Methodology of Classcial Dance 4

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Code Completion Credits Range Language Instruction Semester
107MEK4 ZK 4 2+2/T Czech summer

Subject guarantor

Name of lecturer(s)

Learning outcomes of the course unit

This course continues Classical Dance Methods 3. The instruction aim is: an analysis of new elements of allegro and sur le pointes technique at the intermediate stage of instruction (4-5 study year), ability to independently give a classical dance class at the intermediate level, ability to analyse one's teaching practice and that of one's colleagues.

Mode of study

This course continues Classical Dance Methodology 3. It continues instruction in method principles and a detailed analysis of classical dance technique elements of the intermediate phase of instructions, the 4th and 5th years according to an 8 year dance conservatory curriculum. The Bachelor's thesis is completed.

Prerequisites and co-requisites

Theory knowledge and practice in classical dance methods for the elementary phase of instruction (1st - 3rd years) and knowledge of new elements a la barre, au millieu for the intermediate phase of instruction (4th - 5th years).

Course contents

Analysis of new elements (orientation list):


All basic jumps are enriched by battu. Jumps performed en tournant are covered: échappé, changement - tour en l' air, sissonne simple and sur les pointes:

Basic elements performed en tournant: échappé, sissonne simple and ouverte, soutenu, glissade, relevé on one leg, pas emboité piqué, petit pas jeté, all types of pas de bourré en tournant, grand sissonne ouverte, pas jeté to a large pose, pas ballonné, rond de jambe en l' air.

Based on the learning of the new elements students create a combination a the middle phase instruction level which they mutuallz discuss and assess.

Music accompaniment in the intermediate years is more divers that in the basic phase of instruction. In jump phrase it is possible to change the rhythmic structure of the measure. In basic practice we maintain simple rhythm. We continue to emphasize the importance of music preparation which in many cases is shortened and which determines the tempo of the exercise.

Though we find in A. Vaganova a defining representative of the classical dance instruction method, the students are introduced briefly to other instruction systems whose origins are connected to other great figures in dance (ex: Cecchetti, Bournonville, Balanchine) and we compare their differences.

Based on observations of 4th and 5th year dance conservatory classes, interesting discussions take place in which the students analyse their knowledge. Some are later applied in their instruction approach or own education practice.

In this semester the students work intensivelz on the bachelor's thesis.

Recommended or required reading

A.Vaganovová: Základy klasického tance, 1980 Praha;

N.I. Tarasov: Klasický tanec, 1983 Praha;

V. Mejová - N. Bazarovová: Abeceda klasického tance I.-III., 1980 Praha;

N. Bazarovová: Abeceda klasického tance IV.-V., 1985 Praha; V. Kostrovická - A. Pisarev: Klasičeskij taněc, 1976 Leningrad;

V. Kostrovická: 100 urokov klasičeskogo taňca, 1972 Leningrad;

Akademija russkogo baleta A. Vaganovovoj (Klasické taneční osnovy), 2000 Petrohrad.;

V. Ždychincová - O. Pásková: Metodické poznámky ke klasickému tanci I. a II., 1973 Praha;

Group authors under the guidance of G.Lorince: Methodik des klassischen Tanzes, 1975 Berlin;

V. Janeček: Metodika klasického tance v umělecké škole (Cecchettiho metoda), 1993 Praha;

C. Beaumont - Idzikovský: A Manual of the Theory and Practice of Classical Theatrical Dancing - Cecchetti method, 1932 London;

W.Warren: Classical Ballet Technique, 1989 Florida;

S. Lifar: Traité de Danse Academique; S. Schorer: Balanchine Technique, 1999 New York;

T. Karsavina: Ballet Technique; J. Gabriel: Ballet School; Maria Fay: Mind over body, 1997 London;

L. Kirstein: Ballet Alphabet, 1939 New York;

G. Grant: Manual and Dictionary of Classical Ballet, 1967 New York;

CD-ROM: Ballet on CD-ROM by V.Morgan;

Video: Slovník klasického baletu, Balanchine Esseys - SAB (1994 New York);

D. Howard - Beginners (1981 New York), Intermediets, M.Fay - Faults, Corrections, Perfections (1990 Londýn), F. Jhung - Basic Ballet ( 2002 New York), B. Fewster - Pointe by Point (1980 Londýn), Bujones in Class (1986 Danzart)

Assessment methods and criteria

Credit is awarded based on: participation in lectures, ability to methodically work with the given material, presentation

Exam oral-practical

Overall evaluation: 30% participation, 30% methodical work, 30% presentation, 10% exam.



Further information

No schedule has been prepared for this course

The subject is a part of the following study plans