Process-based exploration of movement is actually great preparation for, and an integral part of the art form of dance. But do you have parents that just don’t get it? Here are some strategies and ways to cope with this frequent frustration of creative dance teachers.
Dance Styles
You Say Coupé, I Say Cou-de-pied
Cou de pied appears to be one of those steps that doesn’t line up with the whole “universal language of dance” idea. The Cecchetti Council’s printed syllabus calls this position “devant on the ankle,” but Ms. Gail Grant, calls it cou de pied. Many, many schools and teachers refer to it simply as “coupé” and do not differentiate between coupé the step and coupé the position.
How-to: Ballet Eye Makeup Made Easy
ballet dancer’s makeup should accentuate and enhance the NATURAL three dimensional shape of the eye. This allows the audience to follow the ballerina’s gaze. As her eyes and head follow through each position of her dance the audience needs to know if her eyes are open, closed, looking in a certain direction or at a specific character.
The Nutcracker At It’s Corps With Apprentice, Madison Morris
Houston Ballet apprentice, Madison Morris answers questions about what it’s like to perform in the corps during this busy holiday season. She reveals both the hard work and dedication required of apprentices and the corps and an insider’s view of the sometimes action-packed events going on behind the scenes at Nutcracker performances.
Presenting Hip Hop In a Positive Light
![[Photo] Dancers from World Hip Hop Championship in red and black](https://www.danceadvantage.net/wp-content/uploads/2010/09/HipHop-International2-300x200.jpg)
Back then, hip hop wasn’t about derogatory comments, threats, and how much money you made. It was about family and belonging. It was about taking your world and making sense of it…through dance (b-boying), through music (DJing), through art (graffiti), through words (MCing). THAT is where your philosophy needs to come from.
Ready, Set, Stop: How To Teach Mind-Body Skills By Not Moving
To illustrate this, I ask my students to become aware of how their body feels as it works against gravity. I ask them to put their hands above their heads and then to be still. I remind them, “you are in charge of your body,” “your brain tells your body what to do,” and then we wait.
