vida. A María, mi madre, quien con su amor infinito desde la eternidad, guía mis pasos y sienta las bases de lo que soy ahora. A Over, mi padre, que desde hace una década asume doble rol en el hogar. A mi hermano Juan, por constituir el pilar de mi autoexigencia. A mis tías y primos que brindan apoyo y ánimo en el camino de la existencia. A Víctor, que con su compañía y paciencia, suma motivación personal día tras día. Y a la contribución, aliento y regocijo de mis amigos que alegran el trayecto de la vida. A todos ustedes que ofrecen apoyo de todo tipo para mi crecimiento profesional y personal. ii AGRADECIMIENTOS Agradezco a Dios, mi madre, mi padre, mi hermano Juan y demás familiares que apoyan y animan siempre las metas y objetivos que me trazo en la vida. A mis amigos cercanos y compañeros de clase que alegran y brindan su mano sincera para escalar este peldaño en mi formación profesional. A Víctor por sus consejos, alegría, constancia, interés y valiosa ayuda en la culminación de este sueño. -
Winter Performances Delivered an Exciting and Varied Program
Spring 2014 Winter Performances Delivered an Exciting and Varied Program Those who attended HARID’s Winter Performances last December 14 and 15 were treated to a varied program that included classical ballet, character dance, and modern dance. Classical Divertissements showcased Alex Srb © Alex the students’ classical ballet technique in a series of variations from The Fairy Doll, Don Quixote, and Paquita. Faculty member Svetlana Osiyeva choreographed the opening adagio and finale, which seamlessly tied the various solo dances together with beautiful ensemble work. Srb Alex © Classical Divertissements HARID’s premiere of Krakowiak, a Polish character dance from the opera ‘A Life For the Tsar’, was immaculately staged by Bertha Valentin. Seven couples paraded and danced elegantly in striking, burgundy costumes on loan from Canada’s Royal Winnipeg Ballet. Modern-dance teacher Danielle Armstrong created another engaging new work for the performances. Alex Srb © Alex Silver Lining, set to Bach’s ‘Goldberg Variations’ featured several of HARID’s advanced students, along with an ensemble of younger dancers. Their movements created a mood of simple pleasure and happiness, which was enhanced by Paul Safran’s stage lighting. HARID’s holiday tradition, Divertissements from The Nutracker, Act II, once again served as the program finale. Impressive new choreography by faculty member Donald Tolj added much excitement to Arabian Coffee, Chinese Tea, and the Russian Trepak. Waltz of the Flowers was— as always—beautifully staged by Victoria Schneider, and Svetlana Osiyeva’s staging Alex Srb © Alex of the Grand Pas de Deux demonstrated the elegance and purity that is unique to IN THIS ISSUE classical ballet. -
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. -
International Literary Program
PROGRAM & GUIDE International Literary Program LISBON June 29 July 11 2014 ORGANIZATION SPONSORS SUPPORT GRÉMIO LITERÁRIO Bem-Vindo and Welcome to the fourth annual DISQUIET International Literary Program! We’re thrilled you’re joining us this summer and eagerly await meeting you in the inimitable city of Lisbon – known locally as Lisboa. As you’ll soon see, Lisboa is a city of tremendous vitality and energy, full of stunning, surprising vistas and labyrinthine cobblestone streets. You wander the city much like you wander the unexpected narrative pathways in Fernando Pessoa’s The Book of Disquiet, the program’s namesake. In other words, the city itself is not unlike its greatest writer’s most beguiling text. Thanks to our many partners and sponsors, traveling to Lisbon as part of the DISQUIET program gives participants unique access to Lisboa’s cultural life: from private talks on the history of Fado (aka The Portuguese Blues) in the Fado museum to numerous opportunities to meet with both the leading and up-and- coming Portuguese authors. The year’s program is shaping up to be one of our best yet. Among many other offerings we’ll host a Playwriting workshop for the first time; we have a special panel dedicated to the Three Marias, the celebrated trio of women who collaborated on one of the most subversive books in Portuguese history; and we welcome National Book Award-winner Denis Johnson as this year’s guest writer. Our hope is it all adds up to a singular experience that elevates your writing and affects you in profound and meaningful ways. -
American Ballet Theatre's National Training
AMERICAN BALLET THEATRE’S NATIONAL TRAINING CURRICULUM PRESENTS “RAISING THE BARRE: THE CUBAN METHOD,” OCTOBER 19-20, 2019 Laura Alonso, Rodolfo Castellanos Cardoso and Caridad Martinez To Serve as Guest Faculty for Two-Day Teacher Training Workshop American Ballet Theatre’s National Training Curriculum will conduct a two-day workshop focusing on the Cuban methodology of ballet training on Saturday and Sunday, October 19 and 20 from 10:00 AM–6:00 PM at ABT’s 890 Broadway studios in New York City. The workshop is open to dance teachers of all levels. Intermediate/advanced-level students (ages 13–18) are welcome to enroll with their teachers. This interactive weekend workshop will explore the roots of the Cuban methodology of ballet training and the intertwined history of the Cuban heritage with American Ballet Theatre. The unique Cuban style is a specific curriculum created on formations and progressions, which combines European, American and Afro-Cuban traditions. Hosted by Cynthia Harvey, Artistic Director of ABT’s National Training Curriculum and the ABT Jacqueline Kennedy Onassis School, the two-day workshop will feature technique and pas de deux classes for teachers and students, as well as a history lecture, film showing and panel discussions on the Cuban method. Guest faculty for the workshop include renowned teacher and coach Laura Alonso, dance historian Allison Eggers and former principal dancers of the National Ballet of Cuba, Rodolfo Castellanos Cardoso and Caridad Martinez. ABT’s National Training Curriculum is a program for the development and training of young students that embraces sound ballet principles and incorporates elements of the French, Italian and Russian schools of training. -
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.