Didactics and Methodology of Classical Ballet Technique 7
Subject is not scheduled Not scheduled
| Code | Completion | Credits | Range | Language Instruction | Semester |
|---|---|---|---|---|---|
| 107EDMC7 | credit | 3 | 2 seminar hours (45 min) of instruction per week, 57 to 72 hours of self-study | English | winter |
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Name of lecturer(s)
Contents
Learning objective:
The course offers a systematic development of all the elements discussed so far based on the A. J. Vaganova system, with special emphasis on working with dynamics and energy of movement, working with tension and relaxation. Movement in classical dance is taught to be perceived more deeply than just as a technique based on a particular form.
Based on the acquisition of new elements, students create combinations within the 6th grade curriculum, which must already be much more varied and technically demanding than in the previous years. In this age (15 – 16), there is a certain „turning point“ in the teaching, which begins to move towards mastery of classical dance technique. Although the teaching of new elements in a simple form is still valid, the combinations are slowly beginning to take on a professional character.
The musical accompaniment in Year 6 is already very varied compared to the primary or intermediate stage of the training. The tempo is considerably faster.
The purpose of practising and analysing the individual elements, including conducting the whole lesson, is to learn, fix and develop pedagogical approaches in line with the ability to create an appropriate creative and communicative atmosphere.
The emphasis is on an individual approach to each student.
Thematic areas:
-Use of the „Franklin Method“ and Dance Medicine.
-Analyzing and practicing new elements à la barre and au milieu within the curriculum of the 6th year of the 8-year dance education.
- Analysis of pedagogical presentation and peer feedback from both teacher and students.
Analysis of the new elements à la barre and au milieu (indicative list):
à la barre:
-port de bras in grand poses, flic-flac en tournant to the grand poses, fouetté in grand poses, different types of pirouettes,
au milieu:
-flic-flac and grand temps relevé en tournant, temps lié with pirouette, grand temps lié with promenade and with tour, arabesque penché, développé tombé in grand poses, grand battement jeté balancé, grand fouetté from step, battement divisé en quart, quatre pirouettes, „Italian adagio“ after Vaganova and in the manner of grand battement, various kinds of pirouettes and tours.
Learning outcomes
The student develops a practical and theoretical knowledge of classical dance methodologies at the elementary, intermediate stages of training (grades 1-6). The future dance teacher begins to work within the most technically demanding stage of teaching, slowly beginning to prepare for teaching professional classical dance artists. He/she is able to conduct classical dance classes independently within the advanced stage of teaching.
Prerequisites and other requirements
none
Literature
Required reading:
TARASOV, Nikolai. Ballet Technique for the Male Dancer. New York: Doubleday Company, 1985. ISBN 780385184489.
VAGANOVA, Agrippina. Basic Principles of Classical Ballet. New York: Dover Publications, 1989. ISBN 978-0486220369.
WARREN, Gretchen Ward. Classical Ballet Technique. Florida: University of South Florida Press, 1989. ISBN 9780813009452.
Recommended reading:
GASTON, Marilyn. Ballet Pedagogy, Create Space Independent Publishing Platform, 2017. ISBN 9781973888604.
GRANT, Gail. Technical manual and dictionary of classical ballet. 2. revised edition. New York: Dover Publications, 1967.
SCHORER, Suki. Suki Schorer on Balanchine Technique. Florida: University Press of Florida, 2006. ISBN 9780813029771.
E-learning: https://www.moodle.amu.cz
YOU TUBE links
Dance Departement diploma thesis
Evaluation methods and criteria
Credit is awarded on the basis of practical and theoretical knowledge of the elements à la barre and au milieu and their methodological analysis within the curriculum of the 6th grade of the 8-year dance high school education (age 15 – 16).
Other requirements:
- creation of a portfolio, completion of partial tasks - reflections, reviews, reports.
- 80% attendance, active participation in the classroom
- observation - students will visit at least once per semester classical ballet training in a professional dance company (theatre, company, etc.), visit a professional dance school - conservatory, watch classical ballet trainings of world professional dance companies via YouTube
- studying literature, searching for resources on YouTube, presenting their own teaching practice
Further information
No schedule has been prepared for this course
The subject is a part of the following study plans
- Dance Pedagogy (MA) - Methods of Classical Ballet Technique (required main subject)