This entry was prompted by a question from reader Kerry B., who is currently teaching at a ballet studio. She wants to know how to integrate the expectations of ballet for young students with the creative, concept-based approach.
Here’s the story dance exemplar she provided, and my response.
Example: “At the Castle”
For ages: 4-5
Driving to the castle, skipping to castle stable, marching with soldiers to get horses, trotting and galloping with horses, marching to dungeon, creeping around dungeon, tip toe out, walking into garden, hopping on stepping stones. Tip toe into room to prepare for ball, group and solo dances at ball, grande waltz, leaving ball
Driving – An American in Paris (Gershwin)
Skipping – Skipping Song from Songs for Dancing (instrumental only)
Trotting & Galloping –
Galloping Song from Songs for Dancing (instrumental only)
The Magic Toy Shop: Tarantella, Shostakovich
Ballet Suite No. 1: Galop, Tchaikovsky
Swan Lake Suite, Op. 20A – 6 Act3: Spanish Dance
Marching – Firebird: Infernal Dance of King Kastchel’s Subjects, Stravinsky
Creeping – Op.46, In The Hall of Mountain King, Edvard Grieg
Tip toe – Walk – Hop – Tip Toe – Ballet Suite No. 1 – Music Box Waltz, Shostakovich
Waltz – From Coppelia
Driving to the castle… pathways and directions in space.
Skipping to castle stable, marching with soldiers to get horses…. light and strong weight (or can continue with previous concepts)
Trotting and galloping with horses….locomotor movement and speed. (Or can continue with previous concepts) Imagination – be the horses.
Marching to dungeon, creeping around dungeon…. levels in space.
Tip toe out, walking into garden, hopping on stepping stones…. structure a phrase with elements from each locomotor movement idea. Repeat it several times. Can bring back the pathway and direction concepts.
Tip toe into room to prepare for ball…. This is a transition to reimagining the environment. Preplan with dancers for where they will end in the space for the next section. Potentially a large circle, so that in the next section, dancers will take turns in the middle.
Group and solo dances at ball…. opportunity for ¾ time lyrical improvisational dancing. Can tap dancers on the shoulder to indicate when they dance in. When you cue them to come out, they tap a dancer to take their place.
Grande waltz…everyone dances!
Leaving ball… end in a final body shape.