History of Cecchetti
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Noreen Londregan School of Dance
WHY CHOOSE 2019-2020 FALL SCHEDULE NOREEN LONDREGAN Noreen Londregan AWARDS MONDAY SCHOOL OF DANCE School of Dance Achievement awards are presented on the final lesson in 11:00 - 11:45 Terrific 2’s Offering the Best in Dance Techniques 12:00 - 1:00 Preschool 3-5 Yrs. Combo I June for students who have attended the required classes - 3 Spacious Dance rooms and are paid in full. 4:00 - 5:15 7-9 Yrs. Combo II 4:30 - 5:30 6-8 Yrs. Combo II - Limited Class Size 2019-2020 DANCE SEASON 5:15 - 6:15 Preschool 3-5 Yrs. Combo I - Friendly Atmosphere COMPETITION 5:30 - 6:30 Preschool 4-6 Yrs. Combo II - Age appropriate Music, Terrific 2’s • Creative Movement Noreen and Colleen’s dance company has won many 5:30 - 7:30 9-11 Yrs. Combo III Choreography and Costumes Classical Ballet • Combo Classes • Tap • Jazz awards during the past year. Students are accepted into the 6:15 - 7:30 6-8 Yrs. Combo II - Members of Dance Masters of Hip Hop • Street Jazz • Lyrical • Contemporary Dance Company by invitation/audition and are required to 6:30 - 9:00 Advanced B-T-J America, and Ohio be enrolled in ballet, tap and jazz classes. Minimum age is TUESDAY - Students placed by age & ability Adult Ballet & Tap 7 years old. Rehearsals are in addition to their normal class 4:00 - 5:00 5-7 Yrs. Combo I - Many levels of classes - time. Additional fees are charged. 4:30 - 5:30 5 & 6 Yrs. Combo I 2 years to adult 5:00 - 6:00 5-7 Yrs. -
Teachers Handbook July 2020
TEACHERS’ HANDBOOK July 2020 PO Box 425, Clifton Hill, VIC 3068 www.cecchettiballet.org email: [email protected] Ph: 03 9489 5682 Previous Versions 2019 2016 Following the ratification of the new Rules for Cecchetti Ballet Australia Inc. at the July 12th 2014 AGM, these Regulations and Procedures have been collated from previous rules issued by the National Council on behalf of Cecchetti Ballet Australia Inc. Should any alterations or amendments become necessary, these should be submitted in writing to the National Council. After consideration by National Council, any necessary alterations or amendments will be incorporated into the Rules in due course. Some sections of these Rules appear more than once in this Book. The information has been collected into sections and some information is relevant to more than one section. July 2014 CONTENTS EXAMINATION INFORMATION ........................................................................................................................................... 1 PRE-PRIMARY AND PRIMARY .......................................................................................................................................... 1 GRADE EXAMINATIONS .................................................................................................................................................. 1 ASSESSMENTS ................................................................................................................................................................. 3 DANCE SPECTRUM ONE (DS1) -
Prospectus 2 About Us Rambert School, Is Recognised Internationally As One of the Small Group of First-Level Professional Dance Schools of the World
Director: Ross McKim MA PhD NBS (IDP) Patrons: Lady Anya Sainsbury CBE Robert Cohan CBE Prospectus 2 About Us Rambert School, is recognised internationally as one of the small group of first-level professional dance schools of the world. In order to remain so, and to support its students (given the demands they must confront), Rambert School provides a contained, bordered and protected environment through which an unusual and intense level of energy and professionalism is created, respected, treasured and sustained. “Rambert School is a place of education and training in Ballet, Contemporary Dance and Choreography. It seeks to cause or allow each student to achieve his or her unique potential personally and professionally. It encourages learning, reflection, research and creative discovery. Through these processes, as they relate to performance dance, all those at the school are provided with the opportunity to develop their vision, awareness, knowledge and insight into the world and the self. They may thus advance in terms of their art form and their lives.” Principal and Artistic Director Dr Ross McKim MA PhD NBS (IDP) Conservatoire for Dance and Drama Clifton Lodge, St Margaret’s Drive, Twickenham TW1 1QN Telephone: 020 8892 9960 Fax: 020 8892 8090 Mail: [email protected] www.rambertschool.org.uk 3 History Marie Rambert began teaching in London in 1919. In her autobiography she wrote, “In 1920 I collected the various pupils I had into a class and began teaching professionally.” This was the beginning of Rambert School which, in these early days, was based at Notting Hill Gate. Out of it grew Rambert Dance Company. -
Incorporare Il Fantastico: Marie Taglioni Elena Cervellati ([email protected])
* Incorporare il fantastico: Marie Taglioni Elena Cervellati ([email protected]) Il balletto fantastico e Marie Taglioni Negli anni Trenta dell'Ottocento in alcuni grandi teatri istituzionali europei fioriscono balletti in grado di raccogliere e fare precipitare in una forma visibile istanze che percorrono, proprio in quegli anni, diversi ambiti della cultura, della società, del sentire, consolidando e facendo diventare norma un certo modo di trovare temi e personaggi, di strutturare tessuti drammaturgici, di costruire il mondo in cui l'azione si svolgerà, di danzare. Mondi altri con cui chi vive sulla terra può entrare in relazione, passaggi dallo stato di veglia a sogni densi di avvenimenti, incantesimi e malefici, esseri fatti di nebbia e di luce, ombre e spiriti impalpabili, creature volanti, esseri umani che assumono sembianze animali, oggetti inanimati che prendono vita e forme antropomorfe trovano nello spettacolo coreico e nel corpo danzante di quegli anni un luogo di elezione, andando a costituire uno dei tratti fondamentali del balletto romantico. Il danzatore abita i mondi proposti dalla “magnifica evasione” 1 offerta dal balletto e ne è al tempo stesso creatore primo. È capace di azioni sorprendenti, analoghe a quelle dell’acrobata che “poursuit sa propre perfection à travers la réussite de l’acte prodigieux qui met en valeur toutes les ressources de son corps”2. Lo stesso corpo * Il presente saggio è in corso di pubblicazione in Pasqualicchio, Nicola (a cura di), La meraviglia e la paura. Il fantastico nel teatro europeo (1750-1950) , atti del convegno, Università degli Studi di Verona, Verona, 10-11 marzo 2011. 1 Susan Leigh Foster, Coreografia e narrazione , Roma, Dino Audino Editore, 2003, p. -
18Th Century Dance
18TH CENTURY DANCE THE 1700’S BEGAN THE ERA WHEN PROFESSIONAL DANCERS DEDICATED THEIR LIFE TO THEIR ART. THEY COMPETED WITH EACH OTHER FOR THE PUBLIC’S APPROVAL. COMING FROM THE LOWER AND MIDDLE CLASSES THEY WORKED HARD TO ESTABLISH POSITIONS FOR THEMSELVES IN SOCIETY. THINGS HAPPENING IN THE WORLD IN 1700’S A. FRENCH AND AMERICAN REVOLUTIONS ABOUT TO HAPPEN B. INDUSTRIALIZATION ON THE WAY C. LITERACY WAS INCREASING DANCERS STROVE FOR POPULARITY. JOURNALISTS PROMOTED RIVALRIES. CAMARGO VS. SALLE MARIE ANNE DE CUPIS DE CAMARGO 1710 TO 1770 SPANISH AND ITALIAN BALLERINA BORN IN BRUSSELS. SHE HAD EXCEPTIONAL SPEED AND WAS A BRILLIANT TECHNICIAN. SHE WAS THE FIRST TO EXECUTE ENTRECHAT QUATRE. NOTEWORTHY BECAUSE SHE SHORTENED HER SKIRT TO SEE HER EXCEPTIONAL FOOTWORK. THIS SHOCKED 18TH CENTURY STANDARDS. SHE POSSESSED A FINE MUSICAL SENSE. MARIE CAMARGO MARIE SALLE 1707-1756 SHE WAS BORN INTO SHOW BUSINESS. JOINED THE PARIS OPERA SALLE WAS INTERESTED IN DANCE EXPRESSING FEELINGS AND PORTRAYING SITUATIONS. SHE MOVED TO LONDON TO PUT HER THEORIES INTO PRACTICE. PYGMALION IS HER BEST KNOWN WORK 1734. A, CREATED HER OWN CHOREOGRAPHY B. PERFORMED AS A DRAMATIC DANCER C. DESIGNED DANCE COSTUMES THAT SUITED THE DANCE IDEA AND ALLOWED FREEDOM OF MOVEMENT MARIE SALLE JEAN-GEORGES NOVERRE 1727-1820; MOST FAMOUS PERSON OF 18TH CENTURY DANCE. IN 1760 WROTE LETTERS ON DANCING AND BALLETS, A SERIES OF ESSAYS ATTACKING CHOREOGRAPHY AND COSTUMING OF THE DANCE ESTABLISHMENT ESPECIALLY AT PARIS OPERA. HE EMPHASIZED THAT DANCE WAS AN ART FORM OF COMMUNICATION: OF SPEECH WITHOUT WORDS. HE PROVED HIS THEORIES BY CREATING SUCCESSFUL BALLETS AS BALLET MASTER AT THE COURT OF STUTTGART. -
Romantic Ballet
ROMANTIC BALLET FANNY ELLSLER, 1810 - 1884 SHE ARRIVED ON SCENE IN 1834, VIENNESE BY BIRTH, AND WAS A PASSIONATE DANCER. A RIVALRY BETWEEN TAGLIONI AND HER ENSUED. THE DIRECTOR OF THE PARIS OPERA DELIBERATELY INTRODUCED AND PROMOTED ELLSLER TO COMPETE WITH TAGLIONI. IT WAS GOOD BUSINESS TO PROMOTE RIVALRY. CLAQUES, OR PAID GROUPS WHO APPLAUDED FOR A PARTICULAR PERFORMER, CAME INTO VOGUE. ELLSLER’S MOST FAMOUS DANCE - LA CACHUCHA - A SPANISH CHARACTER NUMBER. IT BECAME AN OVERNIGHT CRAZE. FANNY ELLSLER TAGLIONI VS ELLSLER THE DIFFERENCE BETWEEN TALGIONI AND ELLSLER: A. TAGLIONI REPRESENTED SPIRITUALITY 1. NOT MUCH ACTING ABILITY B. ELLSLER EXPRESSED PHYSICAL PASSION 1. CONSIDERABLE ACTING ABILITY THE RIVALRY BETWEEN THE TWO DID NOT CONFINE ITSELF TO WORDS. THERE WAS ACTUAL PHYSICAL VIOLENCE IN THE AUDIENCE! GISELLE THE BALLET, GISELLE, PREMIERED AT THE PARIS OPERA IN JUNE 1841 WITH CARLOTTA GRISI AND LUCIEN PETIPA. GISELLE IS A ROMANTIC CLASSIC. GISELLE WAS DEVELOPED THROUGH THE PROCESS OF COLLABORATION. GISELLE HAS REMAINED IN THE REPERTORY OF COMPANIES ALL OVER THE WORLD SINCE ITS PREMIERE WHILE LA SYLPHIDE FADED AWAY AFTER A FEW YEARS. ONE OF THE MOST POPULAR BALLETS EVER CREATED, GISELLE STICKS CLOSE TO ITS PREMIER IN MUSIC AND CHOREOGRAPHIC OUTLINE. IT DEMANDS THE HIGHEST LEVEL OF TECHNICAL SKILL FROM THE BALLERINA. GISELLE COLLABORATORS THEOPHILE GAUTIER 1811-1872 A POET AND JOURNALIST HAD A DOUBLE INSPIRATION - A BOOK BY HEINRICH HEINE ABOUT GERMAN LITERATURE AND FOLK LEGENDS AND A POEM BY VICTOR HUGO-AND PLANNED A BALLET. VERNOY DE SAINTS-GEORGES, A THEATRICAL WRITER, WROTE THE SCENARIO. ADOLPH ADAM - COMPOSER. THE SCORE CONTAINS MELODIC THEMES OR LEITMOTIFS WHICH ADVANCE THE STORY AND ARE SUITABLE TO THE CHARACTERS. -
Glen Tetley: Contributions to the Development of Modern
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ProQuest Information and Learning 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with with permission permission of the of copyright the copyright owner. owner.Further reproductionFurther reproduction prohibited without prohibited permission. without permission. GLEN TETLEY: CONTRIBUTIONS TO THE DEVELOPMENT OF MODERN DANCE IN EUROPE 1962-1983 by Alyson R. Brokenshire submitted to the Faculty of the College of Arts and Sciences Of American University In Partial Fulfillment of The Requirements for the Degree Of Masters of Arts In Dance Dr. -
Miami City Ballet 37
Miami City Ballet 37 MIAMI CITY BALLET Charleston Gaillard Center May 26, 2:00pm and 8:00pm; Martha and John M. Rivers May 27, 2:00pm Performance Hall Artistic Director Lourdes Lopez Conductor Gary Sheldon Piano Ciro Fodere and Francisco Rennó Spoleto Festival USA Orchestra 2 hours | Performed with two intermissions Walpurgisnacht Ballet (1980) Choreography George Balanchine © The George Balanchine Trust Music Charles Gounod Staging Ben Huys Costume Design Karinska Lighting Design John Hall Dancers Katia Carranza, Renato Penteado, Nathalia Arja Emily Bromberg, Ashley Knox Maya Collins, Samantha Hope Galler, Jordan-Elizabeth Long, Nicole Stalker Alaina Andersen, Julia Cinquemani, Mayumi Enokibara, Ellen Grocki, Petra Love, Suzette Logue, Grace Mullins, Lexie Overholt, Leanna Rinaldi, Helen Ruiz, Alyssa Schroeder, Christie Sciturro, Raechel Sparreo, Christina Spigner, Ella Titus, Ao Wang Pause Carousel Pas de Deux (1994) Choreography Sir Kenneth MacMillan Music Richard Rodgers, Arranged and Orchestrated by Martin Yates Staging Stacy Caddell Costume Design Bob Crowley Lighting Design John Hall Dancers Jennifer Lauren, Chase Swatosh Intermission Program continues on next page 38 Miami City Ballet Concerto DSCH (2008) Choreography Alexei Ratmansky Music Dmitri Shostakovich Staging Tatiana and Alexei Ratmansky Costume Design Holly Hynes Lighting Design Mark Stanley Dancers Simone Messmer, Nathalia Arja, Renan Cerdeiro, Chase Swatosh, Kleber Rebello Emily Bromberg and Didier Bramaz Lauren Fadeley and Shimon Ito Ashley Knox and Ariel Rose Samantha -
A'level Dance Knowledge Organiser Christopher
A’LEVEL DANCE KNOWLEDGE ORGANISER CHRISTOPHER BRUCE Training and background Influences • Christopher Bruce's interest in varied forms of • Walter Gore: Bruce briefly performed with Walter Gore’s company, London Ballet, in 1963, whilst a student at the Ballet choreography developed early in his career from his own Rambert School in London. Gore was a pupil of Massine and Marie Rambert in the 1930s before becoming one of Ballet exposure to classical, contemporary and popular dance. Rambert’s earliest significant classical choreographers. His influence on Bruce is seen less in classical technique and more in the • Bruce's father who introduced him to dance, believing it abstract presentation of social and psychological realism. This can of course be a characteristic of Rambert Ballet’s ‘house could provide a useful career and would help strengthen style’, post-1966. his legs, damaged by polio. • His early training, at the Benson Stage Academy, • Norman Morrice: As Associate Artistic Director of Ballet Rambert in 1966, Morrice was interested in exploring contemporary Scarborough, included ballet, tap and acrobatic dancing - themes and social comment. He was responsible for the company’s change in direction to a modern dance company as he all elements which have emerged in his choreography. introduced Graham technique to be taught alongside ballet. • At the age of thirteen he attended the Ballet Rambert School and Rambert has provided the most consistent • Glen Tetley: Glen Tetley drew on balletic and Graham vocabulary in his pieces, teaching Bruce that ‘the motive for the umbrella for his work since. movement comes from the centre of the body … from this base we use classical ballet as an extension to give wider range and • After a brief spell with Walter Gore's London Ballet, he variety of movement’. -
Rambert Area of Study: Set Work Rooster
Component 2: Rambert Area of Study: Set work Rooster Refer also to Alston booklet/ North resources and Rooster booklet (s) for detail to support this guide. Revision Booklet What AQA need you to know: Understood Revised Revised 2017 2018 the stylistic features of Rambert Dance Company and how these relate to the genre the choreographic approach (the particular technique, movement style and choreographic style) of a minimum of two named practitioners the influences affecting the development of the named practitioner’s technique and style at least two works from each of the selected named practitioners, including the following features of each work: significance of the character of each dance the subject matter (eg theme or topic) and its treatment the form of the dance (eg phrases, sections) the constituent features of the dance and their relevance in embodying the subject matter the importance of the practitioners’ works in the development of the genre in relation to Rambert Dance Company the relationship between the development of the genre and its context, ie the position of the genre within history, culture and society the genre’s capacity to reflect and challenge society terminology specific to the genre Rambert Background Knowledge What was Marie Rambert’s dance background? How would Rambert’s background have affected her style? What was Ballet Rambert’s key focus until 1966? Who brought around change in 1966? What was his role? What changes did he bring about? What roles did Bruce perform as a principal? When was his first piece -
Le Fabuleux Destin Du Docteur Véron, Vesalius, X, I, 20-24, 2004
Le Fabuleux Destin du Docteur Véron, Vesalius, X, I, 20-24, 2004 Le Fabuleux Destin du Docteur Véron Claude A Planchon Résumé Extraordinaire odyssée que celui du Docteur Louis-Désiré Véron (1798-1867), Interne des Hôpitaux de Paris. Déçu par la médecine en un temps où l'on ne pouvait faire carrière à Paris sans « être bien-né », il prend une étonnante revanche sur la société, après avoir fait fortune par hasard dans la pharmacie. Il innove dans le journalisme en tant que précurseur de la publicité médicale. Il dirige, de main de maître, l'Opéra de Paris, rue Le Peletier, de 1831 à 1835, l'une des plus beiles périodes. Il y crée notamment, pour le lyrique, « Robert le Diable », de Meyerbeer et « La Sylphide », de Filippo Taglioni, l'une des pièces maîtresses du ballet romantique, interprétée par la propre fille du chorégraphe, MarieTaglioni.Véron en sera le protecteur. Malgré un physique ingrat, compensé par un esprit hors du commun,Véron séduira Rachel, la plus grande tragédienne du Théâtre-Français de I' époque. Summary The life of Doctor Louis-Desire Veron (1798-1867) was an incredible odyssey. Starting his professional life as an 'Interne des Hopitaux de Paris', he found himself unable to enter the medical establishment at a time when it was practically impossible to succeed in Parisian society without having being born into a wealthy family. He was eventually able to take his revenge on Paris when he had made a fortune from pharmacy. He became the head of the Le Pelletier Paris Opera (183 1-1835), in one of the most brilliant periods of opera history, with productions of Robert le Diable by Meyerbeer and La Sylphide, a ballet choreographed by FilippoTaglioni.This latter was first interpreted by Marie, the prima ballerina daughter of Taglioni. -
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.