teachers; Grigori Tchitcherine, Rinat Gizatulin, Ainara Garcia Navarro

Study year, duration
AD1 and AD2 (full year)

Study load (weekly)
2x 1.25 hours

Contribution to the competences
1. Creative ability
2. Technical capability
3. Problem-solving ability
4. Communicative Ability
5. Ability to grow and develop
6. Ability to Collaborate

Short summary of the content
The pas de deux lessons in the AD program build on the 'Supported Adage' course from the Preparatory Course.
In Supported Adage, the students learned the basics of partnering within the classical ballet idiom. This is expanded in AD1's Pas de Deux lessons. The exercises become more difficult and the students learn high lifts as soon as the men have developed sufficient strength in the strength training sessions.
In AD 1, the lesson mainly focuses on developing the technique of partnering through exercises and longer combinations.
In the course of AD 1, the teaching of existing pas de deux from full-length classical ballets can be started. In this way, the student learns to apply the gained experience in the existing repertoire and, just like in the variation and repertoire lesson, to make a link with the field and to work on style, musicality, role understanding (character) and the dance feeling.
In AD 2, the pas de deux lessons mainly focus on learning pas de deux repertoire from the 19th, 20th and 21st ballets, especially those in the performance of Dutch National Ballet.

Concrete learning objectives
The student:

  • develops knowledge of partner work and strength (men, coordination, understanding to dance together and learns to perform difficult pas de deux.
  • shows a sense of dance that is broader than classical ballet idiom.
  • can perform a full pas de deux of a full-length ballet.
  • shows knowledge of different styles and develops a personality in dance styles.
  • has understanding and knowledge of partnering technique and can demonstrate this physically.
  • understands the relationship between pas de deux, variation and repertoire lessons and is able to perform them at performances.
  • has (a certain) knowledge of the different versions performed in different companies and in the history of classical ballet / changes that have taken place.

Method(s) used
In group lessons, the student first learns the partnering technique and later the deux from the existing repertoire.

Study materials used (specialist literature, case studies, assignments, videos, etc.)
Watch videos; attend performances.

Assessment method
Evaluation and feedback based on what has been shown in the classroom.

Assessment criteria
1) 1, 2, 3, 4, 5
2) 1, 2, 3, 4, 5, 6
3) 1, 2, 3, 4
4) 1
5) 1, 2, 3, 4, 5
6) 1, 2, 3, 4

Linked to classical ballet, variation lessons and repertoire.