Didactic vision and working methods

Classical ballet is generally given in the classroom in the form that the student will eventually encounter in practice: lessons and rehearsals in the studio as a group. In addition, there are classroom reflection lessons (such as Dance History) and study components such as tutoring, individual reflection (individual tutoring) and evaluation interviews per block with the Artistic Leader, the tutoring supervisor and the Classical Ballet teacher.

The technical subjects in year 1 are closely interconnected. Classical technical lessons form the basis of the mastery of classical technique, which is further elaborated for boys in the Male technique lesson (with emphasis on jumping power and turning techniques) and the Pointes classes for girls (with emphasis on point work). Minor subjects such as Body Conditioning and Pilates have a direct connection with and influence on, these classic technical classes. In these lessons, in addition to the general knowledge of the subjects that is taught, direct links are also made with the exercises that a student does in the classical class (for example at the barre or a jump). that builds up the required strength for the Male Technique lesson and on the other hand provides strength and coordination in preparation for the Pas de Deux lessons. Pas de Deux classes are technical classes in which students master the basic techniques of partner work. Ultimately, all this is a preparation for repertoire lessons in which partner work is often required.

Character lessonsand modern lessons add different elements, different musicality and different insights to the above lessons in the form of the class, allowing students to understand the different ways in which they can apply their classical ballet technique. Music theory lessons and Dance reflection lessons also provide an insight directly related to the classical technical subjects mentioned above. In classroom conversations, links are made with these lessons, but also with a performance visit, your own work from the Choreography Workshop or a repertoire piece that is being rehearsed. In this way, the student will have the opportunity to see the repertoire piece in a broader context, discuss and evaluate its societal relevance and understand how his or her own technical skills can be applied to it.

The Dance History/Reflection lessons make use of group discussions about various forms of collaboration in companies, repertoire, the development of classical ballet as an art form today, and students are invited to form their own opinions about this. In addition, the student will be invited to form his or her own opinion about his or her own abilities, particularly through presentations and individual conversations, and to place this within the discipline.

 In year 2, the student gradually makes the transition to the work field and the professional world. The lessons are arranged in a way that reflects the reality of a rehearsal day in a ballet company, with much emphasis on repertoire. It is expected that the student will now be able to apply the connections they learned in the first year daily.

 Preparing for auditions is a big part of year 2. This is done both individually as in class in for example the Study Guidance lessons, but also in the Solo lessons and Forsythe technique Workshop. In the last two lessons mentioned, the student prepares a classical variation for an audition and creates his or her own modern solo. Both solos are filmed for audition videos in Audition Preparation class under supervision of a teacher and further elaborated so that the student is prepared for what is expected from the field.

At the same time, much attention is given to performance experience in year 2.
The students also participate in performances of the Dutch National Ballet or find a short internship with another company.
A great deal of attention is paid to the individual discussion (often based on written reports) of the student's practical knowledge and internship experience, with the aim of determining the ultimate position in the professional field of each individual student.

 For years 1 and 2, block 5 is dedicated to the Final Performance. By using the same method of rehearsing repertoire as large ballet companies the student gets an experience that reflects the field of work.
This experience will always be individually evaluated, connecting with all the elements learned in the year.