Lesson Overview:

This lesson will introduce students to both conceptual and practical elements of classical ballet. They will learn basic ballet vocabulary through both verbal instruction and demonstration. Students will then associate the basic ballet vocabulary with the actual movement. This lesson will also include a discussion of classical music and the history of ballet.

Length of Lesson:

Four 45-minute class periods

Notes:

This lesson is particularly suitable for grade 4.

Instructional Objectives:

Students will:

• be introduced to classical ballet vocabulary and movement.
• be introduced to classical music and learn the basic concept of rhythm.
• learn about the correlation between classical ballet and classical music.
• learn about the history of classical ballet.
• learn about dance as a means of physical fitness and entertainment, as well as a possible career option for classical ballet dancers and musicians.
• create a storyline for a ballet
• choreograph the created story
• present the finished piece to the class
• discuss the production with the audience both pre- performance and post performance

Supplies:

• Small, portable ballet barre
• Pictures of ballet dancers from magazines
• Pointe shoes, a ballet tutu, etc. for "show and tell" presentation
• Index cards
• Colored construction paper
• Scissors
• Crayons/markers
• Glue or tape
• 101 Stories of the Great Ballets by George Ballanchine and Francis Mason

Instructional Plan:

Classroom Setup

To create an environment and mood for learning about ballet, have a small portable ballet barre in the center of the room with a pair of pointe shoes tied together, draping on either side of the barre. A ballet tutu and tiara should be hanging from the barre as well. Have some classical music playing at a low volume in the background, and tape pictures of famous ballet dancers on the blackboard.

As students walk into the classroom ask the following questions:

• "Does anyone know what kind of music this is?"
• "Does anyone know what form of dance uses pointe shoes?"
• "Has anyone ever seen a ballet performed?"
• "How is ballet different from other forms of dance?"
• "Where do you find dance/ballet in everyday life?"
• "How does dance/ballet keep us physically fit or give us recreational enjoyment?"

Write answers to these questions on the blackboard.

Lecture and Demonstration

(Note to teacher: Prior to this portion of the lesson, you should explore and familiarize yourself with some ballet terminology. A good resource is The American Ballet Theatre's interactive dictionary.)

Explain to students that most ballet vocabulary is in the French language. Distribute index cards, and as you write a few selected ballet terms on the board, ask students to copy the terms in order to make flash cards. Have them write the term on one side of the card and the explanation of the word/step on the other side.

Distribute the Vocabulary handout. After discussing the terminology, make a memory game out of it. Have the students sit on the floor with their index cards displayed in front of them, with the word/term face up.

Demonstrate each step/position and have the students try to pick out the card that has that vocabulary word written on it. Have them check the explanation on the back to see if they are correct. (If you are not able to demonstrate the steps, see if a professional dancer or advanced student from a local company/dance school will come in as a guest artist. This will also add authenticity and excitement to your presentation.)

Guided Practice

Allow the students to stand up and participate in a short ballet class, starting with a few stretching exercises. Then explain to students that all ballet classes are divided into two parts: barre exercises and center practice. Using the terminology that was explained above, teach a simple ballet class and give guided instructions to the students. Start by explaining appropriate posture and how to stand at the barre. Make sure the exercises given are appropriate for the age level of your students. The following movements can be taught:

Stretches

Butterfly
Hamstring stretch sitting on the floor
Side stretches sitting on the floor
Head and shoulders

Barre

Pliés
Port de bras
Tendu
Degages
Grand battement

Center

Walking across the floor (stress good posture and stretched feet)
Chassés
Waltz
Grand jetés

Guided Listening and Watching

Play samples of classical ballet music and count it out with the students aloud. Explain that ballet is usually choreographed in phrases of 8 beats. Explain the 1-2-3 count of a waltz, as it is a popular type of musical phrase in classical ballet. Ask students to describe how classical ballet music sounds and write the descriptive words on the board. Show students an example of a ballet on video.

Creativity and Collaboration: The Last Session

Ask students to write a short story that includes characters such as a king and queen, royal courtiers, and town peasants. (It can be simple for smaller children and more elaborate for those in higher grades.)

Have students create a small sequence of dance steps (16-32 counts) that reflects some aspect of the story. Students may work in groups to create their choreography, but each student should have his or her own original story.

Have each student or group give mini-performances for each other.

Conclusion

Review with the students the previous information on ballet, dance, and the performing arts and how they relate to society, healthy living, and entertainment. Ask students what kinds of careers are available in the dance field and discuss their answers.

Assessment:

Evaluation of the teaching/learning process should be based on the willingness of students to participate in all elements of the lesson, not necessarily the level of competency gained in the development of skills taught. Each student will learn movement skills at various levels, depending on their kinesthetic abilities. Thus, the focus of measuring success should be on the interest and participation that the lesson generates among students.

Sources:

Print:

• Ballanchine, George, and Mason, Francis. 101 Stories of the Great Ballets. Reissue Edition. New York: Doubleday, 1975.

Authors:

• Amy Lotierzo, teacher
  N/A
  Indianapolis, IN