Name of teacher / supervisor
Tamara Beudeker

Period, duration
Block 2, block 3 Weeks 43-7
Year 1

Study load

1, 3, 4

This ballet class is rooted in the Russian (Vaganova) style. The build-up and methodology of the Vaganova vocabulary is used to practice and to embody the classical ballet principles. However a touch of Balanchine-style influence will be seen in a playful use of speed and accents in the musicality and dynamics in the movements.  We will explore off-balance and initiation of the movements from the pelvis, and  work on fluidity in torso and arms through a little shift in coordination from the upper to the lower the part of the body. Some influence from Jan Fabre’s aesthetic can be recognised in the correlation of focus, moving and presence. With  full concentration there is more body awareness, clarity in movements and an personal and honest expression of the dancer. Within a safe environment, these three ‘building stones’ are used to develop individual space for exploration, to gain confidence, freedom and joy in ballet class.

Content and design of the class
Class is suitable for all first years students. In case the student has no experience with classical training,  they are encouraged to read literature about the basic steps.This class starts at the barre and progresses to the centre to practice the basic physical principles of the classical technique:  Musicality, lengthening, rotation, coordination, jumps, adagio, turns, port de bras, connection between steps, alignment, opposition, focus, dynamics, yielding, elevé, suspension, and orientation in space.

Learning goals
At the end of the course participants are able to:

  • Understand and embody basic terminology and ballet vocabulary.
  • Memorize and perform movements within the personal physical possibilities.
  • Execute the movements with their own individuality and in a performative way.
  • Explore their physical possibilities and challenge their limits.
  • Send energy beyond their physical body.
  • Gain awareness of internal sensations and alignment.
  • Use imagery to explore different movement qualities.
  • Use the principals of ballet as an organisation form of the body and is able to analyse movements within this system.
  • Project their movements with clarity in space.
  • Play with the different dynamics, rhythms and qualities.
  • Gain confidence in ballet
  • Enjoy the movements.
  • Gather information from different dance styles and is able to transfer it to the ballet technique.
  • Use musicality to put quality in the movement.

Working method(s) used
Group class where we also work in smaller groups and now and then use peer-to-peer feedback.

Used study material
Books: Klassieke ballet techniek, Rene Vincent. Classical Ballet Technique, Gretchen Ward Warren/Susan Cook.

Assessment criteria:
Open to feedback, applies feedback, reflects on own working attitude, investigative nature, progress in technique, artistic progress, collaboration with peers and teacher, mental skills, consistency in attendance, is independent.

Method of assessment
Participation, continuous verbal group and individual feedback, evaluation after each block.
Learning goals in the class contribute to the overall development of the competency indicators  
1.1/ 1.2/ 1.3/ 1.4/ 1.5/ 1.8/ 3.1/3.2/ 4.1/ 4.2/ 4.4/ 4.5

The overall development of the student is assessed at integral assessment meetings, twice a year, through combined self-assessment and assessment by teachers, coaches and mentors.