Collection of Classical Ballet Variations
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Spring Performances Celebrate Class of 2018
Fall 2018 Spring Performances Celebrate Class of 2018 The Morris and Elfriede Stonzek Spring Performances, presented last May, served as a fitting celebration of the 2018 graduating class and a wonderful way to kick off Memorial Day weekend. In keeping with tradition, the performances opened with a presentation of the fifteen seniors who would receive their diplomas the following week—HARID’s largest-ever graduating class. Alex Srb photo © Srb photo Alex The program opened with The Fairy Doll Pas de Trois, staged by Svetlana Osiyeva and Meelis Pakri. Catherine Alex Srb © Alex Doherty sparkled as the fairy doll, in an exquisite pink tutu, while David Rathbun and Jaysan Stinnett (cast as the two A scene from the Black Swan Pas de Deux, Swan Lake, Act III pierrots competing for her attention) accomplished the challenging technical elements of the ballet while endearingly portraying their comedic characters. The next work on the program was the premiere of It Goes Without Saying, choreographed for HARID by resident choreographer Mark Godden. Set to music by Nico Muhly and rehearsed by Alexey Kulpin, this work stretched the artistic scope of the dancers by requiring them to speak on stage and move in unison to music that is not always melodically driven. The ballet featured a haunting pas de Alex Srb photo © Srb photo Alex deux, performed maturely by Anna Gonzalez and Alexis Alex Srb © Alex Valdes, and a spirited, playful duet for dancers Tiffany Chatfield and Chloe Crenshaw. The Fairy Doll Pas de Trois The second half of the program featured Excerpts from Swan Lake, Acts I and III. -
SWAN LAKE Dear Educators in the Winter Show of Oregon Ballet Theatre’S Student Performance Series (SPS) Students Will Be Treated to an Excerpt from Swan Lake
STUDENT PERFORMANCE SERIES STUDY GUIDE / Feburary 21, 2013 / Keller Auditorium / Noon - 1:00 pm, doors open at 11:30am SWAN LAKE Dear Educators In the winter show of Oregon Ballet Theatre’s Student Performance Series (SPS) students will be treated to an excerpt from Swan Lake. It is a quintessential ballet based on a heart-wrenching fable of true love heroically won and tragically Photo by Joni Kabana by Photo squandered. With virtuoso solos and an achingly beautiful score, it is emblematic of the opulent grandeur of the greatest of all 19th-Century story ballets. This study guide is designed to help teachers prepare students for their trip to the theatre where they will see Swan Lake Act III. In this Study Guide we will: • Provide the entire synopsis for Christopher Stowell’sSwan Lake, consider some of the stories that inspired the ballet, Principal Dancer Yuka Iino and Guest Artist Ruben Martin in Christopher and touch on its history Stowell’s Swan Lake. Photo by Blaine Truitt Covert. • Look closely at Act III • Learn some facts about the music for Swan Lake • Consider the way great dances are passed on to future generations and compare that to how students come to know other great works of art or literature • Describe some ballet vocabulary, steps and choreographic elements seen in Swan Lake • Include internet links to articles and video that will enhance learning At the theatre: • While seating takes place, the audience will enjoy a “behind the scenes” look at the scenic transformation of the stage • Oregon Ballet Theatre will perform Act III from Christopher Stowell’s Swan Lake where Odile’s evil double tricks the Prince into breaking his vow of love for the Swan Queen. -
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. -
Swan Lake Audience Guide
February 16 - 25, 2018 Benedum Center for the Performing Arts, Pittsburgh Choreography: Marius Petipa and Lev Ivanov Staging: Terrence S. Orr Music: Peter Ilyich Tchaikovsky Swan Lake Sponsors: The Benter Foundation, The Pittsburgh Foundation, Eden Hall Foundation, Anonymous Donor February 16 - 25, 2018 Benedum Center for the Performing Arts | Pittsburgh, PA PBT gratefully acknowledges the following organizations for their commitment to our education programming: Allegheny Regional Asset District Henry C. Frick Educational Fund of The Buhl Anne L. and George H. Clapp Charitable Foundation Trust BNY Mellon Foundation Highmark Foundation Claude Worthington Benedum Foundation Peoples Natural Gas Eat ‘n Park Hospitality Group Pennsylvania Council on the Arts Edith L. Trees Charitable Trust Pennsylvania Department of Community ESB Bank and Economic Development Giant Eagle Foundation PNC Bank Grow up Great The Grable Foundation PPG Industries, Inc. Hefren-Tillotson, Inc. Richard King Mellon Foundation James M. The Heinz Endowments and Lucy K. Schoonmaker Cover Photo: Duane Rieder Artist: Amanda Cochrane 1 3 The Setting and Characters 3 The Synopsis 5 About Swan Lake 6 The Origins of the Swan Lake Story 6 Swan Lake Timeline 7 The Music 8 The Choreography 9 The Dual Role of Odette + Odile 9 Acts 1 & 3 10 Spotlight on the Black Swan Pas de Deux 10 The Grand Pas Explained 11 What’s a fouette? 11 Acts 2 & 4 12 Dance of the Little Swans 13 The White Act 13 Costumes and Scenic Design 13 Costumes By the Numbers 14 The Tutus 14 A Few Costume Tidbits! 15 Did You Know? Before She was the Black Swan 16 Programs at the Theater 17 Accessibility 2 The Setting The ballet takes place in and near the European castle of Prince Siegfried, long ago. -
Swan Lake 3Rd Act, Pas De Deux, the Black Swan, Variation
#RosetaMauri2017 Spotlight on variations! Swan Lake 3rd act, pas de deux, the Black Swan, variation MALE VARIATION By Carlos Labiós I have chosen this variation, because in my opinion is the variation par excellence for the male dancer. It has everything that is requested at the technical and acting level. The dancer has to have a very refined technique for this variation in terms of the jump and the spin, as well as an exquisite elegance at the moment of performing the steps. The dancer must possess a perfect control of the jump plus a perfect double tour en l'air, especially for the final part of the variation, since there is a series of tours en l'air facing the audience, in which the technique using the 5th position while jumping is very important. In terms of stamina, is not very complicated since the variation allows the dancer to breath enough. Let's not forget that we are playing the Prince! He is still thinking about the lake where he met Odette. He has already ruled out marrying any other princess. But, now, he is enthusiastic about Odile, although he hasn’t lost his nobility, which is reflected upon the variation. Musically it is a perfect variation for the male dancer technique, with pauses, with weight, with a perfect push to use the jump and with a melody that I personally adore. I love both the beginning and the middle part with the jumps to the second and arabesque, and especially the grand finale with the tour en l'air and the final pirouettes. -
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. -
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. -
Reviving Ballet in the Nineteenth Century: Music, Narrative, and Dance in Delibes's Coppélia by Arthur E. Lafex Submitted To
Reviving Ballet in the Nineteenth Century: Music, Narrative, and Dance in Delibes’s Coppélia By Copyright 2013 Arthur E. Lafex Submitted to the graduate degree program in Music and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Master of Music. ________________________________ Chairperson Alicia Levin ________________________________ Paul R. Laird ________________________________ David Alan Street Date Defended: April 15, 2013 The Thesis Committee for Author (Arthur E. Lafex) certifies that this is the approved version of the following thesis: Reviving Ballet in the Nineteenth Century: Music, Narrative, and Dance in Delibes’s Coppélia ________________________________ Chairperson Alicia Levin Date approved: April 15, 2013 ii Abstract Léo Delibes (1836-1891) wrote ballet scores that have inspired composers and have entertained generations of ballet lovers. His scores have been cited for their tunefulness, appropriateness for their narrative, and for their danceability. However, Delibes remains an obscure figure in music history, outside the musical canon of the nineteenth century. Likewise, his ballet music, whose harmonic resources are conventional and whose forms are variants of basic structures, has not received much scholarly and theoretical attention. This thesis addresses Delibes’s music by examining his ballet score for Coppélia, its support of narrative and also its support of dance. Chapter 1 begins with a historical view of ballet and ballet music up to the time of Delibes. Following a biographical sketch of the composer, a review of aspects of the score for Giselle by his mentor, Adolphe Adam (1803-1856) establishes a background upon which Delibes’s ballets can be considered. -
Jeffrey Stanton Release
MEDIA RELEASE OBT to round out its artistic team with a second ballet master, Jeffrey Stanton. July 15, 2013 - Portland, OR Jeffrey Stanton, former principal dancer with Pacific Northwest Ballet (1994-2011) and currently a faculty memBer at the PNB School will Be joining Oregon Ballet Theatre as Ballet master, alongside Rehearsal Director Lisa Kipp. He will arrive in August. “I think Jeffrey and Lisa’s skills complement each other well and I am excited for the dancers to have a chance to work with both of them in the studio” shared Artistic Director Kevin Irving. About Jeffrey Stanton Mr. Stanton trained at San Francisco Ballet School and the School of American Ballet. In addition to classical Ballet, he also studied Ballroom, jazz, and tap dancing. He joined San Francisco Ballet in 1989 and left to join Pacific Northwest Ballet as a memBer of the corps de Ballet in 1994. He was promoted to soloist in 1995 and was made a principal in 1996. “Jeff has Been a Brilliant dancer, great colleague and stalwart Company memBer for seventeen years – a lifetime in dance and a gift to his artistic directors. It is our hope that, when he retires from performing, he will pass on everything he knows to future generations of young dancers,” shared PNB Founding Artistic Directors Kent Stowell and Francia Russell, (who hired Mr. Stanton in 1994) upon his retirement in 2011. He originated leading roles in Susan Stroman’s TAKE FIVE…More or Less; Stephen Baynes' El Tango; Donald Byrd's Seven Deadly Sins; Val Caniparoli's The Bridge; Nicolo Fonte's Almost Tango and Within/Without; Kevin O'Day's Aract and [soundaroun(d)ance]; Kent Stowell's Carmen, Palacios Dances, and Silver Lining; and Christopher Stowell's Zaïs. -
Introduction: Music and the Story
Copyrighted Material CHAPTER ONE Introduction: Music and the Story If music doesn’t express the feelings of players, what else is there to express them? Big arm movements are a poor language. Le Siècle, 23 Sept. 1836 Several of the arguments in this book depend on my reading of ballet- pantomime music composed at the Opéra during the July Monarchy. Before set ting out, then, I would like to offer a brief general description of this music, since it is for the most part unknown today. Most important of all is the fact that for each new ballet-pantomime created at the Paris Opéra during the July Monarchy, a new score was produced. The reason for this is simple: these ballet-pantomimes told stories—elaborate ones—and music was considered an indispensable tool in getting them across to the audience. Therefore, music had to be newly created to fit each story. Music tailor-made for each new ballet-pantomime, however, was only one weapon in the Opéra’s explanatory arsenal. Another was the ballet-pantomime libretto, a printed booklet of fifteen to forty pages in length, which was sold in the Opéra’s lobby (like the opera libretto), and which laid out the plot in painstaking detail, scene by scene. Critics also took it upon themselves to re count the plots (of both ballet-pantomimes and operas) in their reviews of pre mières. So did the publishers of souvenir albums, which also featured pictures of famous performers and of scenes from favorite ballet-pantomimes and operas. Why were these stories made available to the public in so many ways? The mere fact that elaborate ballet-pantomimes were created at breakneck pace at the Opéra (about two new ones per year) is one reason: audiences had to learn a lot of stories if they were to understand what they were seeing (unlike today’s ballet-goers, who are usually offered a rich variety of plotless ballets, and a handful of familiar old “story ballets” like Romeo and Juliet and Sleeping Beauty, but very few new highly detailed “story ballets”). -
Gainesville Ballet Class Attire
GAINESVILLE BALLET CLASS ATTIRE. TO ORDER CLASS ATTIRE WITH A DISCOUNT FROM WWW.DISCOUNTDANCE.COM , USE THIS CODE: TP70439 Dancewear can be purchased locally at Heather’s Dancewear Boutique in Manassas: http://hdbdancewear.com/ The Dance Shoppe in Centreville: http://www.mydanceshoppe.com/ Old Town Dancewear in Warrenton: https://www.facebook.com/oldtowndancewear/ YOUNG CHILDREN’S DANCE CLASSES Pink leotard, light pink footed tights, pink leather ballet slippers. Attached skirts are optional. PRE-PROFESSIONAL BALLET CLASSES Level 1 Lavendar short sleeved leotard, light pink footed tights, pink leather ballet slippers Level 2 Red short sleeve leotard, light pink footed tights, pink leather ballet slippers Level 3 Royal blue tank leotard. Light pink tights, pink leather ballet slippers Level 4 Forest green tank leotard, light pink tights, pink canvas ballet slippers. Level 5 Black camisole leotard, light pink tights, pink canvas ballet slippers Variations and pas de deux Black camisole leotard, light pink tights, pink canvas ballet slippers Boys Class White t shirt, black tights, white socks, white ballet slippers NON BALLET CLASSES Jazz/Tap Any color leotard, black jazz pants, black jazz shoes, black tap shoes. Hip Hop Loose fitting clothing with black jazz sneakers. Modern Any color leotard, convertible tights, bare feet. Character Same attire as Level 4 ballet with black character skirts and black character shoes. Jazz Leotard, convertible tights, jazz shoes. Jazz/Hip Hop Leotard, jazz pants, black jazz shoes. Baby Tap Pink leotard, pink tights, black tap shoes. Hip Hop /Tap Loose fitting clothes, jazz sneakers, tap shoes. ADULT BALLET CLASSES Adults may wear any color leotard, pink or black tights or leggings, pink or black ballet slippers (leather or canvas.) . -
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.