BALLET

Dallas Ballet Center, under the direction of Brent and Judy Klopfenstein, offers a ballet program designed to encourage students to enjoy the art and discipline of ballet, whether they are very young, or aspiring, pre-professional dancers.   Productions of professional quality allow students to participate in and perform the classics. Some of the ballets which DBC has produced are: The Nutcracker (performed annually with City Dance Theatre), Coppelia, Sleeping Beauty, Swan Lake, Pineapple Poll, La Boutique Fantasque, Graduation Ball, La Fille mal Gardee, Raymonda, Le Corsaire, and Don Quixote.

BALLET CURRICULUM

Elementary Division

(age at start of fall semester)

Creative Movement (age 3)

Pre Ballet (age 4)

Beginning Ballet (age 5)

Beginning Ballet (ages 6-8)

Ballet IA (age 6)

Ballet IB (age 7)

Ballet IC (age 8)

Ballet IIA (age 9+; twice a week)

Ballet IIB (ages 9+; twice a week)

Ballet A (older beg. student 9+)

Ballet B (second year for older beginners)

Student Division

(age 10+; student must be on pointe)

Ballet IIC

Ballet III

Pre-Professional Division

Ballet IV

Ballet V

Ballet VI

BALLET - ELEMENTARY DIVISION

Our Elementary Division provides instruction specifically tailored for the special needs of young developing students, ages 3-9 (and beginning ballet for the older 10+ student).   Classes introduce students to skills necessary for classical ballet training. Gentle discipline and encouragement are combined to nurture each child's natural creativity.   Terminology and the basics of technique are gradually introduced.

Creative Movement & Pre-Ballet

Classes specifically tailored for 3 and 4 year olds which introduce the alphabet of movement through creative expression and prove to be an excellent foundation for students wanting to pursue the study of classical ballet. Skills are learned in their most basic form to initiate the process of building a solid foundation helpful in future dance study. Taking the special characteristics of these age levels into consideration--their wonderful imagination and boundless energy, many of the exercises and skills are taught through story, song, and role-playing. Concentration is on establishing developmental skills needed to execute dance steps. Exercises enhance flexibility, coordination, strength, and muscle tone. Introduction and experimentation of movement with various styles of music develop musicality, rhythm and creativity. Gentle discipline and adherence to classroom etiquette promote self-discipline and self-esteem. Repetition of movements and combinations increases auditory and visual memory.

Beginning Ballet (age 5) and (ages 6-8)

Beginning Ballet uses similar principles and techniques that are taught in Creative Movement and Pre-Ballet. Correct placement and body alignment are now of utmost importance. Class structure greatly advances as barre work is introduced. All exercises, skills, and steps become faster and more complex. Many new steps are introduced at this level. Students are more disciplined and eager to learn at this level; therefore, more literal terminology is used, and basic ballet terms are introduced.

Ballet I (IA, IB, IC)

The aim of Ballet I is to produce a proper understanding and execution of basic ballet technique. Emphasis is placed on the discipline and classroom etiquette required of all ballet students. Class work begins at the ballet barre. Students are guided through a series of exercises designed to strengthen the leg muscles and train the torso and upper body in order to maintain proper ballet placement. Simple conditioning exercises are begun to ensure suppleness in the muscles necessary in the years to come. Center combinations are kept simple and appropriate. Center work incorporates technique, coordination, awareness of space, and sensitivity to music – all vital to the understanding of classical ballet.

Ballet II (IIA, IIB, and IIC) (Level IIC begins the STUDENT DIVISION )

Once the student has completed the Ballet I level, more serious training can begin. Two technique classes per week are required with entrance into level IIA. More emphasis is now placed on proper "turn-out" of the leg, (outward rotation of the entire leg from the hip socket), lengthening of the muscles, and correct stance. Students continue the barre work and time is spent increasing the balance on one leg. Center combinations become more complex, focusing again on balance with the addition of two-footed turns. More attention is given to jumps through acquiring greater strength for increased elevation. Entry into the IIC level requires pointe work.