All In The Family: Battement

This post was originally published in May 2008.

I’m sure that students reading this blog have used or heard the term battement before. If grand battement immediately comes to mind, I’m not surprised, as the word battement is commonly dropped from the name of other familiar terms.

A mother, father, brothers, grandparents, uncles, all share a family name. In a similar way battement is a family of movements.

From the Technical Manual and Dictionary of Classical Ballet: Battement [bat-MAHN] — Beating. A beating action of the extended or bent leg. There are two types of battements, grands battements and petits battements. The petis battements are: Battements tendus, dégagés, frappés and tendus relevés: stretched, disengaged, struck and stretched-and-lifted. In this must-have reference Gail Grant devotes no less than 7 pages to the battement family which also includes members such as fondu developpé, balançoire, retiré or raccourci, soutenu, battu/serré, and more.

Why We Practice Them

Battements, as they are practiced at the barre and in centre, are the foundation of many other movements in ballet (jumps and travelling steps such as assemblé, tour jeté, grand jeté, and so many more) and in other dance forms. It is necessary to have a solid grasp on the simplest forms in order to perform the others correctly. Often battement are separated into two categories: petite and grand. However, one might also divide battements according to whether or not they interact with the floor.

Articulation

Tendus, dégagés, frappés, grand battements (balançoire, en cloche, fouetté, etc), soutenu, and retiré, are all battement that brush or press away from the floor. In each of these movements, it is important to remember the role of the feet. I have encountered many beginning dancers that neglect “working through” the foot as the working/gesture leg is disengaged from it’s standing position. Think of the foot as a paintbrush creating a brush stroke on the floor, using the intrinsic muscles of the arch and finally, the toes. This small action will strengthen the foot for jumping and relevé, and helps to “ground” the movement, providing stability, particularly in centre. Stability can also be increased by imagining the standing leg rooted deep into the earth as the working leg moves outward and/or skyward from the midline. The foot also articulates in battements that lift the knee upward, as in retiré/raccourci. Think of this as a one-legged jump, requiring the same roll-thru of the feet. This is great strengthening practice for jumps to come. Similarly in grand battements, I like to remind my students that power and height of the working leg is achieved through sending force into the floor. Much like a rocket ship which propels itself into space by sending heat and energy downward, a dancer must send energy into the floor through the leg and foot to create “lift-off” in grand battements.

This video by Lisa Howell is a useful and clearly explained demonstration of the articulation necessary in tendu.

Isolation and Sustaining the Leg

Battements that do not interact with the floor are a much smaller branch of the family. Still they are an illustrious group. Petites battement sur-le-cou-de-pied and battu reflect the more literal “beating” action of battements. In barre work these movements introduce agility and speed. They require that the knee be lifted away from the body for a sustained period (a preparation for things to come) while also isolating the rapidly moving lower leg from the upper leg. This isolation is important later for all jumps with beats because it encourages stillness or “quiet” in the pelvis and stability in the core while all that fast action is going on below.

A Word on Turnout

In all battement, maintaining turn-out is crucial. Many students struggle with this and it can take years to develop the strength to utilize and maintain turn-out with consistency. One way to “find” or create awareness of turnout in battements is to place the fingertips on the greater trochanter. This is the portion of bone at the outside of the hip joint that you’ll probably feel pressing into the floor when lying on your side. With the fingertips on this protrusion, execute a battement tendu. When properly utilizing your turn-out you will feel the trochanter slip backward but not dip lower or lift higher as you disengage the leg. This exercise may be used as an alternative or supplement to the more commonly taught concept of allowing the heal to lead in tendu.

Each movement within the battement family deserves its own post. Writer Dianne Buxton has added her breakdown of the basics at the Ballet and Pointe Shoes blog:

• Battement tendu
• Grand battement
• Battement frappe
• Battement degage
• Battement fondu

Don’t forget to pick up a good ballet dictionary. It will prove helpful in your study of ballet (and other dance forms) to understand and utilize proper ballet terminology. Once again, I highly recommend the Technical Manual and Dictionary of Classical Ballet.

What are some images that have helped you (or your students) in executing movements in the battement family?

Are there other ways you might categorize or breakdown the various types of battements?

Are there additional resources you’d recommend?

Developpé Dilemma: Deb Vogel Addresses a Reader Question

I often get emails from dancers, students, and others asking for advice or help with a particular problem. I do try to answer inquiries from readers or do my best to point them in a direction where they may find answers. When I received Amy’s question about pain in developpé below, my instinct was to help yet, I was not confident that I was fully equipped to assess what might be happening with Amy. So, I did what I would have for any student who had a problem I could not work out – I took her question to someone more knowledgeable than I – Deb Vogel, a neuromuscular educator and movement analyst who has been working with dancers for years. She has an awesome blog within which she answers questions very much like Amy’s. I reference her work often in my articles about the body and while I have a teacher’s knowledge of anatomy and kinesiology (enough to write and research for my articles and work with students in person), I felt sure that Deb would provide a more educated response.

Deb has been kind enough to do just that right here on Dance Advantage.

Amy’s Question

Hello, my name is Amy. I recently stumbled upon your article regarding the psoas and it immediately sparked something inside. I am twenty years old and danced for majority of my life. I started ballet a little later than most around ten. I have been dancing with different ballet companies, but find myself still crying myself to sleep at night because I cannot get through a center exercise/adage with my terrible extension. I have had training growing up where there was no discussion or thorough understanding of HOW to lift one’s leg or what those muscles really do. I have turnout and can kick quite high, but ask me to develop my leg past my knee and I cringe and tear up. (Sounds so dramatic, but hurts so badly). As I begin to lift I immediately feel the top part of my leg tense and it feels like someone is pushing down upon my leg as I go higher. I know that is not how the leg should be lifted. I cannot find any teachers to help me fix this issue, I have asked around and perhaps their discussions or explanations make no sense. I feel like no matter how much I try, I cannot fix this issue. I am desperate to at least be able to hold my leg a little above 90 degrees with ease. I figured perhaps, you might have a little insight that could point me in the right direction. Thank you so much for taking the time to read this, and I hope you can help!
Sincerely,
Amy

Amy, you are on the right track with thinking that it might be a strength issue with the iliopsoas muscle. As Nichelle pointed out in her article on the iliopsoas – when the leg gets above 90 degrees the quadriceps lose their leverage and the iliopsoas becomes the prime mover of an extension. You would think that doing multiple grand battements and kicks in class would strengthen the iliopsoas – but they don’t.

Here’s a simple and easy way to start strengthening your iliopsoas. Sit on the front part of a chair with your back long and tall, both feet on the ground. You are going to monitor staying on top of your pelvis – don’t let yourself roll to the back side of the pelvis during this exercise. Start by lifting one knee up towards the ceiling, and then lower it just so your toe touches, and lift it again. Can you do 20 repetitions without fatiguing? That would be your first goal, and you’ll be delighted  at how quickly you gain strength.

Do the same movement on the other leg. If you want to make this more challenging you can tie a theraband around both thighs to provide resistance to the leg that’s lifting.

Once that becomes easier to do you can lean back in your chair so your back is against the back of the chair (your lower back and pelvis may be slightly tucked under, that’s okay for this exercise – even though it isn’t for your standing alignment). Now have one knee bent with your foot on the floor and the other leg straight. Turn the straight leg out slightly before lifting it up as high as is comfortable to the front before lowering to the level of the other knee. Continue lifting and lowering the straight leg up to 20 times before doing the other leg.

Another variation is to lift the leg up as high as you can, bend it into a passé like position and then straighten it forward (parallel to the ground). Then reverse, bending the knee and lifting the thigh like a developpe to the front and then lower the leg to parallel to the floor. You can again use the theraband wrapped around the thighs to make it more challenging.

In the beginning your iliopsoas may tire very quickly…. but in a relatively short time you will see improvement. It goes without saying that after you have spent some time strengthening the iliopsoas you would then want to stretch it out with doing one of the many variations of lunge stretching. I’ve put a short video up on YouTube on iliopsoas stretching.

Hope that helps!
Deborah

Author, academic, and co-founder of The Center for Dance Medicine in NYC, Deborah Vogel has been involved in the medical field since 1978, helping hundreds of people – from dancers to athletes to office workers – get the most out of their bodies while minimizing injury risks. Her articles can frequently be found in Dance Teacher, Dance Spirit, and Pointe Magazines Deborah wrote Tune Up Your Turnout: A Dancer’s Guide, and has co-authored a 3-level guide for teaching functional anatomy in bite-size pieces within a class format. She offers a free newsletter for dancers on injury prevention and technique tips as well as running The Body Series, an online source of educational products for dancers and dance teachers. Currently, she is on faculty at Oberlin College and the Oberlin Conservatory of Music.

From Page to Screen to Classroom

Mao’s Last Dancer

Watch on YouTube

At age eleven Li Cunxin’s life was changed when a delegation from Madame Mao’s Beijing Dance Academy selected him to be taken from his home, a village near the city of Qingdao in northern China, and brought to Beijing to study ballet. In 1979 at age 18 he was selected to perform with the Houston Ballet as part of a cultural exchange. After falling in love with both America and an American woman, Li defected to the United States, and rose to fame as one of the world’s ballet stars.

Li Cunxin (pronounced Lee Schwin Sing), performed with Houston Ballet for sixteen years and in 1995 became a principal artist with the Australian Ballet. In 1999 he retired from ballet, supporting his wife and their three children as a stockbroker. In 2003 his autobiography, Mao’s Last Dancer, was published and became an instant success, remaining on Australia’s bestseller list for over a year and a half.

In 2004, Houston Dance Critic Molly Glentzer in her review of the book for Dance Magazine stated, “Li’s tenacity is an inspiring lesson to any reader, dancer or not. It’s the stuff of which great movies are made. Expect this one soon, and bring Kleenex. But read the book first.” A handful of years later, Li’s story is now a motion picture. It has already done well in Australia but unfortunately distribution in the U.S. is still speculative. The film is directed by Bruce Beresford (Driving Miss Daisy), written by Jan Sardi (Shine, The Notebook), and choreographed by Graeme Murphy and his creative associate and partner, Janet Vernon.

See also the book review at Ballet.co

Stars of the Film

Though the production team is largely Australian, the filmmakers of course had to look worldwide for the right cast. The movie’s plot spans several years, requiring not one but three actors to play Li Cuxnin as a boy, a teen, and as an adult. The Birmingham Royal Ballet’s Chi Cao was selected to play the adult Cuxnin. His shared history of having trained at the Beijing Dance Academy and known for his virtuoso performances, Cao was an natural choice for the role.

Cao appeared last month as a guest artist with the Houston Ballet, playing the Nutcracker Prince for four performances in their annual production. HB blogged about it here and Cao talked with Molly Glentzer for the Houston Chronicle about his film debut.

Other notable actors in the film include Amanda Schull (Center Stage) and Bruce Greenwood as Ben Stevenson (Captain Christopher Pike in last year’s Star Trek). You can see interviews with more of the cast and crew at the film’s website and YouTube channel. Read a review of Mao’s Last Dancer via the Hollywood Reporter [link].

Classroom Applications

Li Cuxnin’s story is available in multiple formats. The picture book version “focuses on two stories from Li’s childhood that hold a particular appeal to young children – tying wishes to a kite and a fable told to a young Li by his father of a frog in a well. Both stories illustrate how as a child Li longed for a life away from the hardship of his village.”

[Read more at Suite101: The Autobiography of Li Cunxin: Book Review of Mao’s Last Dancer and The Peasant Prince].

Cuxnin’s autobiography Mao’s Last Dancer is also available in a Young Reader edition for teens. Teachers might use any of this literature to explore movement or develop choreography with students. Below are a few of the major themes presented in these stories about Cuxnin’s life. They might be summed up and explored as follows:

• Overcoming Hardship
  • Challenge students with a difficult phrase or combination. Reflect on Li’s perseverance despite hardship and ask students to come up with a plan (see this post on goal-setting with dance students) for improving or learning this combination in a way that addresses both the physical and mental (or emotional) battles that must be overcome.
• Oppression vs. Freedom
  • Improv or create a movement study of bound versus free flow in movement.
• Chinese Culture and History
  • Research Chinese Dance and the influence of ballet on the art form. View video or read about the Chinese Cultural Revolution. You may find these teacher’s notes from Penguin Books helpful [download the pdf]. Choose movement or music that reflects your findings.
• Adapting to Change
  • Coming to Texas in the United States from China was a big transition. Have students create two lists of adjectives – one describing Li’s life in China, the other his life in America. Have them improvise or develop movement or actions that build upon these lists.

What are some other ways you might tie-in the books or movie in your classes?

Have you seen the movie? What did you think?

Sunday Snapshot: Impressions

The painter Degas seemed to enjoy capturing the natural asymmetry of dancers in training. He preserved the everyday moments of dancers between barre exercises, waiting or tying their ribbons, or shared with viewers the skewed perspective of performance from the wings.

Similarly, much of what I’ve seen of Carl Johnson’s ballet photography (I made his acquaintance early on in my blogging career) offers casual glimpses of the young dancers in his photos. The shot above may be a bit more formal but the muted reds and blues of this textured image recall the impressionistic paint strokes of Degas.

About the Photographer: Carl Johnson is a photographer from Albany, New York, whose photographs of dance have been sold around the world. Carl blogs about music, biking, and other aspects of his non-urban life over at My Non-Urban Life. His daughters are academy students at the School of the Albany Berkshire Ballet, directed by Madeline Cantarella Culpo, in Albany, New York. This photograph is from the school’s annual recital.

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DVD Review: My First Ballet Collection

Do you have a ballet student or young child interested in all things dance on your gift list this year?

A brand new video, released in September, would be a wonderful addition to their dance library. My First Ballet Collection is exactly what its title indicates, a treasury of excerpted performances which are particularly suited for introducing children to the world of ballet. Youngsters will immediately recognize some of the better-known tales; Sleeping Beauty, The Nutcracker, Swan Lake, and Cinderella are all included in the compilation. However, ballets such as Coppelia, Giselle, Sylvia, A Midsummer Night’s Dream, and La Fille mal gardée, present characters and moods that will appeal to all ages.

My First Ballet Collection offers high-quality film and sound production, however the DVD is not frilly. Played straight through, each of the 26 ballet excerpts are introduced with a caption indicating the ballet’s title, music composer, and excerpt heading. The DVD also conveniently offers the option to view by chapter for easy navigation among the selections. The excerpts are highly accessible and are well-chosen to stand alone. The video even captured the attention of my two-year-old. He was motivated to move to the energetic music and particularly enjoyed imitating the dancers as they jumped and balanced.

A collection such as this would ideally inspire further investigation of the ballets, their stories, their choreographers or dancers, and the physical movements of which they are made. Parents hoping to plop their child in front of the TV or expecting the DVD to connect all the dots, may be disappointed in its lack of interactivity. My First Ballet Collection goes as far as bringing a variety of real ballet performances into the home or studio in one tidy package, providing the opportunity for parents or teachers to assist children in their continued exploration of ballet. This may be scary for some parents who feel they don’t know much of ballet or the dance world. However, exploring together is fun and encourages enthusiasm for learning.

Bottom Line: My First Ballet Collection is a great choice for those wishing to nurture enthusiasm for ballet among children of all ages. Younger children will enjoy being introduced to colorful characters and beautiful dancing. Older children will benefit from the opportunity to sample a mélange of ballet specimens.

For more info visit www.myfirstballetcollection.com. The website features additional info about the Royal Academy of Dance training program, where to find instructors, and a listing of North American dance companies. Purchase the video here.

Teachers, My First Ballet Collection works as a classroom tool as well. Skip easily among the snippets to illustrate a step, try on a variation, or to visually aid a discussion of ballet history.

In Detail

• My First Ballet Collection is the result of a collaboration between Naxos of America, Opus Arte, and the Royal Academy of Dance (RAD).
• The DVD features excerpts from 10 different productions with performances by ballet stars such as Darcey Bussell, Carlos Acosta, Patricia Barker, Maria Kochetkova, and more.
• Showcased are four different ballet companies from both sides of the Atlantic: The Royal Ballet, The Paris Opera Ballet, San Francisco Ballet, and Pacific Northwest Ballet.
• San Francisco Ballet’s Nutcracker, Balanchine’s A Midsummer Night’s Dream (performed by PNB), and The Nutcracker (The Royal Ballet), feature performances by children and student dancers.
• Diverse locales and archetypes are explored on the DVD: woodland creatures, mythological landscapes and beings, pastoral settings such as an 18th century farm (complete with dancing chickens), a toy shop with life-sized dolls, enchanted kingdoms, and 1930’s Hollywood (via Nureyev’s updated Cinderella).
• The 26 excerpts range from dramatic to romantic to comedic.

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Sweet Exchange with a Sugar Plum Fairy

Houston Ballet unveiled Ben Stevenson’s production of The Nutcracker over 20 years ago. Since then it has become an audience favorite in Houston and beyond. Scores of ballerinas have made their Act II appearance as the Sugar Plum Fairy. This year, corps de ballet member Elise Judson will have her opportunity to shine in the role.

A native of Sacramento, California, Elise joined Houston Ballet in November of 2007. The 20-year-old has been featured in Stanton Welch’s Falling, the first pas de deux in Antony Tudor’s The Leaves are Fading, and recently performed as a member Twyla Tharp’s “bomb squad,” the red-pointe-shoe clad dancers from In The Upper Room. She took a moment to chat with me about her upcoming performance in The Nutcracker.

Dance Advantage: Elise, you’ve danced the role of Clara with Houston Ballet but this is your first turn as the Sugar Plum Fairy. What do you find most exciting about dancing this role?

Elise Judson: It is every little girl’s dream as a dancer to perform as the Sugar Plum Fairy and I am so excited to take on this role. I love the technical challenge that it poses for me as a dancer. This will also be the first full length, classical pas de deux that I have performed on stage, which is another milestone for me in my career. There are so many new and exciting things to look forward to performing this role. I can’t wait!

DA: Like most ballet dancers, I’m sure your training provided many opportunities to perform The Nutcracker. Do you remember your first time dancing in this holiday staple?

EJ: The Nutcracker is the first ballet that I remember watching as a child, which makes it a meaningful ballet to me. It was also the first production I performed in as a child with a professional company. My first role was one of Mother Ginger’s Children in Act II at age seven with the Sacramento Ballet. Later in my training, I also got the chance to perform the Lead Flower Pas de Deux and the Snow Pas de Deux in my first two summer intensive programs here at Houston Ballet.

DA: Were those experiences influential in your pursuit of dance?

EJ: Performing at such a young age in a huge theater with professional dancers helped to start my love of performing, as well as making me more comfortable on stage early on in my training. Also, it was after participating in those two summer programs in Houston that I realized I wanted to pursue dance professionally.

DA: How does it feel, knowing that your performance could inspire the next generation of dancers?

EJ: Incredible and surreal! I never dreamed that I would get the opportunity to perform the role of the Sugar Plum Fairy so early in my career. I know how much The Nutcracker inspired me to pursue dancing, so to know that I could have the same effect on children in the audience is truly incredible.

DA: The are so many renderings of the holiday classic. Each company puts its own spin on the tale. What is special about this version of the ballet?

EJ: In this production, there is something magical and joyous for every age. Magic tricks, flying cooks, and snow fill the stage with excitement and wonder. There is also the beautiful music played by the Houston Ballet Orchestra, as well as the incredible sets that bring the show to life. Not to mention beautiful dancing in a wide range of styles by the members of the company. It is an incredible show.

DA: Your older sister Carolyn is a dancer with Texas Ballet Theater (the North Texas ballet company helmed by Ben Stevenson). Both companies perform this particular Nutcracker, have you both danced in this production?

EJ: Yes, we’ve actually performed most of the same roles! My sister trained at Houston Ballet’s academy as a teenager and performed in Houston Ballet’s Nutcracker, as well as now performing the same production at Texas Ballet Theater. It would be fun to get to dance in it together!

DA: Houston Ballet is celebrating its 40th birthday this year but you are celebrating an anniversary as well. You joined the company two years ago. Which experiences have inspired the most growth for you personally during this time?

EJ: It is amazing that it has already been two years since I joined the company. I have been very lucky to perform so much already in my career with Houston Ballet. I think I have grown the most when I’ve been involved with the creation of a new work. Being in this company, I am lucky to get to perform in several world premieres each season. Our artistic director Stanton Welch is great about letting the dancers develop our own characters and have input when he is creating new works. I think that it is this creative process that has helped me to know who I am as a dancer as well as push myself to find new styles and personalities in my dancing.

DA: What are you most looking forward to in 2010?

EJ: I am most looking forward to working on and performing Stanton Welch’s new production of La Bayadere. Performing in new works is one of my favorite parts of being a dancer at Houston Ballet. La Bayadere is also a new production for me, in that I have never performed in the full length version of it. It is an extremely challenging production and I can’t wait to work on it.

DA: I’m sure you dreamed of dancing in a professional company long before it happened. If you could offer one piece of advice to young students with visions of Sugar Plum Fairies dancing in their heads, what would it be?

EJ: Love every minute of it. Ballet is a difficult, but very rewarding art form. Years of classes and rehearsals can be tedious and strenuous, but when you get the opportunity to take your bow on stage in front of an audience and hear their applause for you, there is nothing more rewarding. It is all worth it!

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Houston Ballet will give 35 performances of The Nutcracker in the Brown Theater at Wortham Theater Center in downtown Houston. Tickets may be purchased by calling 713-227-2787 or logging on to www.houstonballet.org.

Trick or Treat Tracks for Halloween

I love holidays in the dance studio and Halloween can be especially fun. Below is a list of songs and albums that may inspire you to get a little ghoulish in your classes this year. The categories just give an idea of which groups the songs could be used for, however, feel free to mix and match or go on your own little witch hunt for music – many popular Halloween tunes have been covered by multiple artists. If you have a song or album you’re just dying to share, let us know about it in the comments below!

Creepy Kid Stuff

• Monster Boogie – Laurie Berkner
• Spooky – Lazy Town
• Clownfoot – Jo Jo’s Circus
• Witch Doctor – Alvin & The Chipmunks Soundtrack
• Purple People Eater – Sheb Wooley (original)
• Doin’ The Zombie – Chubby Checker

Mickey’s Monster Bash – DisneyIncludes a Disney Monster Mash, This Is Halloween, and Sound Effect/Instrumental tracks	Boo Cackle Trick or Treat – Sue SchnitzerSome sweet, original tunes for young children
Halloween Songs and Sounds Pooh, Tigger, and other Disney friends get scary

For More Grown-Up Ghouls

• Thriller – Michael Jackson
• Spooky – Dusty Springfield, or try Imogen Heap
• I Want Candy – Bow Wow Wow, or try Melanie C
• Somebody’s Watching Me – Rockwell
• Witchy Woman - The Eagles, or try Kristen Chenoweth (from Bewitched soundtrack)
• Black Magic Woman – Santana, or try Fleetwood Mac
• I Put A Spell on You – Creedence Clearwater, Fame Soundtrack, Marilyn Manson, etc.
• I’m Your Boogie Man – KC and the Sunshine Band, or try White Zombie (still has the disco beat!)
• The Boogie Monster – Gnarls Barkley
• This is the Night or Do the Hippogriff or Magic Works – Harry Potter and the Goblet of Fire (the “Weird Sisters” band in the movie include members of Pulp and Radiohead)

Nightmare Revisited – Various Artists (including Marilyn Manson’s version of This Is Halloween)

Hair-raising Hip-Hop

• Addam’s Groove – MC Hammer
• Halloween – Arsonists
• Every Halloween – Insane Clown Posse
• Scary Story – Will Smith
• A Nightmare on my Street – DJ Jazzy Jeff and the Fresh Prince

Bone-chilling Ballet

• Great Pumpkin Waltz – Vince Guaraldi Trio
• Resurrection Waltz – Hellraiser Soundtrack
• Estasi Dell Anima – Zombieland Soundtrack
• Tubular Bells (Theme from The Exorcist) – Mike Oldfield
• O Fortuna/Carmina Burana – Carl Orff
• Theme from Halloween - John Carpenter
• Toccata and Fugue in D Minor – Johann Sebastian Bach

	Sleepy Hollow Soundtrack
	Dracula – Philip Feeney
	Dracula – Philip Glass and Kronos Quartet

Alarming Alternatives

• Raining Blood – Tori Amos
• Halloween – Dave Matthews
• Halloween or Spellbound – Siouxie and the Banshees
• Halloween – Misfits

Help! My Child Doesn’t Listen to the Dance Teacher! (Part Two)

If your child is having trouble maintaining their attention in class or has difficulty responding to instructions from his/her dance teacher, there are things you can do to encourage and help them to listen in class. These are discussed in a previous post and are an important prologue to the article below. I encourage you to read Part One, if you have not already.

Appropriate class material is essential for engaging young dancers.

Remember that ballet is a discipline that cannot and should not truly be undertaken until a child is around 7 years old. The maturity, physically and mentally, of a child under 7 is not developed enough for the dedicated study of barre work and technique required for ballet.

Most dance studios teach a mix of creative dance, movement games, and some fundamental ballet postures and ideas in their preschool classes. There are some studios that pay little attention to child development and getting that “mix” right for their youngest students. Perhaps the children spend a lot of time in lines or standing in one spot, perhaps the teacher isn’t as enthusiastic as he/she needs to be or doesn’t set clear limits/expectations for the children, perhaps the children are asked to spend too much time on one thing. Some children do have a disposition that allows them to “hang in there” for some time, even when they are bored or under-stimulated, other children do not. In fact, a rare preschool child enjoys or tolerates the methods of repetition often used for students only a few years older.

Overall, young children do best when things move quickly, there is a lot of variety, when their imaginations and creativity are fully engaged, and when dance is packed with learning that feels like play. Dance at four-years-old should have a strong emphasis on creativity and interpersonal and classroom skills. Its focus should be the development of problem solving, movement (direction, body awareness) and motor (jumping, galloping, kicking) skills. Greater emphasis on technique and choreography becomes appropriate as children begin to advance and increase their dedication to the discipline of dance study.

Consider the teacher’s experience and style.

Not every qualified teacher works well or has experience with young children.

• Experience – Way too often, classes for a dance school’s youngest children are given to the school’s most inexperienced teachers. Not all dance schools consider child development and the benefit of an experienced teacher when they provide classes for children. Reasons abound but none of these change that this occurs in dance schools throughout the U.S. (and perhaps elsewhere).
• Style – Experience is not everything. Therefore, consider the way your child’s teacher interacts with students, how he/she develops a rapport and relationship with your child, how your child feels about the class, and what you’ve seen of the teacher’s methods. Watch carefully with your child’s interests and feelings at the forefront.

If you feel your daughter is losing interest or having trouble listening because of the class structure or teacher, you might try out classes with another teacher or studio. This will allow you to observe how your child reacts in an alternative setting. Remember that a child may simply respond more positively to a different style, and an improved result does not necessarily mean that the previous teacher or school used poor or inappropriate methods.

Is ballet or dance right for my child?

Whether or not your child will have a desire to continue in ballet (or any other dance discipline) when the focus IS more on technique and choreography is hard to predict. However, laying a solid foundation for future study begins with discovering a joy and passion for movement. This is what carries a student through the difficult periods of training which inevitably a student will face as he/she advances.

Even if your child says the social aspects of the class are fun, I doubt that a class is truly enjoyable or beneficial if he/she is being corrected or disciplined frequently, or doesn’t care for the activities. I wouldn’t give up on dance until you’ve considered the possible reasons he/she is not listening or maintaining attention from every angle. I’ll repeat a statement I made in Part One of this article: I’ve rarely encountered a child that does not enjoy moving (and learning about the principles of movement) when it is presented in a developmentally friendly way. This, in my humble opinion, should be the focus of early dance education.

Help! My Child Doesn’t Listen to the Dance Teacher!

Concerned parents sometimes send questions regarding their child’s dance education. Keeping in mind that email questions often paint a limited picture, I do my best to offer sound advice based upon my experiences as a teacher. Recently a reader approached me with a series of questions. Based on her daughter’s difficulties with listening to the ballet teacher, this particular mother was wondering if perhaps ballet was just “not right” for her four-year-old daughter and was considering discontinuing her involvement, but wanted a second opinion.

Without observing the class or the child, it is obviously impossible to offer more than guidelines or things to consider when a child is not responding or responding negatively to instruction. Knowing that other parents may be asking themselves similar questions, I am offering an expanded version of the advice I gave to the parent mentioned above.

My child is not listening to the teacher. Is this a developmental phase?

Children do test limits and this is not limited to preschoolers – How does one know where a boundary is and feel secure that it will always be there if one does not occasionally walk to the edge of it?

Teachers and parents help children by making boundaries and expectations clear (often before the child has a chance to test them). When a child continually resists or pushes, even when limits are clear and consistent,  I suspect that something is interfering with the child’s ability to respond accordingly. A wide variety of things could be the source of this interference. Taking steps to discover what is going on with an individual child and what does work for him or her is a big step toward improvement of the child’s behavior in class.

I suggest you make an appointment with the child’s teacher to discuss what he/she is seeing in class, as well as set up a time to observe the class if possible. It is important for teachers and parent(s) to work together on possible solutions.

Is a preschooler (under 5-years old) too young to be expected to listen?

Absolutely not – in fact, the benefit of an early start in dance has more to do with the practice of following instructions in a class format than it does with preparing for later success as a dancer (some of the greatest professionals have had “late” starts). I’ve rarely encountered a child that does not enjoy moving (and learning about the principles of movement) when it is presented in a developmentally friendly way. This, in my humble opinion, should be the focus of early dance education.

What can I do if my child isn’t following directions in class?

1. 

   Image by Oude School via Flickr

   Keep your routine at home as predictable and peaceful as possible. Make sure your child is getting enough sleep, eating well, and try to relieve any stress or anxiety he/she may have at home or in class (is this a new teacher from last year, is there conflict between your child and another, has the class environment intensified in some way?) Sometimes even small or unexpected things can affect a child’s attention and behavior.

2. Be clear and consistent with expectations at home and compare these to the class expectations. Of course, your style at home and the way your child’s teacher runs his/her class will not be identical. However, communicating and receiving (with an open mind) ideas about what works (or doesn’t) for a particular child can enlighten a plan for how to help a child cooperate, both at home and in the studio. If the rules/guidelines at home or within the studio are not in line with each other (for example the child is expected to not interrupt the teacher while talking but this behavior is pardoned at home, or at home a “countdown” warning is given before leaving or moving on to another activity and in class activities change without warning), the child may become confused about what is expected of him/her. Consistency is key.
3. Help your child establish a good relationship with his/her teacher. On her website, Dr. Laura Markham offers some tips on how to include your child’s teacher in daily conversation in a way that will help your child form an emotional and familiar attachment with him/her. Click here to read the article, which also includes other ways you can help your preschooler learn to listen to a teacher.

I have a bit more to add on this subject. Tomorrow, look for the continuation of this post in which I discuss class structure for young dance students and how certain experiences may discourage your child’s attentiveness in class.

Gracing the Stage — My Interview with Houston Ballet’s Joseph Walsh

I do a bit of writing and reviewing in Houston and it has been my pleasure to have the opportunity to interview some of the area’s finest dance talent. I don’t always cross-post my stuff here but when I get to talk with someone about their training and experiences, I like to share that with Dance Advantage readers. Last season I interviewed graduating HBII dancer Garrett Smith. This season I was fortunate to speak with one of Houston Ballet’s rising stars. Enjoy!

Houston Ballet corps de ballet member Joseph Walsh is having a great season so far.

This summer it was announced that he had been recognized as an emerging talent in dance with a Princess Grace Award. As a recipient he’ll be joining the esteemed company of past winners such as Ethan Steifel, Robert Battle, Gillian Murphy, as well as five previous winners from Houston Ballet (Yin Le, Carlos Acosta, Tiekka Schofield, Li Cunxin, and Martha Butler).

Now, hot on the heels of a performance in Manon which kicked off Houston Ballet’s 40th Anniversary season,  Walsh will perform this weekend as the company unveils Without Boundaries. The program features three works that traverse that sometimes tenuous line between classical ballet and modern dance and will include the world premiere of Artistic Director Stanton Welch’s Elements, as well as company premieres of Twyla Tharp’s In The Upper Room and Jiří Kylián’s Falling Angels. Despite his busy schedule, Walsh took a moment to speak with me about developing as an artist, performing classical versus contemporary works, and attracting young audiences to ballet.

Dance Advantage: First of all, congratulations on being honored with a Princess Grace Award.

Joseph Walsh: Thank you so much! This has been quite the whirlwind start to the season. I cannot say enough about how honored I feel to have even been nominated for this award by our artistic director, much less how amazing it feels to receive it! I will be attending the award ceremony in New York City next month, which is extremely exciting.

DA: I read your essay which was part of the application process for this award and was impressed with your candor. You describe the feeling that the stage sometimes feels safer than the studio. It is said that we are our own worst critics, do you think that is particularly true for dancers?

JW: Absolutely!  Dancing professionally, there is not as much instruction or coaching on a daily basis as there might be in the school in terms of really showing the dancers exactly what to do.  In that respect, self-critique is important because there are so many company members and our instructors can’t possibly focus on every individual as much as they would like. As a student we become accustomed to getting critique in class, but in a company you are in charge of your development; it is up to the dancer to understand how their body is working, what he or she needs to work on.  The mirror is sometimes the tool that helps us to understand that.

“The lesson for me to learn is how to bring the stage to the studio. It is finding the same level of confidence that I have on stage even with all of those “faces” in the studio standing before me, including the one I see in the mirror.” — To view Walsh’s essay visit Houston Ballet’s blog.

DA: You give examples of lessons you are working to internalize so that you can more fully trust your instincts as an artist. Are there steps you take or things you say to yourself to stay focused and confident when doubts creep in?

JW: Although I am still figuring out better ways to keep my focus throughout the process of rehearsing and performing in roles, something like the Princess Grace Award has really shown me that I can have confidence in myself and in the choices I make in classical or contemporary roles, so long as I deliver them in a way that I understand. Also trying to really open myself up to feedback from the artistic staff and other dancers from Houston Ballet has helped tremendously.

DA: In your essay you also mentioned overcoming a fear of leaving home to attend a boarding school for the arts in Massachusetts. I’m a Pennsylvania native and to my younger self, I might well have gone to school on the moon as to leave home for Boston. How old were you?

JW: I was 15 at the time.  I knew ballet was what I wanted to do.  I also knew I had to leave home to achieve my goals in dance by getting exposure to the best training I could. The initial fear was really a perceived fear.  Once I became fully involved in the program there was no time for fear, only hard but exciting work and a chance to perform in a significant way.

DA: Where did your interest in ballet originate?

JW: I have been attached to ballet for virtually my whole life, starting at age three when I was exposed to it while my sister was dancing.  It is actually hard for me to think that there was a time in my life when I did not dance. My interest in dance flourished over the years through intense training and exposure to amazing instructors and great people in the profession.

DA: You are certainly flourishing at Houston Ballet, this weekend you’ll be dancing in two of the three works on the Without Boundaries program; Stanton Welch’s world premiere of Elements and Twyla Tharp’s acclaimed In the Upper Room. Can you tell me a bit about your role in Elements and how it differs from the more classical works you’ve performed?

JW: I am the Element “Air.”  As Stanton Welch recently explained to us, Elements is a minimalist ballet piece, where character is not conveyed so much through acting, but through dancing.  When I contrast that to classical ballet pieces where there is a story line, the dancer thinks of giving more in terms of acting. In Elements we are trying to give exactly what the choreographer wants.  If we give any less or any more, it will lessen the integrity of the piece.

Elements — Choreography by Stanton Welch

Dancer: Ian Casady // Photo: Pam Francis

Dancer: Jonathan Davidsson // Photo: Pam Francis

Dancer: Peter Franc // Photo: Pam Francis

DA: In the Upper Room originally premiered in 1986 and is one of Tharp’s signature works. Why is it significant for Houston Ballet to finally have a Tharp piece in the repertory? And how is this opportunity significant for you personally?

JW: In my view, the introduction of Tharp’s work continues the efforts to bring to Houston Ballet world-class choreography.  Tharp is in that category and it is great to have her work as part of the resume of the company. For the same reason, it is just as important for a dancer personally, to dance in pieces of as many great choreographers as possible.

DA: The work can be pretty fast and furious, driven by the Philip Glass score. What has been the biggest challenge in learning and executing the choreography?

JW: As in most Philip Glass scores it is minimalist, but with much repetition.  Tharp also went along those lines In the Upper Room by introducing a lot of repetition and speed to go along with the score. There are many moments throughout when I will almost lose my place in either the choreography or the music purely because of the repetition in both. It can be a little disconcerting at points, but as we have started to put the piece on stage it has become much easier to handle.  It is an exciting and challenging piece.

DA: Do you think works like those being premiered in Without Boundaries can serve as a gateway for younger audiences to discover and delve deeper into the art of ballet?

I think what you are saying is really the basis of our company at this point; keeping the integrity of the art form while improving on it by bringing new life and energy through these types of pieces.

DA: Offering a little incentive doesn’t hurt either. In fact, Houston Ballet has been trying some new things lately to reach out to a younger audience. They recently launched their Young Professionals program for the “under 40″ crowd. And they have Under 25 Friday night performances for which 18 to 25 year-olds get a steal on tickets – $15 for one or $25 for two. I don’t think it is a secret that patrons of ballet and often dance in general are a more “mature” crowd. Why do you think it is harder to get younger “butts in the seats?”

JW: Young people are simply not as exposed to ballet as they are to popular sports and other forms of entertainment.  There is not the same level of cultural awareness of ballet.  Many younger people still see ballet as a stale art form. This is one reason Houston Ballet is doing exciting and fast paced ballet pieces like the triple bill next weekend.  And of course, approaches like the Under 25 program are helping to make it much more affordable.

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Originally from Pennsylvania, Joseph Walsh trained at Walnut Hill School for the Performing Arts near Boston, American Ballet Theatre and Houston Ballet’s Ben Stevenson Academy. He was a member of Houston Ballet II prior to joining the professional company in 2007, and since then has been featured in a variety of contemporary and classical roles including Lensky in John Cranko’s Onegin, Charles d’Artoise in Stanton Welch’s Marie, and William Forsythe’s The Vertiginous Thrill of Exactitude.

Houston Ballet will give six performances of Without Boundaries at Wortham Theater Center in downtown Houston. Tickets may be purchased by calling 713 227 2787 or by visiting www.houstonballet.org

Ballet — Its Origins and History

Previously on this site, I’ve added my own highly condensed history of Modern Dance. More like a written family tree, it describes the path modern dance has taken over the last one-hundred years.

When it comes to summarizing the origins and over-500-year history of ballet, there are already resources online which frankly have it covered. I’m going to direct you to some of these below but first, allow me to offer the following super-abridged description of the origins of ballet as a starting point for continued investigation.

Ballet as we know and recognize it in the 21st century had its beginnings in the extravagant entertainments of Italy’s royal courts during the Renaissance. Italian by birth, Catherine de’ Medici, queen mother to three kings of France brought these ballets de cour (court ballets) to the French Court. She commissioned the Ballet Comique de la Reine (1581), which was choreographed by Balthasar de Beaujoyeux and is credited as the first ballet because it had a central story around which sets, costumes, and music were built. Ballets de cour peaked during the reign of Louis XIV, who was passionate about dance and its artistry. He worked directly with composer Jean Baptiste Lully and choreographer Pierre Beauchamp and, throughout his reign, often appeared as the central character in court ballets, most notably as Apollo, god of the sun.

Ballets de cour were typically performed in grand halls or ballrooms. The male performers (women at this time did not dance in the ballets) were usually masked and lavishly costumed. The movements were based on social dances of the time such as the minuets and pavan. In 1661, The Sun King (Louis XIV), established the Académie de Danse in Paris. It was in 1681 that ballet’s first female dancer, Mlle. LaFontaine made her debut. In 1670 Louis XIV retired from performance. It was at this point, as the training of professionals had been securely instituted, that ballet began to separate from the courts and moved to the stage. With this development came evolution. Performing in a proscenium environment necessitated more side-to-side movement, increasing emphasis on turnout of the legs. As a result of their training, professionals were able and encouraged to include jumps and leaps in their repertory of movements, and master teachers began writing and documenting ideals for form and execution which developed into the techniques we apply today.

Further Reading

One of the most comprehensive and easily-digestible sites I’ve come across which covers the history of ballet is written and organized by New York City dance teacher and writer, Dick Andros. Andros on Ballet is a real gem and I encourage you to visit and explore his articles on the many central figures in ballet history. His Timeline is a helpful launchpad for discovery as interesting facts and stories are sprinkled throughout the concise biographies and additional pages.

Five “nutshell” portraits of the origins and history of ballet:

1. Dancing Online, History of Ballet
2. The History of Ballet at Dance Tutors
3. Origins of Ballet at History World
4. Ballet History at Dance4it.com
5. The History of Ballet (as well as its attire) on TipToe Dancewear

Texts for digging deeper:

Ballet in Western Culture: A History of Its Origins and Evolution

Ballet and Modern Dance: A Concise History

Watch this on YouTube:

A little ballet history courtesy of Dame Margot Fonteyn

Please Note: If you are here looking for info to use in your homework, term paper, etc., please review some of the articles and resources found at plaigiarism.org. These resources are provided by myself and others to inform and educate and should be properly cited in your work.

The Bag Ladies

Today’s kinection is to a relatively new blog. Bloggers Emilia and Linda have been sharing their passion for ballet at The Ballet Bag for about four months now. They are off to a great start, producing content that is focused and informative. Their thoughts and reviews about the Royal Ballet are a big feature. However, if you do not share that particular passion (yet!), there is still plenty to learn and discover about ballet at the site. I caught up with the pair to ask them a bit about how they got into ballet and blogging!

DA: How did the two of you meet and what awakened your passion for ballet?

Funnily enough both questions share the same answer: Alina Cojocaru! We met through the blogosphere out of mutual admiration for this miraculous dancer and she is also one of the reasons our passion for ballet was re-awakened. Linda was knocked sideways when she saw Alina & her partner Johan Kobborg in Onegin a couple of years ago and I got to know Alina’s dancing via Youtube. Then finally one day I saw her on stage in Romeo & Juliet (2007). Linda was there too and eventually we met face to face and became friends.

We both had more general personal blogs but soon found that our preferred topic was ballet, ballet and more ballet! As we could not really identify with any of the more traditional ballet websites/forums elsewhere and we wanted to spread the concept of ballet as a fresh, original art form (not stuck in a time warp as some tend to think!) from an audience perspective we took a deep breath and started our own.

Primarily the mix between a varied repertoire which spans from the oldest classics (Bournonville, Petipa) & neoclassics (Ashton, MacMillan) to cutting edge (Wheeldon, McGregor) and their longstanding dramatic tradition, which has theatrical roots (the Royal Ballet was “born & bred” in the Old Vic Theatre). It adds a distinctive personality to the company so that dancers are able to communicate not only via the steps but also through acting. The emphasis is on great artistry even though they have the technical chops too! The other factor that makes the company so interesting is the diversity of dancer’s backgrounds, they hail from far flung places but they really seem to be at home there.

Indeed, we are quite new and so happy that we’ve been getting great support from established sites such as Dance Advantage, dance bloggers & twitterers because we feel that this journey is worth it! We are trying to integrate web content (reviews, articles, dancer profiles, ballet fact cards) & trendy new media with the aim to “spread the word on ballet” & network with dance fans anytime, anywhere. If we can spark a passion for ballet in someone the same way Alina Cojocaru has done for us then our job will have been done!

These “bag ladies” have added some excellent posts on ballet terminology, articles that discuss the history and significance of certain ballet works, and resources so that you can educate yourself on the art of ballet. Furthermore, they are all teched out with a Facebook page and Twitter account. Be sure to check them out and say hello! Tell ‘em Dance Advantage sent you

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