Pre-Ballet Level 3 | Kinderstars Lesson Plans

pointing slightly up, Once learned, try it lying down to more closely resemble the body position used in marching and skipping. 1-2 Slide R foot up next to L knee. “Lift your knee and 3-4 Lift heel and point the foot. “Point your foot. 5-7 Hold. “This is called Retiré. 8 Slide foot forward, straighten leg. 9-16 Repeat with the L leg. “Retire with the right leg. 1-4 Retiré with R leg, and straighten. “Retiré with the left leg. 5-8 Retiré with L leg, and straighten. “Retiré is so pretty. Retiré is ballet.” 9 16 Repeat the last two retires 16 11.a. Lifting Legs 6/8, 2 cts/m, Begin sitting, legs straight in front, hands on the floor next to hips 2m intro, 8m for support. Tell them, “Make your Ieg straight like a pencil. Sharpen your pencil.” (Point feet.) 1-2 Lift R leg a few inches off the floor. Keep it fairly straight. 3-4 Lower it to the floor. 5-8 Repeat with L leg. 9-16 Continue through the music. 17 11.b. Turning Out for Ballet 6/8, 2 cts/m, Explain about the Sartorius muscle or “knee muscle” It turns out the 2m intro, 8m legs.* 1-2 Rotate thighs (legs) outward. 3-4 Rotate inward to parallel alignment. 5-16 Repeat through the music, holding the turnout the last time. *Why learn about the Sartorius muscle? This muscle is important to turnout and is easy for young children to locate. They can see it, find the insertion just Inside the knee, and feel it working during the Leg Lifts and Turning Legs Out. They can become aware of it during demi plies and when landing from sautés. Once they know where a muscle is, and what it does, they can begin to direct it. Dancers do need some knowledge or their dancing muscles. 32

IV. Ballet Exercises 18 12.a. First and Second Positions of the Feet 2/4, 2 cts/m, 1-4 Feet Together, step R to Feet Apart. 1m intro, 8m 5-8 Bring R root to Feet Together, turn out to First Position. 9-12 Step R to 2nd, bold. 13-16 Step R to 2nd, hold. After a light pause, the music plays again for L foot. 19 12.b. First and Third Positions of the Feet 2/4, 2 cts/m, 1m intro, 8m 1-4 From 1st position, move R foot to 3rd front. 5-8 Move R root back to 1st. 9-16 Repeat with left foot. 20 12.c. Three Positions of the Feet “1st Position, step to 2nd, 2/4, 2 cts/m, “Step to 3rd, then back to 1st.” 1m intro, 8m 1-4 Hold in 1st, step R foot to 2nd 5-8 Move R foot to 3rd, Move R foot to 1st. 9-16 Repeat with L foot. 21 13.a. Finding First Position of the Arms 3/8, 1 ct/m, 2m intro, 16m 1 Swing arms forward, but not above shoulder height 2 Swing arms back, leaning slightly forward. 3-4 Swing arms forward, hold. 5-6 Round arms into 1st, hold. 7-8 Lower arms to sides. 9-16 Repeat the exercise. 33

22 13.b. Finding Second Position of the Arms 3/8, 1 ct/m, 2m intro, 16m 1 Lift arms up at sides to 2nd position. 2 Swing down through bras bas and cross in front. 3-4 Swing arms up to 2nd position, swing down through bras bas, cross in front. 5-6 Swing arms up at sides to 2nd position and hold. 7-8 Lower arms slowly to sides. 9-16 Repeat the exercise 23 13.c. Finding Third Position of the Arms 3/4, 1 ct/m, Begin with arms in bras bas. 2m intro, 16m 1-4 Lift to 1st, hold, open L arm to make 3rd, hold. 5-8 Arms to 1st, hold. Open R arm to make 3rd, hold. 1-8 Open L arm, do a “tippy toe turn” waving arms, end in bras bas. 24 14.a. Demi Plié 3/8, 1 ct/m, Start Feet Together, hands on waist. Demi pliés are first learned 2m intro, 16m in parallel position. Develop the turned out plié gradually, as the children get stronger and are able to keep their knees in line with their feet during the pliés. Work within their abilities, always. 1-2 Bend knees to a demi plié, straighten. 3-16 Continue through the music. 25 l5.a. Heel Lifts & Rises 2/4, 2 cts/m, Rises are done with feet parallel. Rise to about quarter pointe, knees 2m intro, 16m and ankles somewhat relaxed. Hands are free for balance placed on waist, or on an imaginary fence. Point out to the children that the toes bend as the heels lift. 1-4 Lift R heel, lower. 5-8 Lift heel, lower. 1-8 Repeat. 1-4 Repeat on both feet and look over fence, lower. 5-16 Repeat the rise on two feet, doing 4 rises in all. 34

26 16.a. Step, Point 2/4, 2 cts/m, Begin with feet in 1st. Point with a turned out leg, if possible. Also 2m intro, 8m work for accuracy in exactly where the foot points. 1-2 Step R foot to 2nd, keeping the turnout. Point L forward to open fourth. 3-16 Continue through the music, alternating sides. 27 16.b. Learning Fondu with Step, Point 2/4, 2 cts/m, The bending knee will want to come forward, but we must make it 2m intro, 8m stay back. We can hold it back with the Sartorius muscle, (see note on p. 32). 1-2 Step R to 2nd. Point L forward to open 4th. 3 Bend R knee in fondu, stretching L leg & foot. 4 Straighten R knee and close L foot into 1st. (Or, leave it pointed forward.) 5-16 Repeat through the music, alternating sides. 28/63 19.a. A Bird Learning to Fly 3/8, 1 ct/m, Begin feet Together, arms relaxed at sides. 2m intro, 16m 1-4 Raise R arm to demi 2nd, lower to bras bas. Repeat with L arm. 5 8 Raise both arms to demi 2nd then lower. Raise both arms to 2nd and stay. 9-12 Rise and run, moving arms like wings. 13-16 Fly back to nest, lower or fold wings, lower head (to take a nap). 29/64 20.a. Bend and Jump; Learning Sautés 2/4, 2 cts/m, Sautés are done in parallel position, feet together, hands on waist. 2m intro, 8m Stretch knees and feet in the air, according to ability. Bend knees to cushion the landing. 1&2 Bounce knees down, up, down. &3 Jump into the air; land, bending knees in demi plié 4 Straighten knees. 5 16 Repeat through the music. 35

30 20.b. Sautés 2/4, 2 cts/m, Pretend to be tennis balls, or popcorn, etc. Jump in place. 2m intro, 8m &1-16 Sixteen jumps on two feet. Their turnout needs to be strong and secure in the demi plies first. Then and only then should children be allowed to turn out their knees with sautés. As with pliés, develop the turned out sautés gradually, working always within their individual abilities. V. Creative Fun 31/65 A. Rag Doll Stretch 4/4, 4 cts/m, Teacher and/or students decide how the doll walks and doll poses are 2m intro, 14m to be done. 1-8 Flop over from waist. Hang limply, relax. 9-16 Slowly straighten, rolling up from lower back: waist, shoulders, head, arms. 1-16 Repeat the first 16 counts. 1-12 12 Doll walks around circle, or around own place, etc. 13-16 Stop and hold in a doll pose. 1-8 Flop over from waist, then straighten to doll pose and hold. 32/66 B. Teddy Bear Fun 2/4, 2 cts/m, 2m intro, 24m 1-8 Hands on waist, four heel togethers (R, L, R, L) Incline head towards heel. 1-4 Four bounces on both feet (parallel sautés). chord 6-8 Bow, straighten. 1-4 Step, close, step, heel to R, leaning slightly over extended heel.* 5-16 Repeat to L, to R, to L. 1-4 Rub tummy to say, “I’m hungry!” 5-8 Shade eyes and look for something to eat 9-16 Skip off, waving goodbye. *Note: The Three Bears Step (p.74) can be used here instead of step, close, step, heel. 36

33/67 C. Humpty Dumpty 2/4, 2 cts/m, Before doing this one, the children need to have thought of the 2m intro, 40m different ways to sit.* These can be very individual. Start on the dancer’s circle, ready to skip. Note: most of the music is divided into 3m coda phrases of 12 counts (6m) rather than the usual 4 or 8 counts. 1-12 Children skip in the circle. Sing or say, “Humpty Dumpty. . . Humpty Dumpty. . . Humpty Dumpty. . . 1-4 They sit in their first way, “Sat ... and 5-8 They change to their second sit. “Sat ... and 9-12 They change to their third sit. “Sat. 1-24 Repeat the skips and the sits. 1-12 Repeat the skips. “Had a great big . . . fall . . . 1-8 Fall to the floor and lie still. “All the kings horses . . . And all the king’s men . . . 1-12 Get up and gallop. “Couldn’t put Humpty together again!” Coda: 1-6 Fall to the floor, lie very still. *Teach them how to do a stage fall by first putting one leg down gently and sitting sideways on the lower leg then onto the hip, using hands on the floor to control the lying down. Practice slowly at first to avoid bruises. VI. Floor Exercises for Expression 34 21.a. Washing Windows 4/4, 4 cts/m, 2m intro, 14m Intro: 1-8 Squirt some window cleaner on the window: 3 squirts. 1-8 Wash in a circular motion with R hand. 1-8 Look at the window: Is it clean? Shake head, no. 1-8 Wash with L hand. 1-8 Look and shake head, no. 1-8 Squirt some more cleaner on the window: 3 squirts. 1-8 Wash vigorously with both hands. 1-4 Look. Is it clean? Nod head, yes! 5-8 Lift arms as if to say, “I’m done! It’s clean!” 37

35 21.b. Planting a Seed 4/4, 4 cts/m, 1m intro, 8m 1-4 With hands, gently dig a place to plant the seed. 1-4 Put the seed in the hole, cover it with dirt. 1-8 Sprinkle it with water, and wait. 1-4 Look up at the sun, mime the sunlight reaching the seed. 1-4 Lean forward and look at the tiny plant, stroke its leaves. 1-4 Look up at the sun, mime the sunlight reaching the plant. 1-4 Lean over and smell the flower on it, nod and smile. 36 21.c. Dancing with Our Heads 4/4, 4 cts/m, This teaches the 3 basic head movements used in ballet. Start sitting, 1m intro, 12m legs crossed, hands on knees or arms folded. 1-8 Turn head to look R, L, R, L, saying “no” without words. 1-4 Turn head quickly, saying “no” a little faster. 6-8 Straighten head, look at teacher and smile. 9-16 Repeat, moving head up and down this time to say “yes” without words. During this last part, the children should incline the head without turning it. Suggest: “Your ear looks at your shoulder.” 1-2 Incline head to R, and say aloud, “Maybe,” 3-4 Incline head L, and say aloud, “I’ll think about it.” 5-6 Incline head R, and say, “Perhaps.” 7-8 Incline head L, and say, “l might…” 1-4 Incline head R, then L, saying, “But then again . . .” 5-8 Bring head straight, look at teacher, fold arms in front of chest, “I might not!” smile and say, 38

Music Study (no music provided) 22.a Clapping Rhythms Children can learn to clap 2/4, 3/4, and 4/4 meters following the teacher’s lead. This can also be done clapping along with simple clear tunes played on the piano. 22.b. Clapping for Marches With marching music, clap the rhythm 8 cts., march 8 cts., repeat. This could be done with the music for exercise 25. 22.c. Clapping for Gallops With galloping music, clap the uneven rhythm of gallops 8K; then do 8 side gallops to the right. Repeat to the left. This could be done with the music for exercise 7. 37 23.a. Curling into a Ball 3/4, 1 ct/m, This is for learning to use the posture muscles in the back and the 2m intro, 32m abdominals. 1-4 Sitting on the floor, curl up in a ball, holding knees, head tucked. 5-8 The ball begins to grow bigger, arms and legs are about half uncurled. 9-12 Continue to grow, back stretches up, legs and arms stretch out. 13-16 Hold the stretched position, curl up again on ct 16. 17-32 Repeat everything. Alternate version: 1-4 Turn knees out and hold ankles. 5-12 Roll slowly onto side, back, side, and up again, twice. 13-16 Stretch arms and legs out straight, then curl up. 38/68 24.a. The Dinosaur (Crawling) 2/4, 2 cts/m, Suggest they be a Stegosaurus or other plant eater. 2m intro, 36m Intro: 1-4 Wake up, hungry 1-6 Crawl to find some plants. 7-8 Wrong ones. (Shake head sadly.) 39

9-16 CrawI, look again: wrongs ones. 17-24 Crawl a third time: wrong ones. 1-8 Fourth time, crawl, look again: right ones! (Nod, smile.) 1-8 Reach head up to get fruit off top of plant, then chew it. 9-16 Reach up for fruit again. Chew it. 1-16 Crawl back home and rest. (They can use some imagination here.) VII. Learning to Space With Other Dancers, and Building Coordination 39/69 25.a. Marching in a Circle or in a Row 2/4, 2 cts/m, Practice marching in a circle for a few weeks before using marches to 2m intro, 32m introduce the concept of dancing in rows. To introduce “Rows”, mark two lines on the floor with chalk or colored tape about 10-12 feet apart. Start Feet Together on one line, side by side. For coordination, arms need to swing naturally in any pattern as they march. 1-12 Twelves marches to the other line. 13-16 Turn around to face the way you came. 17-32 Repeat, returning to starting place. 1-32 Repeat all. 40 25.b. Marching with Retiré 2/4, 2 cts/m, The lifted foot is placed next to the other knee in parallel retiré. 2m intro, 16m Counts are the same as 25.a., just add the retiré. A shorter, slower version of the music is provided for practicing the retiré. When they can do it, use the faster, Ionger music recorded for 25.a. 41 26.a. Making Shapes on the Diagonal 2/4, 1 ct/m, This exercise is done by turns, and teaches the floor pattern for 2m intro, 32m dancing on the diagonal. As the 2nd dancer runs, the next dancer walks to UR. Mark the beginning and end of each diagonal pathway with tape or chalk, etc., so they will know where to start and where to finish. For more than four turns, play the music again. 1-4 Run the diagonal from UL to DR. 5-8 Stop downstage right and hold a pose at the end. 9-32 Continue by turns. 40

42 26.b. Side Gallops on the Diagonal 6/8, 2 cts/m, See p. 112 for stage directions. Done by turns. Start UL, facing DL, 2m intro, 32m arms stretched to 2nd. Travel to DR. Dancers look over shoulder at where they are going. 1-8 1st dancer does 8 side gallops. 1st dancer walks to UR. 9-16 2nd dancer does 8 side gallops. 2nd dancer joins 1st dancer at UR. 1-8 3rd dancer does 8 side gallops. 3rd dancer walks to UR. 9-16 4th dancer gallops. 1-8 1st dancer gallops from UR to DL 4th dancer walks to UR. 9-32 Continue through the music. For more than four turns, play the music again. If the class is large, more than one dancer can go on each turn. Repeat the exercise on the other diagonal. 42 26.c. Side Gallops with Partner 6/8, 2 cts/m, Partners face each other, ready to gallop on the diagonal. They hold 2m intro, 32m both hands in 2nd position, or in dance position. Proceed as above, each “dancer” now being a set of partners. VIII. New Steps 43/70 27. Pony Trots or Prances 2/4, 2 cts/m, On each hopping step, lift leg high in front, knee bent about 90° and 2m intro, 16m foot pointed. 1-32 32 pony trots around the circle. Hands on waist, or hold pony’s reins. 44 29.a. Rocking 6/8, 2 cts/m, Use a doll or teddy bear, real or imaginary. A folded scarf can be a 2m intro, 16m pretend doll. 4m coda 1-8 8 rocks, holding doll in arms (R, L, R, L, R, L, R, L). 9-16 4 slow walks forward, (R, L, R, L) 2 step points (R, L). 1-16 Repeat the rocks, walks and step points starting L.(or R, if L is hard.) Coda: 1-4 Step forward, kneel on other leg, put doll to bed (on floor). 5-8 Sit on floor, stretch to lying position on side, facing doll, and go to sleep. 41

45 30.a. Side, Close 2/4, 2 cts/m, Use parallel position. Add turnout when they are comfortable 2m intro, 8m in moving sideways. For learning, use twice the counts for each movement. Replay the music for the second side. 1-2 Step R foot sideways to Feet Apart or 2nd position. 3 4 Close L foot to R, in 1st, or Feet Together. 5-16 Repeat, doing the side close to the R four times in all. When the step is learned, double the speed, doing 4 each way, playing the music once. IX. Enchainements 31.a. Side Gallops and Claps Do each version 4 times. 46 31.a. (1) 3 side gallops, 1 clap Purpose: 6/8, 2 cts/m, Reverse direction quickly. 2m intro, 8m Purpose: 47 31.a. (2) 4 side gallops, 3 claps Marching Band Dance 2/4, 2 cts/m, 2m intro, 16m Purpose: Learning to count 4’s 48 31.a. (3) 4 side gallops, 4 claps 4/4, 4 cts/m, Purpose: 2m intro, 8m Coordination 49 31.b. Down and Up 2/4, 2 cts/m, 2 jumps out and in, down back in jump up. Done 4x. 2m intro, 16m 50 31.c. Skip and Turn Purpose: 2/4, 2 cts/m, 8 skips, 2 step points, tippy toe (demi pointe) turn, curtsey; 2x Umbrella Dance 2m intro, 40m 42

51 31.d. Marching Turn Purpose: 2/4, 2 cts/m, 4 marches turning 1/2 turn to the R to face back, 3 claps, hold. 4x. Marching Band 2m intro, 16m 52 31.e. Three Points, Port de Bras 3/8, 1 ct/m, 3 points = tap toes on floor 3 times in front open 4th position. 2m intro, 64m 1-4 3 points forward with R, close feet on 4. Purpose: 53 Using feet then arms 6/8, 2 cts/m, 5-8 Repeat with L foot 2m intro, 16m 9-18 Lift arms sideways to open 5th, lower. All 4x. 31.f. Heel Together 1-4 Extend R heel, together, L heel, together Purpose: Rhythm and 5 8 Jump, clap, clap, hold. All 2x using a flexed foot. X. Rest Time 54 32. Kitty Kat Exercise 2/4, 2 cts/m, 1-4 Kneel, sit on feet with hands up like paws , “resting cat.” 2m intro, 16m 5-8 Move forward onto hands knees, let stomach sag, “lazy cat.” 9-12 Lift stomach and arch back, head down, “startled cat.” 13-16 Crouch low to the floor, “cat is hiding.” 1-16 Repeat all. 34. Talking Time Use this time in whatever way you need. Talk about the dance to be practiced, give each child a short turn to talk, give home practice notes, compliment their work, etc. 43

55/72 Xl. Dances 2/4, 2 cts/m, 2m intro, 28m F. My Umbrella To be done twice, around a circle. Umbrella (imaginary or real) is repeated on R shoulder. If using umbrellas, be sure they are well spaced, and holding it with both hands for safety. 1-8 8 skips. 9-16 Step point, step point. Tippy toe (demi pointe) turn. 17-20 Place point of umbrella on floor. 1-12 12 demi pointe walks around umbrella. 18-16 Place umbrella on shoulder. 1-8 8 Skips. 9-12 Step point, step point. 13-16 Tippy toe (demi pointe) turn. 17-20 Step R, curtsey, hold. 56/73 G. The Marching Band 2/4, 2 cts/m, Each child has a rhythm instrument or an imaginary instrument to 2m intro, 34m play as they march. Start in a row at the back, side by side, facing front. 1-8 March forward side by side to a row in front. 9-16 Stand still and play instruments, 7 counts, hold 1 ct. 1-2 Wait. (This gives them time to be ready for the marching turns.) 1-4 Four marches, turning 1/2 R to face upstage. 5-8 Play instruments. 3 cts, hold 1 ct. 1-4 Four marches turning ½ turn R to face front of stage. 5-8 Play instruments, 8 cts., hold 1ct. 1-8 4 side gallops R, arms in 2nd, hit instruments 3 cts, hold 1 ct. 9-16 4 side gallops L, arms in 2nd, hit instruments, 3cts, hold 1ct. 1-8 8 marches in place. 1-8 Hit instruments 7cts, hold 1 ct. 1-2 Bow 44

57/74 H. Dance with Me 6/8, 2 cts/m, Arrange dancers in sets of 2 around the circle. One or both partners 2m intro, 24m can do the mime. 1-2 Facing partner, clap partner’s hands twice. 3-4 Clap own hands together twice. 5-8 Repeat the claps. 1-2 Ask partner to dance with you: Reach hand towards partner (“you”), touch own chest (“with me”). 3-4 Arms demi 2nd, turn on demi pointe in place (“dance”). 5-6 Partner nods, yes. 7-8 Take partner’s hands and get ready for side gallops. 1-12 Twelve side gallops counterclockwise around the circle. 13-16 Step, curtsey to partner, and get ready to go the other way. 1-16 Twelve side gallops clockwise around the circle, step, curtsey to partner. 58/75 I. Daffodils 3/4, 3 cts/m, Start curled up, sitting. The daffodil bulb is asleep in the ground. 2m intro, 32m Arms are curled around knees with wrists crossed. This is danced in rows. They change rows on the runs. 1-6 Slowly unfold, push up through the earth, lifting crossed wrists slowly. 7-9 Stand, lifting arms to frame face, palms overhead (flower bud). 10-12 Open arms to an open fifth, rounded like a flower. 1-12 4 sways, as the wind blows. 1-6 *Run to the middle line, arms lowering to demi 2nd. 7-12 Step point R. (hold 1 ct.), step point L. 1-6 Lift arms sideways to open 5th, lower. 1-12 4 sways arms open 5th. 1-6 *Run to the front line, arms lowering to demi 2nd. 7-12 Step point R, step point L, 45

1-6 Lift arms sideways to open 5th, lower. 1-3 Wilt: Bend over from waist, arm curled and wrists crossed as at the beginning. 4-6 Hold. (Wilted flower). 7-9 Recover: Straighten up, lift arms to frame face, palms together (bud), 10-12 Open arms to open 5th (flower), hold. (Someone watered the flower!) 1-6 3 sways, open arms through 2nd to demi 2nd. 1-6 Step, curtsey, hold. *If there is only one row of dancers, they can run forward both times. The diagram shows two lines of dancers running forward to the next line. They can run backward to their original line the second time, or run in a circle to the other line both times. Decide which running pattern to use, and practice it separate from the dance until they can do it nicely. 59 XII. Curtsey or Bow 2/4, 2 cts/m, 1m intro, 8m Girls tuck one foot in back resting on the demi pointe, hold skirt, bend knees. For good balance, girls need to put a little weight on the ball of the foot that is in back. Boys bow from the waist, right arm front and left arm back of waist, or both arms relaxed at sides. 1-2 Girls: Step R to 2nd, tuck L foot behind R resting on ball of foot, arms demi 2nd. Boys: Step R, close L foot to 1st position. 3-4 Girls bend knees, straighten. Boys bend from waist, arms at waist, with R arm in front and L arm in back. 6-8 All repeat to L. 1-6 All open both arms through 1st, and reach towards audience. 7-8 Hold, and smile. 46

Are They Ready for Classical Basics? A Placement Checklist 8. Arms & Hands: student is clear and expressive in miming a short simple This informal check list can tell you story, such as washing windows, which children need more time in petting a dog, building a snowman, the Starter Class, and which ones are etc. ready for the Classical Basics Class. Children may be more at ease if they 9. Music Study: can clap 2/4, 3/4, 4/4 work in pairs, or lake turns across the rhythms, with the teacher leading. floor. Refrain from calling attention to Can clap the rhythms for marches, any one student’s particular problem. and for gallops. The checklist can be used by itself as a placement class, or the items on it can C. Coordination, Rhythm, Balance be worked into a regular class over a period of a few weeks. 10. Using Feet: 3 points and close with each foot, 3 heels and close with I. PHYSICAL SKlLLS CHECKLIST: each foot. A. Locomotor Skills 11. Heel Lifts: 4, alternating feet. 1. Walks: matches the music or drum 12. Marching: 16 on the whole foot, beat, and leads with the toes, like a arms swinging freely, using parallel dancer. retire. 2. Runs: on the balls of the feet with 13. Pony Trots: 16 with knees lifting in small, fast steps. (does not need to front, holding the pony’s reins. match musical beats.) D. Floor Exercises 3. Jumps on two feet: 4 with feet together, then out, in, out, in. 14. Feet and ankles: flex & extend 8 times, legs straight in front, back 4. Hops: 4 on each foot, in place or straight. travelling. 15. Curl and Stretch: hug knees and 5. Skips: 16, in time with the music. tuck head, extend legs and feet forward, pointing feet, arms extend 6. Forward Gallops: 4 with R foot front, to sides in a natural 2nd position, 4 with L foot front, repeat. head up. B. Floor Exercises for Expression and 16. Retirés: while sitting, lying on back, Music or standing. Can show four parallel retirés, alternating legs. 7. Head movements: “yes”, “no”, “maybe.” Can do these accurately, without hesitation. 47

E. Ballet Exercises 2. Can stay with classmates when dancing from line to line, in a row. 17. Positions of the feet: Parallel, 1st, 2nd, 3rd; find each position, stand 3. Can follow the correct procedures on evenly on both feet, use moderate diagonal exercises, and take turns. turnout, to about 80° or 90°. B. Classwork Skills, Music 18. Positions of the arms: can do natural and classical positions: down, 4. Starts and stops with music forward, back, hands on waist, open 5th , first, second, demi second, bras 5. Waits in “ready” position for musical bas, 3rd . introductions. 19. Demi pliés: can do with correct foot 6. Makes neat finishes to exercises. to leg alignment, tall posture, four in parallel and four in 1st position. 7. Stays with the musical beats when marching and skipping, and most of 20. Rocking and Swaying: transfers the time on the other activities. weight completely, uses legs equally, can show 4 rocks and 4 sways. C. Social Skills 21. Enchainements for memory, 8. Arrives on time, properly dressed for counting, rhythm: class. • 4 Sautés (little jumps, or bounces), 9. Works cooperatively when assigned a 4 claps. partner. • 4 side gallops, 4 claps, repeat the 10. Returns to own “spot” or place other way. when an activity is over, or goes to another assigned place to begin the • 8 claps, 8 marches, repeat. next activity. • 2 step points, R & L, step R, 11. Doesn’t annoy classmates (or curtsey and hold. Repeat the other teacher) or disrupt the lesson. way. 12. Respects property and person of 22. Port de Bras: arms to 1st, 2nd, demi classmates and teacher. 2nd, bras bas. 13. Respects teacher as leader, and II. CLASSROOM PROTOCOL follows requests promptly. CHECKLIST: 14. Takes turns when asked to do A. Classwork Skills, Spacing so, doesn’t infringe on another classmate’s space or turn. 1. Keeps spacing even, and circle the 15. Does not act silly, or smart alecky, same size when dancing in the circle. or use inappropriate language. 48

16. Does not talk out of turn. 17. Raises hand to answer questions when it is appropriate. When students have an understanding or basic standards of behavior it contributes greatly to a smoothly running class. These behavioral guidelines are well within the abilities and understandings of nearly all children ages 5 to 7. They are an important part of what a student should understand and be willing to do in dance class. If a child does well on the Physical Skills, but has some social behavioral problems, it is up to the teacher as to how best to place this child. Sometimes the behavior can be fixed with an informal talk with the child and parent, explaining your expectations. Sometimes the child may need to be in the Starter Class for a while until they are more comfortable with your expectations. 49

Classical Direction Technique for Level 3 Adding Classical Direction 3. Use the ballet skip in enchainements and dances. Classical Direction added to natural movement teaches the beginnings of Classical Direction Means Level Hips technique without the stress of ballet exercises being placed on the still soft Five and six year olds can learn to keep an growing bones, muscles, ligaments hips level on pointing exercises and on and growth plates. It gives a wonderful, transfers of weight. Tell them the leg graceful effect to the movements of goes visiting while the hips stay home! childhood. On side movements, the hips, body, shoulders and head should move all at Strong advanced technique is built once, in one piece. “Don’t let your hips upon a strong base of the natural and get ahead of you. Make them wait for basic movements. you so you can go together.” It is in the Classical Basics class that When they can add the classical they learn to add the beginnings of direction to a movement it becomes a technique to their dancing. This should ballet step. It is no longer just a basic be an exciting year for your students. movement skill, but it is also a ballet They will be learning the styling of movement. classical ballet, without the stress of a formal ballet class. They will look more Some children have “bumpy knees” and and more like ballet dancers as the year need to leave a space between the heels progresses. in first position to give their knees room to stand as straight and even as We begin with stretching the feet for possible. The knee joints in children the ballet walk and with adding the around age seven appear overly large. parallel retire to marching, and to This is due to the natural process of skipping. growth in the legs. The knees are only temporarily out of proportion to the Classical Direction For Skipping legs. 1. The knee of the lifted leg must It is not good to put the heels together lift straight forward to a nearly when this causes the temporarily horizontal position. oversized knee joints to lap, one over the other. The lapping may cause 2. The lifted foot must point and make posture problems and uneven hip the parallel retire, with the toes next alignment. to the other knee, and the lifted knee in a straight forward alignment. As they grow their legs will lengthen 50

and the muscles will get stronger. The • push the floor away on gallops size of the knee joint will no longer appear to be too large in relation to Feet the length of the leg. Their longer • point and flex while sitting leg muscles hold the legs straighter. • use these movements while The space between the heels should standing gradually disappear. • metatarsal joint can begin to be included in the foot exercise, for Technique Without Stress part of the time As ballet teachers we teach movements Legs, while sitting and steps. What we are really after in • rotate inward and outward ballet is the correct use of the muscles. • learn to use sartorius muscles The movement, position or step will • lift and lower in straight alignment be correct only when the muscle use is and in turned out position correct. Demi Plié Work slowly. Children’s muscles • knees must bend directly above mature a little at a time, a few being the toes added each year. Until a muscle is • posture tall and balanced mature enough to be consciously • head up controlled, they really cannot learn the • seat doesn’t stick out correct way of using that muscle for • hands on waist helps the concept ballet. of knees bending outwards • shoulders and arms relaxed Incorrect muscle habits are nearly • head lifted and level impossible to change as the student gets older. Even when the muscular Tendu or Point Close control is finally there, the old habits • lengthen feet will persist. It is important young • hips stay in place, they don’t children not be taken too fast into follow the leg advanced forms of technique. Fondu Some Reasonable Expectations • The bending knee “keeps the rain and Goals for Ages 5 1/2 to 7 off the toes.” The other leg & foot is stretched to the ends of the toes. Locomotor Movements • use parallel retiré with marching Note: Fondu is a demi plie on one leg. It is and skipping learned and used in some steps al this level, • walk with stretched feet such as Step Point. Fondu as an exercise is • run on balls of feet NOT taught at this level. • demi pointe walks, with knees relaxed 51

Rise and Lower land with knees turned out, above • rise easy, to quarter pointe & toes down, don’t hold the rise • good rhythm in continuous jumps • knees and ankles not too tight • good height on the bend and jump Transfer of Weight Grand Battement • good control of weight • can do a point, lift, point close to • hips level the front, at 22° • shift weight completely over each • with a tiny bit or turnout leg • with feet stretched • can do with plié by age seven. • hips stay in place, they do not follow or pull away from the leg Port de Bras • Concept: stand on the leg you are • hands on waist standing on, not on the other one! • lift at sides to open 5th and lower • hands can begin to use classical Good Ballet Takes Time! shaping: • arms can begin to round in bras This list of technical goals will take bas and in 1st position. most children from one to two years, • Learn bras bas, demi 2nd, 1st, 2nd, sometimes longer to accomplish. 3rd, open 1st, open 5th Your students who have a Ballet Arts or similar background in pre-ballet Sautés should be able to handle the first grade • good use of knees in jumping of classical ballet with enthusiasm and • attempt to stretch feet only after success. knees stretch and bend properly • feet turned out only if child can Enjoy your teaching! 52

Choreography for Level 3 Classical Basics Class It is not possible to use all of these items with any one class or in any one year. Choose one fourth to one half of them to use this year. Next year, you can use a different set for your next Classical Basics class. Some items from the Starter Class can be included. Teachers, please feel free to adapt, make changes in, or create variations on these activities, so long as the main ideas and basic skills are not lost. There is usually more than one way to accomplish these goals for young dancers. The musical counts listed are for the teacher’s information. Children aren’t ready to do much counting of music. They can handle short series or 4’s or 8’s, but nothing complicated. (See the heading on page 27.) I. Welcome & Warming Up 1. Greeting the students Taking roll, getting them primed for class, etc. The children sit in their assigned places. “They sit like dancers.” See Teaching Notes for more suggestions. 1 2.b. Warmup: Arms, Feet, Legs 4/4, 4 cts/m, 1m intro, 16m 1-8 Arms lift and lower, twice. 9-16 2 Arm Circles. 1-16 16 marches in place, swinging arms. 1-16 2 Rag Dolls, (collapse from waist, roll up and stretch.) 1-8 Heel together R, L, 3 claps. 9-16 Heel together R, L, 3 jumps. 2 3. Stretching Up, Standing Tall 3/4, 1 ct/m, 2m intro, 16m 1-8 Tree trunk grows up, branches grow, then leaves. 1-4 Leaves reach to sun. 5-8 Melt down to the floor and relax. 53

II. Awareness of Space, Their Place in Space, Coordination 3 4.c. The Ballet Walk, Classical 3/4, 3 cts/m, Walk around the dancer’s circle, reaching forward with the toes. 1m intro, 16m Each dancer tries to arrive at the next spot at the same time. To help them hold their heads up high, suggest they are “Miss America”, or a princess, and they mustn’t let their crown fall off. 1-48 Continuous ballet walks around the dancer’s circle, counterclockwise. 4 4.d The Demi Pointe Walk 3/4, 3 cts/m, Walk on the balls of the feet, heels lifted. Knees and ankles are 1m intro, 16m relaxed and natural. 1-9 Walk forward 9 steps, arriving at the next spot on the circle 10-12 Lower heels and rest feet. 1-36 Continue through the music. 5 5. The Ballet Run 2/4, 2 cts/m, Start feet together. Use arms as birds, butterflies, airplanes, etc., or use 1m intro, 16m a scarf. Ballet Runs are done on the balls of the feet with knees and ankles relaxed and used naturally. 1-32 Continuous runs around the dancer’s circle, counterclockwise. Variation: Run 8 counts, then hold a pose for 8 counts. Continue through the music. 6 6.c. The Ballet Skip 6/8, 2 cts/m, Ballet skips are done with parallel retiré. Arms are free for 2m intro, 16m, coordination, or demi 2nd. chord 1-32 32 Skips around the circle. 6 6.d. The Skipping Song 6/8, 2 cts/m, When they can do nice ballet skips, add the song and include some 2m intro, 16m, mime with it: chord 1-8 “Skip, skip, skip, skip. It’s time for ballet school.” 1-8 “Pack, pack, pack, pack. We bring our dancing shoes.” 1-8 “Comb, brush, fasten tight. We fix our hair so cool!” 1-8 “Fun with friends and ballet, too, we’ll have at ballet school.” 54

7 7.b. Galloping with a Partner 6/8, 2 cts/m, Gallop forward, side by side with a partner, holding hands in skater’s 2m intro, 16m grip. (Right hands are together, and on top.) Change feet every four counts. Partners use same foot. 1-32 32 Gallops around the circle. 8 7.c. Learning the Polka 2/4, 2 cts/m, When they change feet on every two gallops, it becomes a forward 2m intro, 32m polka. 1-64 32 polkas forward around the circle, alone or with partner. III. Floor Exercises For Ballet, Use of Muscles 9 9.b. Feet and Arms 6/8, 2 cts/m, 1m intro, 8m &1-4 Flex feet, point feet, flex, point and hold. 6-8 Lift arms sideways to open 5th stretching tall, lower arms. 1-8 Repeat the exercise. 10 10.b. Retirés 2/4, 2 cts/m, Legs are parallel, not turned out. Can be done sitting, on back, or 2m intro, 16m standing. 1-4 Retiré with R leg, straighten on ct. 4. “Retiré with the right leg,” 6-8 Retiré with L leg, straighten. “Retiré with the left leg,” 9-32 Repeat through the music. “Retire is so pretty. Retiré is ballet.” 11 11.c. Turn Out and Lift Legs 2/4, 2 cts/m, Start sitting, legs together in front in parallel alignment. 2m intro, 24m 1-2 Rotate legs outward, then inward to parallel alignment. 3-8 Continue, keeping legs turned out on count 8 1-2 Lift R leg a few inches, then lower it. 3-8 Continue, alternating legs, turning legs into parallel on ct. 8. 55

1-2 Lift arms at sides to open 5th. 3-4 Bend head & body towards knees, arms forward. How far they bend is not important. It’s a graceful, fun movement, like a swan resting its head on the water. 5-8 Sit up lifting arms up, lower arms to floor, ready to repeat. 1-24 Repeat the exercise. IV. Ballet Exercises 12 12.c. Three Positions of the Feet 2/4, 2 cts/m, 1m intro, 8m 1-4 Hold in 1st, step R foot to 2nd. “1st Position, step to 2nd.” “Step to 3rd, and back to 1st.” 5-8 Move R foot to 3rd move R foot to 1st, 1-8 Repeat using the L foot. 13 12.d. Five Positions of the Feet 3/4, 1 ct/m, 2m intro, 24m 1-4 Open toes to 1st, hold, step to 2nd, hold 5-8 Close to 3rd, hold, forward to 4th, hold 9-12 Close to 5th, hold, put Feet Together. 1-12 Repeat using L Foot. 14 13.c. Finding Third Position of the Arms 3/8, 1 ct/m, Begin with arms in bras bas. Suggestion: learn one side at a time. 2m intro, 32m 1-4 Lift to 1st, hold, open L arm to make 3rd, hold. 5-8 Bring L arm into 1st, hold, open R arm to make 3rd, hold. 1-8 Open L arm to 2nd, do a “tippy toe turn” waving arms, end in bras bas. 1-16 Repeat, either side. 15 13.d. Three Arm Positions 3/8, 1 ct/m, Begin with arms in bras bas. 2m intro, 16m 1-2 Lift arms to 1st, open to 2nd. 3-4 Bring R arm into 3rd, hold. &5-6 Change through first to the other 3rd, hold. 7-8 Arms go directly to demi 2nd, then lower to bras bas. 1-8 Repeat the exercise. 56

16 13.e. Fourth and Fifth Positions of the Arms 3/4, 1 ct/m, 2m intro, 16m, 1-2 Lift arms to 1st position then up to 5th position. 3-4 Lower L arm straight down to 1st, making 4th. Hold. chord 5-6 Lower R arm straight down to 1st. 7-8 Open arms to demi 2nd, lower to bras bas. 1-8 Repeat the exercise, using opposite arms. 17 14.b. Six Demi Plies 4/4, 2 cts/m, Start Feet Together, or in 1st, hands on waist. Turnout is added 1m intro, 8m gradually, up to 90°, as they become strong enough to keep their knees out over their toes. 1-6 3 demi plies. 7-8 Hold, and stand a little taller. 9-16 Repeat. 18 14.c. Demi Pliés and Rises 6/8, 2 cts/m, Begin with feet in 1st position. When this exercise is used, omit #15. 2m intro, 16m 1-6 3 demi pliés. 7-8 Bring toes together, feet parallel for the rises. 9-14 3 rises. 15-16 Open toes to first position for the pliés. 1-16 Repeat the exercise. 19 15.b. Heel Lifts and Demi Pointe Walks 2/4, 2 cts/m, This exercise is to strengthen the ankles and feet for rises. Rises 2m intro, 18m are done in the Feet Together or parallel position. Point out to the children that the toes bend as the heels lift. This will help the heels to not rise too high. 1-2 Lift R heel, slowly, bending R toes, making a demi or quarter pointe. 3-4 Lower heel. 57

5-8 Repeat with L foot. 9-16 Repeat the heel lifts. 1-4 Rise on both feet to demi or quarter pointe. 1-16 Do demi pointe walks in a small individual circle, lower heels to finish. 20 15.c. Rises Rise smoothly on two feet by lifting heels to the quarter or demi pointe. 6/8, 2 cts/m, Lower heels smoothly to the floor. 1m intro, 8m 1-2 Repeat through the music. 3-4 5-16 21 16.c. Step, Point with Fondu 2/4, 2 cts/m, The bending knee will want to come forward, but we must make it 2m intro, 16m stay back. We do this with the sartorius muscle,* which we can feel just inside the knee. 1-2 Step R foot to 2nd, Point L foot forward, bending R knee for a fondu. 3-4 Step L foot to 2nd. Point R foot forward and bend L knee. 5-32 Repeat through the music, closing to 1st at the end. Alternate Versions: First half of the music without a fondu, second half with fondu on the points. It can also be done as a “step, close, step point” exercise, taking four counts for each set. *Explain about the Sartorius muscle, or “knee muscle.” It turns out and lifts the legs. Why learn the Sartorius muscle first? There are other turn out muscles, but this one is easy for young children to locate. They can feel it, and feel the insertion point at the medial side of the knee. They can feel it working during the Leg Lifts, and Turning Out Legs. They can become aware of it during demi pliés and when landing from sautés. Many different dance movements can be created by combining steps, points, closes, fondus, etc. Stepping forward instead of to the side changes the appearance of dance steps. Walking turns (rudimentary chainés) can be developed from the step, close, step, point. 58

22 17. Step, Point with Hops 2/4, 2 cts/m, This is for “spring points”. Begin in 1st position. They need to keep 2m intro, 8m knees out on hops. 1 Step R foot to R. 2 Point L foot forward of R heel, bending R knee for a fondu. 3 Hop on R, maintaining position. 4 Hop on R. 5-16 Repeat through the music, alternating sides. 23 18. Point Lift Point Close 2/4, 2 cts/m, 2m intro, 8m 1 Brush R foot forward to tendu position. 2 Lift it a few inches off the floor. 3 Lower to the tendu position. 4 Brush it back into 1st position. 5-16 Repeat through the music, alternating legs. 24 19.b. Classical Port de Bras 3/8, 1 ct/m, 2m intro, 20m 1-4 Lift arms to 1st, open to 2nd. 5-8 Lower to demi 2nd, lower to bras bas. 1-8 Repeat. 1-4 Open to Demi 2nd, step forward, kneel on one knee, bring arms in softly to cross over chest. 25 19.c. Port de Bras, The Fairy Swing 6/8, 2 cts/m, Let’s make a fairy swing for the Tooth Fairy. (Or any other fairy they 1 1/2m intro, 14m like.) Fasten a thread to each of your middle fingers. This makes a tiny fairy sized swing (arms bras bas). Swing your fairy gently at first. Oh, she likes it! Swing her a little higher, a little higher. Now swing her way up in the sky (to 5th position.) And, she slides down the rainbow! (Arms open and lower through 2nd to bras bas.) 1-4 Swing from bras bas to a low 1st position, and back to bras bas; twice. 5-6 Swing to 1st and back to bras bas. 59

7-8 Swing arms up to 5th. 1-6 “Slide down the rainbow” arms to 2nd, to bras bas, catch fairy on count 6. 1-14 Repeat the exercise. 26 19.d. Using Bras Bas to Find First Position 3/4, 1 ct/m, 2m intro, 16m 1-2 Arms to demi 2nd, to bras bas. 3-4 Arms to 1st, to bras bas. 5 Arms to demi 2nd. 6-7 Quickly swing through bras bas to 1st, hold. 8 Lower to bras bas. 1-8 Repeat the exercise. 27 19.e. A Sailor or Prince Port de Bras 3/4, 1 ct/m, 2m intro, 8m &1 Arms to 1st. 2 Hands on waist. 3 Arms to 1st. 4 Fold arms, out in front, sailor fashion. 5-6 2 heel togethers. 7-8 Jump, straighten knees, salute, hold. 28 20.a. Bend and Jump 2/4, 2 cts/m, Sautés are done with feet together and parallel, hands on waist. 2m intro, 8m Stretch knees and feet while in the air, according to their ability. Bend knees upon landing to cushion the landing. Say, “Bounce and bounce and jump, straight.” 1&2 Bounce knees down, up, down. &3 Jump into the air and land, bending knees for a demi plié. 4 Straighten knees. 5-16 Repeat through the music. 60

29 20.c. Sautés by Turns 2/4, 2 cts/m, Divide the class into two groups at first, and repeat the turns on 2m intro, 16m the second half of the music. Later they can do it in four turns, as described here: 1-8 First group jumps 8 times, others wait. 1-8 Second group jumps 8 times, others wait. 1-8 Third group jumps. (Or 1st group repeats.) 1-8 Fourth group jumps . (Or 2nd group repeats.} V. Creative Fun 30 A. Rag Doll Stretch 4/4, 4 cts/m, Teacher and students can create “doll walks,” and “doll poses” to use 2m intro, 20m in this exercise. 1-8 Flop over (relax forward) from waist. Hang limply, relax. Slowly straighten, by rolling up, starting from lower back: 9-12 Straighten from waist to shoulders. 13-16 Straighten head, stretch arms up. 1-16 Repeat first 16 counts. 1-8 Lean to R and flop diagonally forward to R side, stretch up again. 9-16 Lean to L and flop diagonally forward to L side, stretch up again. 1-12 12 “doll walks.” 13-16 Make and hold a “doll pose.” 1-8 Point R, close, point L, close (or 2 heel togethers). 1-8 Flop over from waist, straighten quickly on ct. 5 to doll pose and hold. 31 D. Dancing with a Scarf Songs 3/4 Dances 6/8 1-6 “My scarf is a wave on the ocean. It floats down and up, down and up.” 1-16 (Walk backwards slowly, waving scarf up and down.) 2 cts/m, 1-6 “My scarf is a cloud soft and pretty. It floats, it floats as I run.” 2m intro, 40m 61

1-16 (Run forward, holding scarf high overhead.) 1-6 “My scarf is a cape on my shoulders. I march in a parade today.” 1-16 (Drape scarf in back, on shoulders. March, lifting knees up high.) 1-6 “My scarf and I like to dance. We dance and dance and dance.” 1-16 This last part is left free for improvisation. 32 E. The Ice Cream Cone 2/4, 2 cts/m, 2m intro, 56m Part 1 1-8 8 Skips to the ice cream store. 9-12 Open the door. Go in. Tell what flavor you want. 13-20 Rise, reach up, pay the clerk, get the ice cream cone. 21-24 Open door and go out. 1-6 6 Skips, eating the ice cream. 1-12 The ice cream falls off the cone. Stop. Look at it. 13-16 Show feelings, sad, etc. 1-8 Bend down, scoop it up to put it in the trash can. 9-16 Idea, get another cone! Part 2 1-8 8 Skips to the ice cream store. 9-12 Open the door. Go in. Tell what flavor you want 13-20 Reach up high, pay the clerk, get the ice cream cone. 21-24 Open door and go out. 1-8 8 Ballet Walks, eating the ice cream. 9-12 Step, Point, Step, Point. 13-16 Step, lick cone, curtsey, holding skirt with L hand, ice cream in R. VI. For Creative Expression, Music Awareness 33 21.d. Sewing a Button 6/8, 2 cts/m, 1-8 Cut a piece of thread. Thread the needle. 1m intro, 16m 1-8 Choose a button out of the button box. 1-8 Sew it on the coat (or shirt, or blouse.) 62

1-4 Tie the knot & cut off the extra thread. 5-8 Put the needle in the pin cushion. 7-8 Hold up the garment and nod approval. 34 21.e. The Fishpond 2/4, 2 cts/m, 4m intro, 18m Intro: 1-8 Run to pond and look at the fish. Sit beside the pond. 1-4 5-8 Drag R hand through the water across in front, to R, to L, to R. 1-8 Lift, shake water off; watch it sparkle in the sun, moving hand up to 5th, out to 2nd, and 1-8 down. 1-12 Repeat all with left hand. Stand; do 3 soft pliés moving arms like fish fins: arms float out to demi 2nd with the plié; arms return to bras bas as knees straighten. Sit down; drag both hands (crossing) in water, as before. Both hands circle up to 5th and out to 2nd while shaking water off. 22.b. Music Study, Clapping for Marches With marching music, clap the rhythm 8 cts, march 8 cts, repeat. 22.c. Music Study, Clapping for Gallops With galloping music, clap the uneven rhythm of gallops 8 times, then do 8 gallops. 22.d. Music Study, Identifying Rhythms Teacher plays a portion of music with a clear beat. Children identify 2/4, 3/4, or 4/4. 22.e. Music Study, Identifying Steps from Rhythms Teacher claps the rhythm and speed of a basic step. Children tell which step it is. When the correct answer is found, children do the step as the teacher claps the rhythm. 35 23.b.Turtles 2/4, 2 cts/m, This exercise is for the abdominal muscles. See Teaching Notes for 4m intro, 32m the story. chord 63

&1-2 Hide in shell: quickly pull knees in and hug them, head on knees. 3-8 9-16 Stay. 17-64 Slowly come out of shell: stretch legs forward on the floor, arms out to sides, head and chord: back straight up. Repeat through the music. (Four times in all.) Lift arms up high and smile: “Hooray, the cat is gone!” 36/62 24.b. The Squirrel (Crawling) 6/8, 2 cts/m, The crawling can be slow or fast, either 2 or 6 steps per measure. 2m intro, 18m Intro: 1-4 Get into position, on hands and knees. 1-12 Crawl, choose a tree. Stretch, look up into tree, jump, as if into the tree. 1-8 Crawl to climb the rest of the way up, then crawl out on a branch. 9-12 Pick a nut, pop it into cheek. 1-4 Get ready, then jump, to another tree. 5-8 Crawl into the tree trunk. 9-12 Crawl into nest, eat nut, take nap, etc. VII. Spacing and Coordination 37/63 25.b. Marching with Retiré 2/4, 2 cts/m, 2m intro, 32m 1-64 64 marches arouod a circle, counterclockwise, lifting legs to parallel retiré, arms swinging naturally. 38 25.c. Marching with Step Cross Turn 2/4, 2 cts/m, Once the R turn is well learned, the L side can be practiced by 2m intro, 32m reversing the directions. 1-12 Twelve marches forward in parallel retiré; close feet on 12. 13-14 Step R to 2nd. Cross L foot over R with L knee bent, L foot demi pointe. 15-16 Rise, unwind legs turning R to face the other way; put feet together to finish. 17-64 Repeat through the music, four times in all. 64

39/64 26.a. Making Shapes on the Diagonal 2/4, 2 cts/m, Can be done one at a time, or partners can run together on the samee 1 1/2m intro, 32m digonal and make poses that look good together. Dance steps other than runs can be used. 1-8 Done by turns: run, from UL to DR. 9-16 Stop downstage right and hold a pose. 17-64 As 2nd dancer runs, 1st dancer walks to upstage right. Continue by turns. 40 26.d. Side Gallops with Skips 6/8, 2 cts/m, Partners face each other, holding both hands in 2nd position. Partners 2m intro, 32m drop outside hands and hold inside hands as they do the 8 skips. This looks nice in a demonstration. 1-8 First set of partners does 8 side gallops from UL to DR. 9-16 8 skips up the side of the room to UR, while the next two dancers gallop. 17-64 Continue through the music. VIII. Learning New Steps 41 27. Pony Trots or Prances 2/4, 2 cts/m, 1-32 32 pony trots or prances around the circle. 2m intro, 16m 42 28. Picked Up Gallops or Pony Gallops 6/8, 2 cts/m, In this gallop, the knees are bent and feet picked up underneath the 2m intro, 16m dancer. It is a Pas de Chat without turnout. It travels forward. Hands can hold the pony’s reins, or be left free for balance. It does not matter which foot goes up first. Don’t try to reverse the feet on this one. Each child needs to use whichever leg is easiest for them. 1-32 32 picked up gallops around the circle. 43 29.b. Swaying 3/4, 1 ct/m, Sways are rocks with a soft plié. This gives a down and up motion to 2m intro, 16m the movement. A scarf held in one hand is fun and may give a softer quality to the sways. Can be done in a circle, or in any floor pattern 65

as long as you mark the places where they are to stop. 1-4 Sway to R foot, swinging both arms across to the R, repeat to L, to R, to L. 5-8 Run softly to the next place on the circle. Stop on 7, ready to repeat. 9-32 Repeat through the music. 44 29.c. Penguin Rocks and Penguin Walks 3/4, 3 cts/m, Penguin rocks and walks are done faster and shorter, with feet apart 2m intro, 16m in parallel position, knees straight, arms in demi 2nd. 1-6 Six penguin rocks, in place. 1-6 Six penguin walks, traveling slightly forward on each one. 1-12 Six penguin rocks, in place; penguin walks circling around a partner. 1-24 Repeat all 45/46 30.b. Three Bears Step, or Side, Close, Side, Hop 2/4, 2 cts/m, This is a fun step that helps prepare them for the polka. See page 48 2m intro, 16m, for the story. Teach first without the hops.* Use half the music if it seems too long. Pause Music repeats 1-4 Step R, close L, step R, tuck L foot at back of R calf and hop.* 5-32 Repeat through the music, alternating sides. 47 30.c. Side Close with Step Cross Turn 2/4, 2 cts/m, 2m intro, 16m 1-4 Do 2 Side Closes to the R, using 2nd and 1st positions. 5 Step R foot sideways to 2nd. 6 Cross L foot over R, rest ball of L foot on floor to R of R foot. (L knee bent.) 7 Rise to demi pointe and “unwind the legs.” Leave the toes in the same place but turn the body around to the R, swiveling on the feet. 8 Finish the turn by lowering the heels and sneaking the L foot up to join the R foot in 1st position. 9-32 Repeat to the L, to the R, to the L. 66

IX. Enchainements 48 31.f. Heel Together (4x) Purpose: Sailor dance 6/8, 2 cts/m, R heel, together, L heel, together, jump, hold, salute, hold. (Done 4x) 2m intro, 16m 49 31.g. Pony Trots and Claps Purpose: 2/4, 2 cts/m, Ponies dance, Rhythm 2m intro, 32m 8 pony trots, partners going around each other. Face partner for 2 pony gallops, 3 claps. (Done 4x) 50 31.h. Sautés and Claps Purpose: Counting steps 2/4, 2 cts/m, 2m intro, 16m 4 sautés, 4 claps, 4 sautés, step R, curtsey, straighten, close feet. (Done 2x) 51 31.i. Pony Gallops 4/4, 4 cts/m, Hold hands in front of chest, like paws. Done twice. 1m intro, 8m 4 pony gallops, 4 claps, 4 pony gallops, down, back, in, jump up. Purpose: Wolf dance 52 31.j. Jump, Walk, Skip Purpose: 2/4, 2 cts/m, Counting, Reversing direction 2m intro, 32m Done around the circle: 4 jumps, 4 walks, 6 skips. Face into the circle, step, curtsey; Repeat to the other direction. (Done 4x) 53 31.k. In a Circle, Holding Hands 2/4, 2 cts/m, Face into the circle, holding hands. 2m intro, 32m 1-12 4 side gallops R, 4 bounces, 4 side gallops R. Purpose: Working together, Spacing, Counting, Reversing direction 13-14 Run in a circle lifting hands. 15-16 Run backwards out of the circle, lowering hands. 1-16 Repeat L 67

X. Rest Time 54 32. Kitty Kat Exercise 2/4, 2 cts/m, 1-4 Kneel, sit on feet with hands up like paws = “Resting cat” 2m intro, 32m 6-8 Move forward onto knees and hands, let stomach sag = “Lazy cat” 9-12 Arch back, head down = “Halloween cat” or “scared cat” or “startled cat” 13-16 Crouch low to the floor = “Cat is hiding” 1-48 Repeat through the music. 55/65 33. Floating on a Cloud 3/4, 1 ct/m, 2m intro, 32m 1-2 Slowly lay back and relax, legs straight, arms at sides. 3-4 Make a “cloud angel” slowly, arms and legs going out, then in. 5-6 Make another cloud angel. 7-8 Roll onto side and curl up, head on hands. 1-2 Stretch onto back, arms straight overhead, legs together and straight. 3-4 Roll onto other side and curl up, head on hands. 5-6 Stretch onto back, arms overhead, legs together. 7-8 Sit up, in dancer’s position, ready to repeat, or to listen to teacher. 1-16 Repeat all. 34. Talking Time Use this time in whatever way you need. Talk about the dance to be practiced, give announcements, compliment their work, give each child a short turn to talk or to tell their favorite step, etc. XI. Dances 56/66 J. Ponies on the Merry Go Round 2/4, 2 cts/m, Song by Jennifer Barnhurst, used by permission. song: 2m intro, Song: Actions: 24m “Ponies bright and happy, Lace fingers under chin. dance: 3m intro, 44m, 10m tag 68

“Ponies blue and white are Hold reins, move hands up & down gently for riding motion. “Prancing, dancing on the merry-go-round. “Music makes a pretty sound, Hands behind ears, elbows out. “As they all go up and down.” Rise, demi plié “Ponies bright and happy, Hands under chin. “Ponies red and brown Hold reins. Move hands up and down gently for riding motion. “Prancing, dancing, on the merry-go-round!” Dance: Pony trots into place on the circle. Intro: 8 Pony trots around circle, holding reins. 1-8 Pony gallop, pony gallop, 3 claps, hold 1ct. 9-16 *Step R, point L with fondu, hop, hop. 1-4 Repeat to L, to R, to L. 5-16 8 Pony trots around circle, holding reins. 1-8 Pony gallop, pony gallop. 3 claps. 9-16 Face into circle, hands on waist; jump out, in, out, in. 1-4 Down, back, in, jump up. 5-8 Jump out, in, out, in. 9-12 Down, back, in, jump up. 13-16 8 Pony trots into a straight line facing front, holding reins. 1-8 Step R, point L, hop, hop, step L, point R, hop, hold. 1-8 With R foot pointed in front, lift both arms diagonally up at sides; hold. 9-12 Bend forward, bringing arms down and slightly back for a bow, hold. 13-16 Straighten and wait. 17-18 Exit with pony trots. Tag: 1-16 (*Alternate version: 4 pony trots up high holding reins high, 4 trots bending low, all 2x.) 69

57/67 K. Twinkly Stars 2/4, 2 cts/m, Each dancer wears silver stretch sequin bracelets on wrists, for the 2m intro, 40m “twinkles.” 1m rest, 8m tag I. 1-8 From 4 corners, do 16 demi point walks to circle, arms demi 2nd. 9-16 8 ballet walks around, bring arms up through 2nd to open 5th, lower. Face into the circle, arms to demi 2nd do 3 points and close, R, and L. II. 1-8 Tippy toe turn ½ to face out of the circle. 9-12 Hands up and circle wrists (“twinkle”) 3 times. 13-16 Run around circle, arms in 2nd. Run to a new place in two lines facing front III. 1-4 3 points and close, R, L. 5-8 Tippy toe turn. 1-8 Hands up and circle wrists (“twinkle”) three times. 9-12 2 step, closes to R. 13-16 Step and sway R, sweep both arms across front to R, two twinkles (weight R). Close feet, arms to demi 2nd. IV. 1-4 2 step closes to the L, and sway, 2 twinkles, close feet. 5-7 Hold hands in lines, 4 demi pointe walks forward, step R curtsey, step L curtsey. 8 Hold 8 cts. for applause, then run off stage for 8 cts. 9-16 1-8 Tag: 1-16 58/68 L. Sailor Dance Intro: 1-8 4 to 6 leaping runs to center stage, stand ready, R foot pointed. 6/8, 2 cts/m, I. “Reporting for 4m intro, 32m duty” 1-8 4 polkas forward, arms folded. 1m rest, 5m tag 9-16 2 heel togthers, RL, jump to 1st, hold, salute, hold. II. “Smoothing out the 1-4 4 gallops R, arms in 2nd. sails” 5-8 4 sautés in 1st, arms 2nd. 1-8 Repeat side gallops and sautes to L. 70

III. “Weighing anchor” 1-4 4 walks back, (diagonally towards UL), pulling imaginary rope, hand over hand. IV. “Reporting to the 5-8 2 heel togethers, holding rope in front. captain” 1-4 4 walks backward, pulling imaginary rope. 5-8 Tie anchor rope to imaginary post. Tag: 1-8 4 polkas to center stage. 9-16 2 heel togethers, RL, jump to 1st, hold, salute, hold. 1-2 Hold. 3-10 8 leaping runs off stage, swinging arms vigorously. 59/69 M. Penguin Parade 3/4, 3 cts/m, Start Feet Together arms straight down at sides, side by side in a row, 2m intro, 40m upstage. *Each dancer has a cardboard cutout of a fish, laying at the front of the stage. 4m coda Intro: 1-6 Open arms to demi 2nd. I. 1-12 Penguin walks (short steps, parallel 2nd, with rocking motion.) 1-12 Stop, bow from waist leaving arms demi 2nd: to audience, to partner. 1-12 Repeat the walks. Dancers walk from upstage, left of center. II. 1-6 Jump, as if into the ocean. (Face downstage right.) 1-12 Move arms as if swimming gracefully forward. 1-6 Arms stretch up, slowly turn around (Penguin rolls onto his back). 7-12 Move arms gracefully, swimming backwards. 1-6 “Roll over” again. (Turn around) 7-12 Swim forward again. 1-6 Pretend to catch a fish! (Pick up the fish!*) III. 1-12 Twelve penguin walks, circling up onto the beach. 1-6 Shake off the water, pretend to take a bite of fish. 7-12 Take partner by R hand (fish in L), 5 walks around each other, point R ft. 1-12 Repeat shakes and walks around partner. Coda: 1-3 Face front holding fish forward in both hands. 4-6 Open arms to audience with fish in R hand. 7-12 Bow, straighten, hold fish forward in both hands. 71

60/70 N. The Wolf 4/4, 4 cts/m, This dance can be used by itself or with the “Three Little Pigs” dance 2m intro, 52m in Level 2. I. 1-4 Enter partway with 4 side gallops. 5-8 4 sautés turning once to right, hand shading eyes -- looking for the pigs. 9-16 Repeat, end center stage, face straw house on last sauté. 1-8 See house, point, nod. 9-12 4 sneaky walks to straw house. 1-8 3 big blows to blow over, then laugh. 9-16 Pigs run to stick house, and hide. Wolf laughs, as they run. II. 1-8 See stick house, point, nod. 9-12 4 sneaky walks to stick house. 1-8 3 big blows to blow it over, then laugh. 9-16 Pigs run to brick house, and hide. Wolf laughs and points as they run. 1-33 Wolf Solo—with hands in front of chest like paws: 4 pony gallops, 4 claps, 4 gallops, down, back, in, jump up pointing proudly to self. All 2x. III. 1-8 See brick house, point, nod. 9-12 4 sneaky walks to brick house. 1-8 3 big blows, it doesn’t blow over. Wolf is puzzled. Pigs laugh. 1-12 Wolf blows again. Wolf sways and wipes forehead. Pigs laugh. 1-12 Wolf walks off, dejected. Pigs run to a line facing front. IV. 1-8 Pigs sing: “Who’s afraid of a little old wolf, a little old wolf, a little old wolf?” 1-32 Pigs hold hands and do 4 side gallops, 4 claps, four times (R, L, R, L). 1-8 Pigs finish song—“Who’s afraid of a little old wolf? Not us!”, on “not us”, each pig points to self with thumb and shakes head. 9-16 Wolf runs out and joins line of pigs. All raise hands together, then bow. 72

61 XII. Curtsey or Bow, Classical 2/4, 2 cts/m, 1m intro, 8m 1-2 Girls: hold skirt, step R to 2nd, L behind on ball of foot. Boys: Step R to 2nd, close L foot to 1st position, R arm to audience. 3-4 Girls bend knees, straighten. Boys bow from waist, arms relaxed at sides. 5-8 Repeat to L. 9-16 3 walks forward, Girls point L foot forward. Boys close to 1st. R arm to audience. 13-14 Boys both arms reach to audience. Girls lift arms gracefully to 2nd. 15-16 Girls fondu, arms demi 2nd. Boys bow from waist, lowering arms to sides. 73

Teaching Notes Suggestions for Presenting and Teaching The Three Bears Story General Notes The description of movements is given For variety, change arms and ideas each as for the teacher’s demonstration week for steps such as walks and runs. when facing the class. Use partners sometimes. Some ideas for arms: trees, birds, clouds. “One morning the 3 bears decided to go for a walk in the forest. First there was Some children need to leave a space Papa Bear (step L to the side), and then between the heels in first position Mama Bear, (close R foot to L foot), to allow their knees to be even and and finally Baby Bear. (Step L foot to L straight. Explain to them that, as their again.) But Baby Bear couldn’t keep up legs get longer and stronger, this space with his little short legs, so he hitched will disappear. a ride on Papa Bear’s back!” (Snatch R foot quickly to back of L calf ) Repeat Fives and Sixes CAN learn lo keep the story, going the other way. hips level on points, step closes, point lifts, etc. Show it right, show it wrong. The following week, do the story as Explain that the hip is not a part of above, but add: “And guess what? Today, the leg, and it needs to learn to “stay Baby Bear has the hiccups!” (Add the home” and not follow the leg. hop.) Notes About Class Work The Turtle Story 1. Welcome, Roll, etc. The turtle is out of its shell. Something frightens the turtle (maybe a cat), and When the class is asked a question, he quickly hides in his shell to be safe. children should respond by raising After a minute, he slowly comes out hands. Teach them to do this if they of his shell to see if the cat is gone. It don’t know how. The teacher calls on isn’t, so he pops quickly back into his the child that she wants to say or show shell again. Finally, after four tries, the the answer. cat is gone! Some of the things that this time couId Feet stay pointed throughout the be used for include: exercise as soon as they are able to do so. “Strong turtles point their feet. Only a. A short, informal quiz on some of lazy turtles let their heels come down.” the things the class has learned. b. Each child showing a favorite step or position. 74

c. Asking if anyone can show the new 6. Running step they learned last week. Arms can be used as for birds, 4. The Dancer’s Circle butterflies, airplanes, etc. It is fun, too, to use a scarf or a ribbon in one hand. Draw and explain the geometry of Rise slightly and breathe in just before the circle. (See p. 111.) Show how each starting the run. dancer must go a little to the outside of the one in front, or else they will cut 6. Skipping off a piece off the circle and make it smaller. Work first for a light, off the floor feeling, with arms swinging freely. 4.b. The Ballet Walk Then add the same technical improvements as for marches. Use Work first for a natural look and feel the lead up exercise only until they to the walk, arms hanging freely at can skip. See pages 24-26 for teaching sides, feet moving on the music. Then skips. have them reach forward with a slight extension of the ankle so the toes come 7. Galloping to the floor before the heel. They need to keep their hips square Posture should be consistent, and not to the front as they gallop forward. change during the walk. The ballet Galloping with partners is fun. To do walk is not formal. It is a natural walk the crossed hands or skater’s grip, they with the ankles stretching to let the face their partner and take hold of right toes come down first. hands as if shaking hands. Then the left hands join underneath, and they turn 4.c. Demi Point Walk side by side to face the direction of travel. Heel lifts are learned first, so that they will understand about “bending the When they change feet on every two toes” for demi pointe. Children who gallops, it becomes a forward polka. cannot walk easily on the balls of the They should hop when starting to feet will have a difficult time with gallop or polka, and when changing skips and rises. feet in these steps. Spend some time on the hops, if needed. It helps the steps Use a natural walk, on “tip toe”, with to look light and graceful. the heels lifted off the floor to about quarter pointe. Knees and ankles 8. Beautiful Arms should be relaxed and natural. Pulled up kneecaps prevent movement in This teaches the pathway of the ballet knees and ankles; non-moving joints port de bras. It can also help them with do not strengthen. thumb and middle finger opposition if 75

they pick up the flowers in this way. pencils, please.” Leg lifts done without turnout encourage correct leg to hip 9. Toes and Heels alignment on marching and galloping. Begin sitting, legs straight forward. 11.b. Turning Out for Ballet Hands are placed on the floor near the hips for support. The object is to Tell them about the sartorius muscle. It articulate the ankles properly, in both turns the leg out for ballet. It Iifts the directions. This encourages the correct leg to the front. Legs must be turned use of calf and shin muscles. out and back held straight in order for this muscle to work. They can feel it, Some children have trouble flexing and become aware of it at the insertion, their ankles. Flexing is important. It just inside the knee joint. Have them is necessary for good demi pliés and touch this “knee muscle” when lifting for landing correctly in jumps. Flexing their turned out leg. Later, they will the ankles should receive as much sense it working without touching it. attention and effort as extending them. Ballet Technique Most children this age are very interested in learning that the calf Don’t try to use all of these exercises muscles are the pointing or stretching in any one lesson. Pick 2 or 3 to learn muscles, and the shin muscles are the the first week. When those are familiar, flexing or bending muscles. new ones can be added, one at a time. Tell them, “The calf muscles push you 12. Positions of the Feet into the air when you jump. The shin muscles help you to land softly in demi Show them the Positions of the Feet in plié. The calf muscles help you to rise; Section V to help teach the positions, the shin muscles help you to plié.” and to teach how much turnout they can use at this level. 10. Retirés Children this age should not work Sitting is easiest, lying down is harder. from 3rd, 4th or 5th position. They Standing is the hardest way to do are not able to keep the correct hip retirés. Go slow enough that they get it alignment and posture when using right. For variety, try the parallel retirés these positions. Children want to learn with a slow walk. them. Learning them is OK; just don’t use them in their dancing. 11.a. Lifting Legs 13. Positions of the Arms Ask them to lift with their backs straight, with straight knees and Ask them questions about the different stretched feet. Tell them, “Make your positions, such as, “Is demi 2nd in legs straight like pencils. No broken front or to the sides?” 76

5th is forward enough that you can just inches. Knees are held naturally, see your hands without raising your nearly straight, but not pulled up. This head. 4th and 5th arm positions can exercise can help them learn about be learned, but should not be practiced levels. A rise can be called, an “upside very much at this age. Their immature down demi plie.” When we bend knees, shoulder joints are not able to lift the we go lower. When we bend toes, we arms this high with correct posture. go higher. 14. Demi Pliés 16. Learning Fondu with Step, Point Feet are parallel for those whose Use some turnout. Teach them that a muscles are not strong enough to hold fondu is a demi plié on one leg. This the knees out. Turnout at this age first exercise separates the fondu from depends upon their ability to open the the Step and Point. This gives them knees during the plié. time to think about pushing the knee out for the fondu. These pliés are for an awareness of the movement. Do not ask for “tight 18. Point Lift Point Close muscles”, or Iots of effort. Work for a relaxed bending of the knees, and the This is learned for posture, and to learn knees out over the feet. Backs can be to shift their weight smoothly from taught to stay straight once the pliés one leg to the other. For these benefits, are learned. young ones have to learn to do it in the center. lf hands are placed on hips with elbows out, knees are more likely to open as The lift off the floor should be about they bend. Our muscles just naturally four to six inches. When that height like to do the same thing at the same is steady, and they are holding their time. Note the slightly fast plié speed posture nicely, it can be slightly that is correct ages five and six. increased. It is not a good idea for them lift much above 22°. They need to build 15. Rises strength at the low levels. Rises are done parallel at this age. If the 19. Port de Bras rise is called a bending of the toes, it can be related to the plié, and they are These exercises are to help them build not as likely to rise all the way to the a fluidity of motion into their arm tips of the toes. If a child rises to full movements, and to help them move pointe, stop and correct it. See page 61 well from position to position. for more about this. 20.a. Bend and Jump Lift the heels off the floor, and the This teaches them to use their knees whole body rises in space a few before and after the sauté. Hopefully 77

they can got off the floor high enough 21. Arm and Hand Mimes to begin stretching their legs in the air. Mime means to pretend. These develop 20.b. Sautés or Bounces expressive use of hands, arms and faces. Tell them to make the pretend stories Continuous jumps build rhythm in the seem real, like as if they are actors in a muscles. Ideas: tennis balls or popcorn. play. Have them keep their feet neatly together in a parallel position. When Discuss with them the parts of the they can do it well staying in one place, mime, and how the movements try it turning. should be done in order to look real. Simple story settings help 20.c. Sautés by Turns them develop expression. Encourage some individuality. Use their ideas Children this age can learn to hear and sometimes. count the music, and take turns in the music. Most children think it is great Other ideas for mimes: pick flowers fun to do this one. and see a bee, play in water and then pet a cat, play the piano and read the Creative Fun music, play with a boat in water. Use only one or two creative sequences 22. Music Study per lesson. These give a mental and physical rest after the technical work. Creating and hearing the sounds of They also provide a little more freedom the rhythms of some of the basic in movement. Sometimes, create your movements helps children to realize own little stories to use here. that dancing goes with the music, not just parallel to it. Be creative. For Humpty Dumpty, you should Help them to develop a feeling of sometimes use a dance drum for partnership in dancing with the music. accompaniment instead of the recorded music. Use a stick with a soft beating 23. Curling into a Ball; The Turtle head. For the skips: hit the soft end of the stick once on the drum head, then These ideas, one for each class, use the hit the side of stick on the frame of the postural muscles in the back, and in drum. the abdominal area. The curling and stretching (contraction and partial For the sits: use one strong drum beat extension) actions are especially good for each sitting position. For the fall: for the abdominal muscles. The turtle Do very fast drum beats, then one loud exercise is very helpful for older beat as they finish the fall. For the students with weak abdominals. Be horses: Beat a gallop rhythm on the sure to keep the feet pointed. drum head. 78

24. Crawling ture.” For variety, do it as partners and make a partner picture. This one is for Five and six year olds still need some musical awareness, for phrasing, and crawling experience. Two imagery ideas learning to hold a position. are here to make it interesting. Other ideas will work, too. 26.b. Side Gallops on the Diagonal 25. Marching Side Gallops are for learning the diagonals, for counting phrases of First get a natural feel to the marches, music, and to prepare for spotting. with arms swinging freely in any When working with a partner, the arms natural pattern. Note: arms should not can be in second, or in dance position. be moved “intentionally” by the child, To help them stay facing each other but should move as a natural result of when moving sideways, tell them, the marching. “Your tummies need to smile at each other.” They could wear paper plates Knees lift high in front. Work on with smiley faces on their waists. getting knees exactly forward, not crossed over, or opened outward. Hips They should turn their heads to look should not move with legs, but remain where they are going, and hold a “spot” stable. as they travel the diagonal. Once the knees are coming up nicely, 31. Pony Trots or Prances the lifted ankle is stretched and the foot pointed. Next, the lifted foot Legs are lifted high in front, in the touches the other knee in a parallel beginning of a front attitude. Holding retiré. the pony’s reins is fun. Or use the idea of riding a bicycle. This step is For a neat start, lift the right foot on for rhythm, and for the strength and the last note of the introduction and coordination needed for the quality of start marching with the right foot. ballon in jumping. Close the feet on the last note for a neat finish. 28. Pony Gallops or Picked Up Gallops The Step Cross Turn is fun, and Legs are tucked up under the body children this age pick it up quickly while in the air, like a pony jumping because they like to turn! It prepares over hurdles. This is a fun variation on them for demi detourne and soutenu the normal gallop. The picked up feet turns later on. prepare for pas de chats. 26.a. Making Shapes on the Diagonal 30. Side Close Say it in the musical phrasing: “run Be sure they can do this well in parallel and run and run and make...a ...pic-... position before introducing it with 79

turnout. Moving sideways with turnout 33. Floating on a Cloud in First and Second positions is a whole new idea with its own balance This is for relaxation. It can also be problems. used anywhere in the class to calm them down from being overly excited. Enchainements 34. Talking Time Wait until they know the “pieces,” the individual movement to put in the Their muscles will need a short rest enchainement, before trying to teach about now. Use this time to build it. Use only one at a time. Choose the rapport, to motivate, to listen, to give ones that go with the dances you want announcements, to compliment the to use. class on their progress, to review what was learned today. Young dancers need to be able to repeat a movement before going on to the Dances next one. Enchainements where several steps are done only once each are very Work with only one dance until it is hard for them. They do best with three “performance ready.” Most classes will and a hold or finish, or four, then and a not be able to learn more than one hold or finish, or eight repetitions at a or two of these in one year. As with time. enchainements, they will learn a dance better and faster it they already know Rest Time most or all of its parts. 32. Kitty Kat Like turtles, this helps the abdominal muscles. It is for posture and coordination. 80

Level Three Class Activity List Showing the teaching progressions (how the skills are built up), and how the work is divided between the 2 classes. Some items are in both classes, to help retain basic skills. S = Starter Class C = Classical Basis Class I. Welcome and Warmup D. Dancing with a Scarf C 1. Greeting the Students 2.a. Warmup, Arm Swing and Runs S C E. The Ice Cream Cone C S b. Warmup for Arms, Feet, Legs C VI. For Expression, Music 3. Stretching Up and Standing Tall S C II. Space, Coordination 21.a. Washing Windows S 4.a .Walking on the Dancer’s Circle S S b. Planting a Seed S b. High and Low Walks S C c. The Ballet Walk C c. Dancing with Our Heads S d. The Demi Pointe Walk S C 5. The Ballet Run S d. Sewing a Button C 6.a. Jumps and Hops S b. Skipping C e. The Fishpond C c. The Ballet Skip S 7.a. (1) 4 points, 4 gallops, Change Feet S 22.a. Music Study, Clapping Rhythms S a. (2) 4 Gallops, Change Feet S a. (3) 4 Points, 4 Gallops S b. Music Study, Clapping for Marches S C b. Galloping in 4’s C c. Galloping with a Partner C c. Music Study, Clapping for Gallops S C d. Learning the Polka III. For Ballet, Use of Muscles, Expression S d. Music Study, Identifying Rhythms C 8. Beautiful Arms S 9.a . Toes and Heels C e. Music Study, Identifying Steps C b. Feet and Arms S 10.a . Learning Retiré C 23.a. Curling Into a Ball S b. Retirés S 11.a . Lifting Legs S b. Turtles C b. Turning Out for Ballet C c. Turn Out and Lift Legs 24.a. The Dinosaur (crawling) S IV. Ballet Exercises S 12.a. 1st and 2nd Positions of the Feet S b. The Squirrel C b. 1st and 3rd Positions of the Feet S C c. Three Positions of the Feet C VII. Space and Coordination d. Five Positions of the Feet S 13.a . Finding 1st Position of the Arms S 25.a. Marching in a Circle or in a Row S b. Finding 2nd Position of the Arms S C c. Finding 3rd Position of the Arms C b. Marching with Retiré S C d. Three Arm Positions C e. Fourth and Fifth Pos. of the Arms S c. Marching with Step, Cross, Turn C 14.a . Demi Pliés C b. Six Demi Pliés C 26.a. Making Shapes on the Diagonal S C c. Demi Pliés and Rises S 15.a. Heel Lifts and Rises C b. Side Gallops S b. Heel Lifts and Demi Pointe Walks C c. Rises S c. Side Gallops with a Partner S 16.a. Step, Point S b. Learning Fondu with Step Point C d. Side Gallops with Skips C c. Step, Point with Fondu C 17. Step, Point with Hops C VIII. New Steps 18. Point, Lift, Point, Close (22°) S 19.a. A Bird Learning to Fly C 27. Pony Trots or Prances S C b. Classical Port de Bras C c. The Fairy Swing C 28. Picked Up Gallops, or Pony Gallops C d. Using Bras Bas to Find 1st Position C e. Sailor or Prince Port de Bras S C 29.a. Rocking S 20.a. Bend and Jump S C b. Swaying C b. Sautés c. Sautés by Turns S c. Penguin Rocks C V. Creative Fun C A. Rag Doll Stretch S 30.a. Side Close S A. Rag Doll Stretch (long version) S B. Teddy Bear Fun b. 3 Bears Step (Side, Close, Side, Hop) C C. Humpty Dumpty c. Side, Close with Step, Cross, Turn C IX. Enchainements 31.a. (1) Side Gallops and Clap S a. (2) Four Gallops, 3 Claps S a. (3) Four Gallops, 4 Claps S b. Down and Up S c. Skip and Turn S d. Marching Turn S e. Three Points, Port de Bras S f. Heel Together S C g. Pony Trots and Claps C h. Sautés and Claps C i. Pony Gallops C j. Jump, Walk, Skip C k. Jump, Walk, Skip in a circle, holding hands) C X. Rest Time 32. Kitty Kat Exercise S C 33. Floating on a Cloud C 34. Talking Time S C XI. Dances F. My Umbrella S G. The Marching Band S H. Dance with Me S I. Daffodils S J. Ponies on the Merry Go Round C K. Twinkly Stars C L. Sailor Dance C M. Penguin Parade C N. The Wolf C XII. Curtsey or Bow S C