Ballet Combinations

New Web Site!

2009-11-06T14:24:00.000-05:00

My new site, Inside Ballet Technique, is now up and running! It's located at http://www.insideballet.com. It is basically this blog, whipped into shape. Please change your bookmarks and follow the new blog on Facebook--you can find the "Become a Fan" on the right sidebar of the web site.
Thanks!

Dancers and Conditioning

2009-11-05T10:55:00.001-05:00

I’ve often wondered how common it is for a dancer to suffer from chronic back pain during and after their dancing career. I personally had a lot of issues with low back pain while I was dancing, and I attributed much of it to the repetition of particular moves in choreography and to the fact that I have a long torso (which in my mind was not conducive to dancing ballet). Now that I’m suffering the long term effects of chronic back pain and getting older, I’m realizing that there were things I should have been doing to supplement my core strength in order to counterbalance the excessive flexion that dancing demands. It never occurred to me that dancing ballet six or more hours a day was not enough.

I knew that if I did crunches and stretched out before class that I would perform extensions and hold balances better, but I didn’t focus enough on really strengthening my abdominals, my back, and stretching out my hamstrings the way I should have. Not only that, I have since learned that aerobic or cardio training could have helped my dancing as well. An article from the Harkness Center for Dance Injuries web site states, “Aerobic fitness can increase blood flow and oxygenation to all tissues, including the muscles, bones, and ligaments of the spine. Dancers should be encouraged to cross-train year round to maintain aerobic fitness.”

Sean Fyfe is a physiotherapist working with Metis Physio Centres in London, a multi-disciplinary clinic and he works with elite dancers and theatre performers. From an article at sportsinjurybulletin.com, he says, “Dancing alone doesn’t ensure abdominal strength, good activation through glut max or activation of segmental stabilisers. In that respect, dance is no different from any other sport: its performers have to put aside the time to do specific body maintenance, in conjunction with regular screening, to give themselves the best chance of remaining injury free.”

I have begun taking yoga classes and wish I’d known the value of yoga and Pilates back when I was dancing. The mindfulness (or meditation) that comes out of practicing yoga is giving me tools that allow me to be a calmer, happier person—more capable of administering to the needs of my my family or coworkers and simply being able to breathe and be in the moment. At yogamindfulness.com, they explain that meditation doesn’t have to be something you hole up alone in a quiet room to do; it can be done just by being mindful and living in the present. Visualizing breath as it enters and leaves the body, noticing the state of your body at any moment in time, using your senses fully to take in the world around you—any of these can be a form of meditation.

Dancers are focused so much on their bodies, and I personally think it would do a world of good for them to also nurture their minds and spirits in a holistic way. We used to make fun of the modern dancers and called them “granola” people for the way they utilized breath and didn’t attempt to hide the effort in their movements. Now I see that they were really onto something that ballet dancers would do well to heed, too. Not that ballet dancers will ever want to enunciate their breathing on stage, but I think it would be great if teachers taught their students to breathe in and out with the counts during class, much like they do in yoga. With age cometh wisdom, and hindsight is always 20/20, right?
Here is a great book for dancers with information about anatomy and kinesiology.

Rond de Jambe a terre

2009-11-03T21:32:00.001-05:00

Pointe Facing Barre

2009-11-02T08:36:00.000-05:00

Stage Parents

2009-10-29T14:36:00.002-04:00

I remember well the dreaded parent observation week at the studios where I used to teach. Depending on the age of the students, having parents observing class could either be a help or a hindrance. Usually the youngest children find it a distraction and the oldest ones tend to pull their acts together. I never changed my method of teaching for the sake of the parents who were sitting along the sidelines, but it’s interesting to note the various types of parents with kids who dance.

The best parents are those that have done their homework prior to enrolling their children: they know the teachers are qualified and believe their manner of teaching is credible. They don’t question the rules, the dress code, or the reason their child mostly stands in the back line during the performance at the end of the year. They are concerned with progress and do their utmost to ensure their child comes to class prepared to work hard and focus on improving. These are the best parents.

Then there are the “stage” parents. These parents wonder aloud why their child is not yet dancing en pointe, why he or she doesn’t have a solo, and why his or her class is not working on more complicated steps yet. Somehow these parents are more visible, and definitely more annoying, to the teacher of dance. My advice if you have a child who is taking ballet is to make sure the teachers have some kind of background in dance. You’d be surprised—just about anyone can open a dance studio. Many people have a degree in dance from a university, and many have professional credits to their name which is just as important. A dance school brochure should really be up front about their teachers’ credentials (unless they don’t have any worth mentioning, and then beware!).

When a cast list goes up and your child didn’t get the lead, don’t assume that means he or she doesn’t have talent. And if you’re a dancer, understand that being cast in a corps de ballet or solo role can be just as wonderful a learning experience as being cast as the principal dancer. One of my favorite roles to ever dance was the White Cat in Sleeping Beauty. I loved that role and got to dance it while I was a student at Indiana University. The steps were not so difficult, but it gave me a chance to work on characterization and not being me on stage. It really was a liberating experience. Learning to leave yourself behind and become your character can take a lot of stress out of dancing.

Sometimes the “lead” role is not even the leading role, so don’t be misled! In an art form like dance where there is such a hierarchy going on (corps de ballet, soloists, principal dancers), it’s easy to forget that there are no small parts, only small actors (not sure where that quote originates, but I tend to agree with it). And sometimes just because a role isn’t the “lead” doesn’t mean it isn’t the hardest role to dance.

Pirouettes

2009-10-28T11:07:00.000-04:00

Teaching Creative Movement

2009-10-26T16:41:00.001-04:00

Ballet class with children ages 3-5 is often called “creative movement” rather than ballet class. Then at age 6 it is sometimes referred to as “pre-ballet”, which is when they are usually ready to stand at the barre and learn the mechanics of alignment and ballet positions. Creative movement can be taught many different ways—none better or more effective than another—so I will just share some of the things I did with this age group (and felt were effective) when I was teaching them dance.

First of all, kids this age don’t have a very long attention span! Two minutes is about as long as you can stretch one activity before moving on to something else. I always felt that a 45 minute class was the absolute longest these kids could handle, unless you are combining it with some tap, too. I’d also say that if you have more than eight children in the class then you should probably have an assistant there to help you out.

I structured my creative movement classes more or less the same way each week. Kids do like repetition and it helps them feel more comfortable if they have a good idea what to expect. We would begin sitting on the floor in a circle, wide enough that when they put their arms out to the sides they wouldn’t touch their neighbor. At the beginning you can have them sit cross legged or with the soles of their feet together or their legs stretched out straight in front of them. Sitting cross legged is easiest for them, and when you want them to focus attention on sitting up straight and using good posture through their backs, necks long, and shoulders down, this is helpful.

Still in the circle we would also sing a lot. There are several songs that some children may already know or can pick up quickly that you can easily add movements to. I liked “Open, Shut Them”. You sing Open, Shut Them, Open, Shut Them, Give a little clap clap clap, Open, Shut Them, Open Shut Them, Put them in your lap lap lap. You can do variations on this using your hands like in prayer position or using your legs to open to a straddle and close legs together straight in front of you. Then you can sing Creep Them, Creep Them, Creep Them, Creep Them Right down to your toes (crawling with fingers down outstretched legs in front and toward their toes) and repeat Creep Them, Creep Them, Creep Them, Creep Them, Right back to your nose.

In the circle you can also work on flexing and pointing the toes and flying like a butterfly using pretty arms with the soles of the feet together. They also enjoyed lying on their bellies with their heads towards the center of the circle, practicing pushing up onto their hands and keeping their necks long (like a cobra in yoga), and lifting their heads and their feet off the ground and flying like Superman.

Practicing little rhythmic patterns is a fun thing to do in the circle as well. You can have them help you make up four count or eight count phrases such as clap hands 2X, clap hands to knees 2X, clap hands to shoulders 2X, and put both hands on your head, hold count 8. You can repeat with only one clap in each position, etc. Adding head movements and even facial expressions is a great way to interact with them and get them working on putting together patterns.

In the center there are many activities you can do with this age group. Props are fun, too, especially if you have colorful scarves they can improvise with at the end of class. I tried to incorporate learning how to hop on one foot, gallop, skip, walk toe to heel across the floor like on a tightrope, and eventually even learning a small polka step on demi pointe and plié (step R, L on demi pointe, step R in plié, repeat LRL across the floor). You can reverse that polka, too, and do down, up, up…down, up, up. It’s amazing what children this age can pick up. When you feel like you’re losing them, go back to imitating an animal to get their attention again. Take light springy steps like a cat, heavy steps like a gorilla, etc.

At the end of class we’d always put a scarf or something down in the center that they could run and jump over one at a time. The idea would be to leap leading with their right leg the first time, and then starting at the other upstage diagonal leap leading with their left leg, but usually you are lucky if they manage to just leap and land on one leg instead of two. It’s a really fun age to teach. I think when I was teaching this level I was too worried about getting enough “technique” into each class. But really, having them move to music and count out rhythms and learn patterns is truly enough. At this stage it’s most important that they enjoy what they are doing.

Maybe other teachers of creative movement have more to add. And I think that never having danced at this age myself, it’s harder for me to say exactly what’s so important about it and what’s not. I don’t think it can make or break a dancer, unless you become too exacting and they tire of it before it’s really time to begin working on technique. Please share your thoughts!

A Special Ballet Teacher

2009-10-22T18:30:00.001-04:00

We entered the hall with solemn steps and took our seats. The group mostly comprised the beloved late ballet teacher's university students. At the front of the room was a table with a photograph of a beautiful young woman. Of course she'd been young once, but it was odd to see a photo of Mrs. Dorsey from her youth. She'd been a dazzling star at the age of fourteen with the Royal Ballet, and through the eulogy we learned she'd managed to pack her whole life into a mere sixty years. This, too, came as a shock.

She walked with a cane which she'd given the name Betsy. Her hair was quite grey and worn pulled back at the nape of her neck. She wore horn-rimmed glasses and unflattering dresses with knee high hose, and taught every class in a pair of terribly old-fashioned lady's shoes. If it weren't for her clever combinations of steps we never would have guessed she'd ever been a ballerina. Most of the time she sat in a red leather chair and gave vocal instructions, tapping out the tempo with Betsy and sipping from a cup of hot tea. It was a challenge for me, as I'd never had a teacher who didn't stand at the barre and demonstrate the exercises with grace and firmly accentuated calf muscles. Having to learn to translate the names of steps and positions of the arms into movement was, I realized later, a great opportunity for me. I began religiously writing down class combinations in dance journals, which I later used when I became a teacher myself. My desperate attempt to grasp the vocabulary in Mrs. Dorsey's class was a great aid.

I was shy, uncertain about myself and not at all convinced I had what it took to be a ballerina. All I knew was that I loved to dance, and I wanted to do nothing else with such a passion. My father's dream of going to London to study theater had been dashed by his parents when he was the age I'd been then, and I think he went out of his way to find opportunities for me. Mrs. Dorsey had been the one to write a letter of recommendation for me to attend Butler University as a high school student. I later saw her recommendation and was astonished it had been accepted (the student has 'adequate' ability), but I did have to endure an audition and I worked very hard and never gave up, even when I encountered a step I'd never seen before. Perhaps they saw potential, for I was enrolled in the program.

I worked with Mrs. Dorsey for a year and one summer. She'd told my father that the girls' dressing room could be brutal and she was worried about how I'd stand up to the pressure. No one was cruel to me, ever. I was quiet, arriving for the 2:00 ballet class after having spent the morning at high school, then thirty minutes driving on the interstate to Indianapolis. Many days I also stayed for pointe class, and I was cast in The Nutcracker so had to stay for rehearsals as well.

One day, late in the year, we were doing attitude devant en tournant. It was rare that Mrs. Dorsey taught pointe class, and I think she was surprised by my rapid improvement. I somehow had developed strength and confidence enough to do this particular turning step well. She stopped everyone, got up from her chair, walked over to me and kissed the top of my head. Then, she turned to the rest of the class and said over the top of her glasses in her English accent, "She's young...you don't get kisses."

I will never forget that day. Never before or again did a teacher ever compliment me with a kiss. After having taught ballet for many years myself, it never occurred to me to do the same for any of my students either, so I consider myself quite fortunate to have been given such a gift. This gift was all the self-assurance I needed to get me through the next ten years of my dancing career.

There were several teachers who said I wasn't built right for ballet; my torso was too long and legs not long enough, or I just didn't have what it took emotionally to withstand the pressures of a professional life in the field. But never did their words affect me. I had Mrs. Dorsey most days the following summer for a two hour ballet class and an hour of pointe. When we did well, she praised us. When we did not do well, she would only look at us over the top of her glasses and raise her eyebrows. She had lost a tooth that summer and tried very hard not to smile too hugely, but a few times she would lose herself in a happy moment and we'd see the gaping hole at the side of her top gums. It was endearing. I loved her so.

She lived close to campus and on a couple of occasions she asked me to give her a ride home. It was a bit embarrassing for me because I was driving a big, baby blue Ford pickup truck. She had an awful time getting in and out, and I was not well-mannered enough to know to give her a hand. She would smile at me with great affection, regardless, and waved as I drove off. She had told us once that she didn't have much to do at her home. She would just look at the blank walls and choreograph combinations for our classes in her head.

After a break of a few weeks that summer, we returned to classes in the fall to find Mrs. Dorsey absent. We learned that she was in the hospital and she had cancer. News was that she cheered up all the nurses with her English humor, rather than being the one who was cheered. Only a few weeks later, she passed away.

And here we were, at a memorial service for our dear, sweet, Mrs. Dorsey. Probably an actual funeral had taken place already, or perhaps she was cremated. There was no casket, no trip to a cemetery for us that day. Her son was there and someone who offered words that didn't come near to catching her essence. We looked upon the framed photograph of a lovely young woman and we each remembered how she'd touched our individual lives. I don't believe there was a dry eye in the hall. I, for one, didn't have enough tissues on hand.

For many years after, I would call upon Mrs. Dorsey from the great beyond, asking for her assistance with this audition or that piece of choreography. She never failed me, and I truly do believe that her spirit lives on and she is at my side whenever summoned. Sometimes I wonder how she managed to continue carrying on the tradition of teaching ballet for so many years. I found an article online that said she'd choreographed a Dickens ballet at Butler in 1959. That was 25 years before I arrived there. How many lives she touched can only be imagined. I just know that she had a magical effect on mine.

Somehow my father managed to learn of an estate sale at Mrs. Dorsey's home near the university. He accompanied me there one day after class. We entered the small, brick home where she'd visualized ballet combinations while staring at her walls, and we walked among her things. It was strange to enter her personal world. Stranger still to find things of little value up for sale. We may not have been the only ones who went there for a sentimental trinket or two. I took home a pair of horn-rimmed glasses, a cane, and a plaque with a gold rose attached that reads:

All hearts grow warmer

in the presence of one who

gave freely for the love of giving

a giving that deepens and grows

ever unfolding new sweetness

as the blossoming of a rose.

I still have the plaque on my dresser, though I've since lost the glasses and the cane. No doubt it was given to her from one of her many adoring students.

One time I remember being in her class when no accompanist was there to play the piano. There was a record player available and some well-worn records, but she quickly gave up trying to make that work and employed her cane, Betsy, to pound out the rhythm on the floor. I'm sure she was exhausted by the end of an hour and a half of doing that, but she never let on that she was tired and she always had a lovely, peaceful face.

Now that I'm older, with three children of my own, working in the completely unrelated field of computer technology, I look back at Mrs. Dorsey and think about what she had said about the dance world being a cruel place. I did manage to get my bachelor's and master's degrees in dance and I did dance professionally for a short period of time. Many years I taught ballet to young people and enjoyed it tremendously. When my back started giving me problems I was unable to teach the way I'd always taught: standing at the barre in my leotard and tights with a long, black skirt and pale pink teaching shoes, demonstrating the steps with the best technical ability I had left. I suppose I could have asked for a demonstrator, someone who would stand in front of the class and show the steps as I wanted them executed, following my verbal lead. But it was too hard for me. Once I could no longer show the steps, I felt my teaching began to suffer. Maybe I should have called on Mrs. Dorsey for assistance then, before it was too late. We moved to a new state where no one knew me as a dancer or a teacher, and my talent seemed to diminish into nothingness. I have my children who give me great happiness, and I've worked at the bank now for nine years.

I did try teaching again, about a year ago. My back and my foot both gave me a lot of pain. It's hard for me to do anything physical now, and I wonder if I'd been born in Russia if they would have filtered me out of the dance system before I'd ever started because my torso was too long, my legs too short. Still, I can't wish for anything different than the experiences I've had and the teachers I've studied with or the students I've had the opportunity of teaching.

I've outgrown my shyness. I asked my father at one point if he would mind too terribly if I quit dancing. I think he was surprised at such a question. He says I made it farther in my career dancing than he ever made it in theater, but I don't believe he's right. He made a career of teaching, even if he wasn't given the opportunities to perform himself at a professional level, and he has touched thousands of lives. I'm sure he would have been a fabulous actor, had he been given the right teachers and experience. Not all wonderful actors or dancers make wonderful teachers, either. I think Mrs. Dorsey's dancing career was short-lived, although I don't know this for certain. But I know she had a passion for teaching, as did my father. He never appeared to be disappointed in me, and I hope that she's not disappointed in me either, for not learning to find passion in teaching from a red leather chair.

Rond de Jambe a Terre

2009-10-21T13:39:00.002-04:00

Passion for Dancing

2009-10-19T10:59:00.002-04:00

Why do dancers dance? Ballet class is rigorous, not to mention expensive, yet thousands of people send their children to ballet. As a dancer, I know that what keeps bringing us back to the barre, day in and day out, is passion. And I know as a parent (whose children lacked such passion) that it was easier to save my money and pull them out of ballet than to hear them whining and complaining that “ballet is boring”.

When I was ten years old, the girl next door showed me her tap and ballet shoes and introduced me to a few steps. For me, that was it. I practiced those steps everyday on my front porch and pretended my black patent leather shoes had taps on them. For reasons I couldn’t understand, I had to wait until school was starting the following year to begin lessons at the local studio with Debbie Wilkerson. It felt like an eternity! My mom said that she knew from my fervent activity in the womb that I was destined to either be a dancer or a football player. When my lessons finally started, I was hooked and couldn’t get enough.

The studio was three short blocks from my house, so I was allowed to walk there by myself. It was downtown in the upstairs of an old building. There was one huge studio and one smaller one, plus an office, waiting area, and a long room full of costumes that you had to walk through to get to the restroom. My teacher, Debbie, had lovely leotards and wore her long hair in beautiful braided buns. There was a raised area in the corner of the large studio where she had her record player, and I always dreamed of one day being the teacher so I could stand there, too. My dad helped me put up a barre and some mirrors in our attic and I had my own little studio up there, where I spent hours upon hours dancing and making up my own choreography.

If most dancers are like me, then they dance because they must. They can’t stand the thought of life without dance. Sure, they take the occasional break and vacation, but dance is always there on the horizon waiting for them to pick up again. Debbie was a special teacher, because she recognized my passion for ballet and encouraged my parents to send me to the Jordan Academy of Dance in Indianapolis where I could get more intensive training than she offered at her studio. I went there on Saturdays and dreaded it every single week. Looking back, I’m grateful for my parents’ diligence in making me go, because from my contacts there I was able to apply to Butler University’s early enrollment program as a high school student.

At Jordan Academy all the girls knew each other and took class several times a week together. I came in only on Saturdays and was too shy to make friends with anyone. They did a lot of steps that I’d never seen before, too, so I was confused a lot. And I simply hated grand allegro, when we had to dance across the floor two at a time and I almost always had no idea what to do. Still, I loved dancing at Debbie’s studio, and when I was accepted as a student at Butler my sophomore year in high school, I loved that as well. My teacher at Jordan Academy, Peggy Dorsey, warned my father that it could be tough at the university (where she also taught) and that there was a lot of competition among the girls. However, since I went there everyday I was able to make friends with many of the girls in my classes, and my dancing improved by leaps and bounds (pardon the pun!).

When I became the mother of two young girls, they enrolled in dance at the studio where I taught in Paris, Kentucky. They had a cute class for two year olds called Jack Be Nimble, and my girls both loved that. Then we moved to North Carolina and I stopped teaching so I could work at a job that would give our family benefits and enough pay to live on until my husband found work. We enrolled them in creative movement and they enjoyed it, for the most part, but to be honest they would rather be at home playing in mud or riding their bikes. They took a break from dance, since they were still rather young, I thought, to be expected to have a spark of passion for it yet. When they came back to it a few years later it was drudgery getting them to class. I could see that they were the ones who were left out of the cliques made up of girls who were there several days a week, and they just didn’t love it as I’d hoped they would.

I didn’t have dreams of them becoming professional dancers. I just wanted them to have something they could love doing, as I had when I was their age. But it wasn’t meant to be. And I realize that the kids who show up and are eager to learn new steps and tricky combinations are the ones who are passionate about dancing. They are the ones who can’t imagine life without dance. As a side note, my girls are now teenagers who play soccer, piano, guitar, and violin. They are also whizzes on the computer. I’m not sure either of them has found their passion in life, but I still hold out hope that they will. There’s nothing quite like it, is there?

Turns Across the Floor

2009-10-16T11:28:00.004-04:00

Influencing Lives by Teaching Ballet

2009-10-15T09:49:00.012-04:00

Ballet teachers have a unique opportunity to instill self confidence and to encourage creative expression in their ballet students. The task should never be taken lightly, and it's important for parents of young children to fully investigate the qualifications of their child's prospective teachers before beginning lessons. There are two sides of this coin: it can be looked at from the teacher's point of view as well as from the parent's point of view. This post will focus on the teacher, and how his or her classroom environment can affect the development of a child. In general, all teachers are aware of the influence they may have over impressionable children, but I believe that a ballet teacher's influence is ever so slightly different than that of a school teacher's. The ballet class is a place where the child is forced to look upon their bodies in a mirror and scrutinize that reflection. How much emphasis is placed on that image should be relative to the age of the student.

Ideally, children who begin pre-ballet or creative movement at around four years of age will not need to think too much about technique. At this stage, instilling a joy of movement is vital. Teaching musicality and approaches to moving creatively will be the main focus. Simple stretching exercises in the guise of games will be introduced. This is a very special age and quite fun to teach. Having colorful and flowing scarves, various types of musical instruments, and other props in your arsenal helps keep a child of this age engaged. Experimenting without using particular steps, but with movements that are heavy, soft, light, sharp, dull, long, short, or what have you will enable them to express themselves using their bodies in new ways. Later, when more formal technique is introduced, they will be more open to trying new things if they’ve been given a chance to experiment on their own a bit first.

Skipping ahead now to the pre-teen and teenage years, I think it’s especially important for a teacher to understand what is happening developmentally, emotionally, and intellectually to these students. This is a critical age (between 11 and 15) where they are coming into their own selves, learning how they are the same and different from their peers, and beginning to shape who they will be as adults. This is a fascinating article about the growth of the brain in these formative years, and how physical activity can have an effect on that growth.

Socially, we know that adolescents are going through a difficult time at this stage. They are morphing out of the childhood phase and moving into the adult phase, having to navigate their way sometimes alone and sometimes with the help of peers, and sometimes they are lucky enough to have the loving guidance of a teacher helping them along this new territory. I think ballet teachers could easily forget this is happening. I’m not saying that we should relax our standards by any means; I think the fact that there are clear expectations in a ballet class (see my post on ballet etiquette) can be comforting to a pre-teen. Here is a place they can come and know exactly how to behave. I’m just saying that it’s important for teachers to be aware of what these kids are going through developmentally at this stage in their lives.

One way we can effect a positive influence on pre-teens through ballet is by offering plenty of praise when they get things right. At this age students should already understand that getting a correction is not a criticism for them to take personally and feel badly about. They should know that getting a correction means they are worthy of the attention of the teacher and it’s a means to improve their technique. For a teacher, I think once a correction has been given to a student it is of vital importance to note when that student incorporates it and makes the adjustment. It’s a two-part thing here: give a correction, and watch to see (and praise) when the correction has been made in the future by that same student. This sort of confirmation encourages the student to seek corrections, even when not given to them directly, and implement the improvements in their technique because they know that the effort will be noticed.

I’m not really finished with my thoughts on the powerful influence a ballet teacher can have on his or her students, but this is enough for one post. Any other thoughts from other teachers out there? I plan to write more in detail about how we can work with kids at various stages of their training to get the most out of them, avoid burn out, and build their self esteem right along with their technique. Even for those who study ballet for a year and never come back, it can have a positive influence on their lives.

Classical Ballet: Combinations for Ten Complete Advanced Classes

by Tamara Stanwood, 2009

Degage

2009-10-13T21:35:00.001-04:00

Classical Ballet: Combinations for Ten Complete Advanced Classes

by Tamara Stanwood

Tendu 4/4

2009-10-12T15:40:00.005-04:00

Classical Ballet: Combinations for Ten Complete Advanced Classes

by Tamara Stanwood

Infusing Fun into Ballet Barre Combinations

2009-10-08T17:30:00.003-04:00

There are many things that can be considered in order to make barre exercises more interesting and beneficial to your students. In my last post, Anatomy of a Ballet Combination, I did mention that using épaulement (shouldering, meaning arm and head movements) is important to include in combinations at the barre so the dancers don’t look uncomfortable dancing in the center. Since I wrote that post I’ve thought of more things to add that can make your barre combinations really dance!

Change feet. It’s easy to get caught in the en croix crutch. One tendu en croix, one degagé en croix, etc. But en croix gets boring, and the pattern doesn’t make the dancer use their minds as well as their bodies. I love combinations that shift weight and change feet. For example, you could do a tendu combination and have the pattern be front, side, (change leg) - inside leg front, (change leg again) - back. Or you could do front, inside leg back, outside leg side, and inside leg side, and then reverse.

Along these same lines, you can work the outside leg and turn the body ¼ away from the barre to work in éffacé devant, or ¼ into the barre for croisé devant. The same is true for working to the back. You can also change directions entirely, moving the body to face the barre at one point in the combination, perhaps moving through promenade in attitude or arabesque, and finishing on the second side where you’re ready to begin everything on that side.

One of my favorites was always pirouettes at the barre. At first this is tricky because you’re afraid you’re going to hit your knee on the barre, so it may be helpful to begin with the foot on the ankle or calf rather than at the knee at first. Becoming comfortable doing pirouettes at the barre makes doing them in the center infinitely easier. It’s like having a permanent partner right there; one that you know will be there when you come around at the end of the turn. You can add pirouettes to practically any barre exercise, but I think it makes more sense to do this toward the middle to end of barre rather than at the very beginning.

Fouetté turns are commonly done at the barre during rond de jambe en l’air exercises. You can also do pirouettes en dehors or en dedans during degagés, rond de jambe, frappé, or grand battement. Flic flacs are great for adding turns during frappé. And in pointe class, doing turns at the barre really helps build a dancer’s confidence before moving into the center.

One last thought and I’ll close this post. If you’re short on time and want to move from one side of the barre to the next without stopping in between sides, there are tons of ways to make the transition to the other side more fun. You can do tombé pas de bourrée to 5^th position away from the barre and still facing the side you were working on, then detourné ½ turn toward the back leg, and tombé pas de bourrée to 5^th position on the other side to finish at the barre, ready to begin the second side.

And another plug for my new book! Classical Ballet: Combinations for Ten Complete Advanced Classes.

Anatomy of a Ballet Combination

2009-10-07T11:28:00.006-04:00

Did you ever have to diagram sentences when you were in school? I remember doing that, and realizing that every sentence has certain parts that are required and some that just add variety and interest. The same is true of combinations for ballet class. Every class needs to progress through pliés, tendus, degagés, rond de jambe, grand battement, and every combination has parts that should be included or can be added to make it more interesting. We shouldn't only work on our artistry during rehearsal and performance. Artistry begins in the classroom, and by adding dimension to your combinations you allow your students to experiment and grow. A good rule of thumb for most combinations is to keep it at an even number of phrases, so you'd have two sets of eight, four sets of eight, or eight sets of eight, for example. This simply makes sure you finish a combination at the end of a phrase rather than in the middle.

Just as the progression of exercises at the barre generally alternate between slow and fast tempos to give the muscles a chance to stretch before contracting quickly again, it's possible to design your combinations in this way, too. I loved taking classes from teachers who knew how to add stretching to a fast degagé combination, or who added some double time rond de jambes in a rond de jambe à terre combination. One simple way of incorporating this into your combinations is to take the steps at a slower pace the first time through, and without changing the tempo of the music, move the steps into double time so they are twice as fast. You can do this also by turning a slower tendu combination into a faster degagé combination, or a faster degagé combination into a slower grand battement combination.

Another thing to remember when constructing your combinations is to use épaulement, or shouldering (head and arms). It's important to use the arms at the barre so that when dancers move into the center they don't look stiff and uncomfortable using their arms and head. Each combination can have a goal that contributes to the overall goal of that class. You may decide to devote a whole class on attitude. You can balance in attitude at the barre, practice embôité turns or attitude turns in the center, practice renversé, grand allegro with bent back leg. In a class like this you may do balançoire at the barre in attitude. A good teacher can take a specific movement and make a whole class out of it. Adding a balance to the end of a barre combination is always a good way to finish, because it allows the dancer time to stop and pull everything together for a moment before moving on to the next step or combination.

Here's a link to my new book of over 200 ballet combinations! Classical Ballet: Combinations for Ten Complete Advanced Classes

My book!

2009-10-02T09:54:00.005-04:00

I'm so excited that my book is available now on Lulu! Check it out here. And thanks to my friend, Molly Faulkner, for reviewing the book and writing a great blurb for the back cover!

"This is by far one of the most understandable ballet combination books to date. The exercises are advanced, articulate, lovely to dance and easy to read. It jump started my creativity and gave me fresh ideas for class. This is a go to (or it could be a must have) book for all ballet teachers." Molly Faulkner, Ph.D.

Author Tamara Stanwood has compiled over 200 combinations for ballet barre, center, and pointe classes that will offer assistance to new and seasoned dance teachers alike. Gleaned from over 25 years of ballet training and teaching, these combinations will add variety to your ballet and pointe classes. Most exercises are suitable for intermediate through advanced students.

It is available as a paperback or as an ebook. Thanks for checking it out!

Grand Battement 6/8

2009-09-30T20:37:00.001-04:00

Adagio Center Combination

2009-09-25T15:22:00.002-04:00

Fondu

2009-09-23T10:26:00.002-04:00

Expressing Emotion in Dance

2009-09-20T20:34:00.001-04:00

We’ve all seen performances that have moved us…ones where the dancers transported us until we truly believed their plight or believed in their love. I performed in my very first pas de deux in a piece of student choreography at Indiana University. The piece was set to music by Rachmaninoff, and I felt transported, personally. The movements felt wonderfully full of abandon and we looked into each other’s eyes—everyone said it was great.

Well, we had a cast party after the performance where we watched the video. None of what I felt inside translated into what the audience saw. It was embarrassing because everyone was watching me to see my reaction, and all I could do was burst into tears and run from the room. I’m sure my partner wasn’t happy about that, because he felt pretty good about it himself, but for me it was all wrong. It wasn’t anything like I imagined it to be. I looked like a clumsy first year pointe student trying to do something way beyond her means. Of course, my facial expressions couldn’t be seen, and what I was feeling inside was hidden away from everyone but myself—although even I couldn’t see that when viewed from the audience’s perspective!

I’ve had teachers who said we need to dance with our souls. But how, exactly, do we do that? My father taught speech in high school and I was fortunate enough to take his class one year. He said that when you’re nervous, you tend to do certain things that give away the fact that you’re nervous. Some people might play with their hair, or move their hands a certain way, or swallow loudly. He taught us that it’s perfectly okay to be nervous, as long as we don’t let anyone know that we are nervous. So, we practiced keeping our hands behind the lecturn if our bad habit was something we did with our hands while we gave a speech.

I think that can translate into our performing as well, in that we can keep from doing something that gives away our nerves and still be nervous without anyone guessing. When I was in graduate school I was doing the Black Swan pas de deux with my partner, and every night of tech week I had a friend videotape our performance. I’d go home and watch the tape and critically pull it apart frame by frame until I was happy with what I was seeing. There were many subtle things that I was surprised to see: my hands were not sharp enough where I felt that they were sharper, or the place where I walked backwards away from my partner, leading him on seductively and maliciously didn't look malicious in the least. I found over the course of the week and watching the video every night after rehearsal that if I lowered my chin in that spot the demeanor came across much more effectively than when I just used my eyes. Everything we do on stage must be magnified in order to come across to the audience. This is, of course, why we wear heavier makeup, wear false eyelashes and extend our eyeliner to make our eyes appear larger.

The same is true for emotion. It isn’t enough to feel the emotion inside. We have to learn to project emotion, which can actually be accomplished without actually feeling the emotion! It is possible, I think, to make the audience believe you are a distraught Juliet by the way you move your body alone. I’m interested in hearing from other dancers and performers, too. How do you express emotion on stage?

Degage 4/4

2009-09-16T12:44:00.000-04:00

2/4 or 4/4 5^th position

1 Plié in 5^th, arm to 5^th en avant

2 Degagé devant and straighten legs, open arm 2^nd

3 Piqué front

4 Brush thru 1^st to degagé back

5-8 4 Degagé back closing 5^th, arm to arabesque

1-8 Repeat with inside leg

1-8 Repeat side, finishing with foot in 5^th back

1-7 En cloche degagé bfbfbfb

8 Close 5^th back

1-32 Repeat all from back

Turnout

2009-09-11T13:21:00.004-04:00

Turnout: words you will hear from your ballet teacher throughout class and throughout your dancing career. There are differing views on how to go about reaching your maximum turn out, and this can (or should) be a make or break it point when choosing a teacher. I would definitely steer clear of any teachers who demand perfect turnout. It is much safer to practice ballet with a teacher who has you work within your natural ability to turn your legs and feet outward, over time increasing your strength and flexibility to maximize your own degree of rotation in the hip.

Beware of forcing the feet into a perfect 180 degree angle in first or second position. If you must bend the knees to put your feet into a turned out position you are in for future knee, ankle, and/or hip injuries. The turnout should always be initiated at the hip. Stand with your feet together and parallel, pulling up out of the knees, and then slowly open the toes outward as far as you comfortably can without making any adjustments in the knees. This is your natural turnout. This is where you should work, and gradually your turnout will improve over time and with more training. Attaining good turnout is another reason most ballet dancers need to start when they are young and before the bones are ossified or hardened.

It’s important to learn how to work within your natural turnout. I try to teach younger students to imagine arrows shooting out of their toes when they are standing in first position, and to move their foot along this trajectory in tendu à la seconde rather than directly side. This will keep their hips in line and they can work on feeling the outward rotation of the inner thigh as they brush the floor with their foot on opening and closing. The same holds true when the leg is lifted en l’air as well. We should try not to sacrifice the “squaring off” of our hips and shoulders (both hips and both shoulders square to the front) in order to get the leg more directly side. It takes some time for dancers to learn exactly where “their” turnout is—where they as individuals should aim in order to keep the proper alignment.

The same is true when working front or back as well: work on your turnout but not at the expense of proper placement in the hips, shoulders, or ankles. A good teacher will know how to guide you into working on your turnout without hurting yourself or overdoing anything. Stretching exercises that utilize the power of gravity are most beneficial and least harmful. If you feel pain, you should lessen your turnout or stop. Ballet is not a natural thing for the human body, and I still think there’s something to be said for countries who screen their young for natural ability before allowing them to study ballet. In America, where many young girls take ballet at some point or another, it’s especially important to find a qualified instructor who will not cause any damage.

Therabands are very useful devices for aiding in stretching and strengthening your whole body. Many physical therapists employ them in rehabilitation after injury or surgery. Click here for information on how to use a theraband, and click here to buy one.

Any other teachers or dancers out there with comments about acquiring good turnout? Please leave a comment!

Dancers and Weight: A Delicate Balance

2009-09-09T16:28:00.006-04:00

Weight is a topic many dancers tend to dwell on. I first became conscious of my weight when I was studying ballet at Butler University in the early enrollment program for high school students. Once a month we were weighed, and a few dancers were counseled based on the numbers the scaled returned (either too high or too low). Fortunately at that time my weight was right where it was expected to be, and I didn’t have to think about it much.

As a teacher I was never in a position to demand any student to focus their attention on their weight. For the most part, I taught kids who were still growing and really shouldn’t be worrying about it. Now that I have my own children, I think it’s important for them to concentrate on eating right and getting exercise however they enjoy getting it, but I would be concerned to learn that either of my daughters, at ages 12 and 14, thought they needed to go on a diet.

When I was a young dancer I had heard about people being anorexic or bulimic, and I was aware of the heightened sensitivity in the room whenever a teacher made mention of someone’s weight. I knew of one girl who was taken to the hospital to have her stomach pumped, and another who was addicted to exercise and couldn’t gain weight no matter how hard she tried or how much she ate. For myself, I was always grateful that these were not issues I had to worry about. During my undergraduate years I was a healthy weight for a dancer, always around 100 pounds at 5’2”. But when I was doing graduate work I lost weight as I went through a period of severe depression. I was working all day at the university and most evenings with a local company, teaching classes and dancing at least eight hours a day, if not more.

At that time, I went to the campus health center for a sinus infection and was very abruptly introduced to fear, handed on a platter full of desserts and whole milk (just kidding) from the doctor who threatened to put me in the hospital because I was under weight. I ate regularly, although the depression had made me less hungry, but I felt that if I had the energy I needed to get through the rigorous schedule I was maintaining then I was fine and the doctor had no right to intrude. They were very serious, however, and thus began a new experience for me: eating as much dessert and drinking as much whole milk as possible. Really. It was very interesting, and since I have a sweet tooth it was easy to manage, but I think the best help I got was by visiting a psychiatrist and being put on anti-depressants. My appetite returned to normal and my weight did, too. And here is some good information on kicking the sweet tooth habit.

I had a friend I danced with at the Lexington Ballet who struggled with her weight constantly. After she quit dancing (and stopped worrying about being overweight), she lost weight! So there’s something to be said about obsessing too much over it. Stress can definitely swing the scales upward. When you’re under stress, a hormone called cortisol is released. This prepares us for the fight or flight response. Read more here to find out about that.

For dancers today, I would recommend making healthy decisions if you feel you have a weight problem. Eat many fruits and vegetables and cut back on fast food or foods with lots of preservatives. Drink plenty of water. Sometimes when we feel hungry, we may actually just be thirsty. It’s difficult for us to recognize the difference between hunger and thirst. And a good rule of thumb in all things is moderation. Taking anything to an extreme is usually not a healthy choice. Click here for some healthy tips on diet.

Do any other dancers or teachers have any insights to add? Please leave a comment below.

Plie

2009-09-08T12:50:00.003-04:00

1^st position preparation arm 1^st port de bras to 2^nd

1^st position: 1-2 Demi plié, arm lowers to 5^th en bas, lift to 2^nd

3-4 Demi plié, arm to 5^th en haut, lower to 5^th en avant

5-6 Demi plié, arm to 5^th en bas, lift to 2^nd

7-8 Elevé in 1^st and balance arms in 2^nd

1-4 Cambré port de bras forward on demi pointe, recover through flat back arm 5^th en haut

5-7 Cambré port de bras back on demi pointe, recover arm to 2^nd

8 Lower heels, tendu side to 2^nd position, arms 2^nd

2^nd position: 1-4 Grand plié, 1^st port de bras

5-8 Grand plié, inverted 5^th port de bras (5^th en haut, en avant, en bas, 2^nd)

1-4 Cambré port de bras toward barre, recover arm to 2^nd

5-7 Cambré port de bras away from barre

8 Lift to point tendu side, close 5^th position front

5^th position: 1-16 Repeat as in 1^st position

4^th position: 1-16 Repeat as in 2^nd position

Grand Battement

2009-09-02T11:47:00.002-04:00

Pain Management

2009-08-31T09:11:00.003-04:00

Dancers are often in pain. It’s a fact of life when you spend hours everyday pushing your muscles and bones beyond their usual limits. Sometimes running through a particular piece of choreography several times will cause muscles in a certain area to seize up. I remember longing for the day when I could be a “normal” person again: someone who would wake up free from pain and go about my day without taxing my body too much. Little did I know that my days would never morph into normality as I’d hoped, even after I stopped dancing.

Now I spend my days as a “normal” person, but it’s anything but the normal I dreamed about during my dancing days. As an employee at a bank, I work primarily at a computer. Any movement I make is one I force upon myself to take a break and get up and walk around. Unfortunately, my body has never really recovered from the abuse it took dancing. I’d like to do some research one day on retired ballet dancers and find out how many suffer from pain. Yesterday I read an article about Darcey Bussell; after being retired from dancing for two years she only exercises 45 minutes a week! She is determined to be a normal person, too. But back to my point…pain. How do dancers get relief from pain?

There are many things you can do to find relief—several of which I’ve tried. I can tell you what worked for me and then you can add comments to let us know what worked for you.

1. Chiropractic – Back when I was dancing, chiropractors were really considered alternative medicine. Today they have earned a more respectable place in medicine, and many primary care physicians refer patients to chiropractors. I’ve found that going once a month has been a good way to keep myself in alignment and to keep severe back pain at bay.

2. Acupuncture – I have a good friend from China who is an acupuncturist and I’ve seen her several times for back pain, ankle pain, neck pain, tennis elbow, depression, and what have you. She claims she can treat pretty much anything that ails you, and I don’t doubt it. Acupuncture can be expensive, and many insurance plans still don’t cover treatments. My acupuncturist actually doesn’t deal with insurance companies, so that makes it really hard for me to see her instead of a chiropractor, although sometimes I think acupuncture once a month would be ideal.

3. Massage – My healthcare plan allows me to see my chiropractor , who also employs massage therapists, and I can get an adjustment and a 30 minute massage all included in my $25 copay. You really can’t beat that, and the massage therapists there are wonderful. They target the areas where I’ve been experiencing the most pain lately. You have to feel comfortable telling them when they are pressing too hard or not hard enough. They can’t know unless you communicate with them, so don’t be afraid. Usually they are too gentle and I feel I could fall asleep since I’m so relaxed. This past month the girl was very intense and I was biting my tongue to keep from yelling out in pain. When I told her it was too much, she asked me if it was actually painful or just uncomfortable. I think that’s the way you can tell if it’s helping you or not: if it’s uncomfortable, it’s probably just right. I was actually in pain (with bruises to prove the point the next day), so she went a little lighter on the pressure after that.

4. Yoga – Sometimes just meditation and gentle stretching can relieve stress and tension. Using gravity to gently stretch out tight muscles while concentrating on your breathing can be a winning combination. There’s a lot to be said for meditation and pain, too.

5. Hot baths – Using Epsom salts in a nice, hot bath can be relaxing to tired muscles, especially at the end of a long day of dancing. If you’re pretty sure you’re going to be sore tomorrow, taking a hot bath tonight can help a lot. I like using REV for athletes. It’s a salt you can sit in for 15 minutes and it’s very helpful.

Does anyone else have ideas for helping relieve pain? Please leave a comment!

Music for Ballet Class

2009-08-27T16:57:00.000-04:00

Recommended Music for Ballet Class

MUSIC FOR YOUR BALLET CLASS – Finis Jhung, Bill Brown, Basic Ballet 8 and 9

MUSIC FOR INTERMEDIATE BALLET CLASS – Finis Jhung, Scott Killian, Basic Ballet 5

BALLET MUSIC FOR 24 CENTER EXERCISES – Finis Jhung and Webster Smith, Basic Ballet 6 and Basic Ballet 7

NEW BALLET MUSIC 1 – Finis Jhung and Anna Korab, 27 Barre and Center Exercises

LISA HARRIS APRES LE PLIÉ Music for Ballet Class

LISA HARRIS VARIATIONS, Music for Ballet Class

BALLET MUSIC FOR CLASS, AT HARKNESS HOUSE Raymond Wilson, Pianist/Supv. by Sandra Balestracci Item 5031

BALLET MUSIC FOR CLASS, AT HARKNESS HOUSE Raymond Wilson, Pianist/Supv. by Mikhail Korogodsky Item 5032

BALLET MUSIC FOR CLASS Sophie Velberg, Pianist/Supv. by Sandra Balestracci Item 5054

BALLET MUSIC FOR CLASS Sophie Velberg, Pianist/Supv. by Mme. Halina Item 5050

BALLET MUSIC FOR CLASS Douglas Corbin, Pianist/Supv. by David Howard Item 6002

BALLET MUSIC FOR CLASS Douglas Corbin, Pianist/Supv. by David Howard Item 6003

25^th ANNIVERSARY – David Howard,Douglas Corbin

BALLET MUSIC FOR BARRE AND CENTER FLOOR, Sophie Velberg, Pianist/Supv. by Mme. Halina Item 5049

BALLET MUSIC FOR BARRE AND CENTER FLOOR, Karl St. Charles, Pianist/Supv. by Mme. Halina Item 5044

Applying Different Techniques

2009-08-26T12:29:00.001-04:00

One of the advantages of taking ballet from many different teachers is learning that there is more than one way of doing things—and that it is good to be accommodating. If you’re in a class where the teacher likes you to brush the floor on a frappé, then you brush the floor with no questions asked. Some other variations on a frappé include wrapping the foot or flexing the foot at cou de pied prior to striking the floor.

Throughout a dance class you will see subtle (or not-so-subtle) differences between teachers. Some like you to extend the leg 90° à la seconde before executing a pirouette en dedans; others just want you to bring the foot directly to the knee. Some would like to see your leg as high as it can go in adagio at the expense of alignment; others would rather see your leg lower, using proper alignment. Some teachers are very particular about the port de bras they set for a combination while others are not so picky and would rather see you adding batterie or going for triple and quadruple pirouettes.

You really need to be sensitive to the expectations of the teacher in ballet. And as a teacher, it is important to make your expectations clear. I always found myself getting more attention from the teacher if I gave him or her exactly what they were looking for, rather than sticking strictly to my own goals. Of course, you can work on your goals within what the teacher is asking, but most teachers follow a plan of action and have a reason for asking you to do things a certain way. And even if they don’t, it isn’t your job to question their tactics!

I went to a class when I moved to a new area, and the teacher’s philosophy was one I’d never encountered before (and didn’t agree with at all). She wanted us to stand at the barre in first position, and when we moved into tendu we weren’t to shift our weight onto the supporting leg at all. We were to stay exactly as we’d been in first position. I was falling all over the place and was sore for several days, but I did my best to do as she asked. I wish I could say I got a job with her company, but that didn’t happen in this case. J

Learning to deliver what is asked of you will be a great asset when you go to an audition, too. The audition teacher may throw in something just to see how well you follow directions. They will tend to be more impressed with the people who do as they say, rather than those who show off with extra beats or pirouettes.

Rond de Jambe a terre 3/4

2009-08-24T21:07:00.001-04:00

Degage

2009-08-20T12:48:00.002-04:00

Improve Your Balance

2009-08-20T10:38:00.003-04:00

Improve Your Balance

In ballet, balance is a key factor. There’s more to balancing than simply holding a pose, too. Every aspect of an adagio exercise requires tremendous balance and control, whether you are holding a pose for several counts or simply moving from one pose to the next. A pirouette is a balance while turning. The interesting part about balancing, to me, is not so much the physical strength it involves, but the discipline of the mind. Both pieces are important.

Yes, you must be strong. In order to hold a balance you have to be in command of the pose and have the necessary strength to maintain it. We know that balancing at retiré is a good preparation for pirouettes. If you want to do a triple pirouette with the foot at the knee, you must be able to at least balance in that position without turning for as long as it would take to rotate three times.

When we practice balancing at the barre it is helpful to remember that the position we’re balancing in is never static. We aren’t statues; we’re living, breathing beings. There must be life and breath involved. I once had a teacher who would say that from a single balanced position, the audience must never know whether we will run off the stage, move into yet another position, or even begin to turn. This is where it’s imperative that we can adapt to those minuscule changes in order to maintain our equilibrium. Even if we feel ourselves drifting off to the right, we are able to make adjustments that put us back on our center axis without completely losing the balance.

I had another teacher who would come and stand next to us while we were balancing and make ridiculous movements like a chicken. Anything to make us lose our concentration and laugh. This part is what fascinates me more than the physical part. Being able to focus our thoughts on staying lifted out of the hips, breathing in and out, noticing change in the environment but sustaining our position within it—this takes a lot of practice and discipline. It’s important to stay with yourself and not worry about the person in front of you who may be doing a better or worse job of it than you are.

Another point I’d like to make about balance is focusing the eyes. Just as we’re not trying to look like a stiff statue, we may find it easier at first to maintain our balance if we keep our eyes focused on an object, but it’s really good to practice moving your focus too. When I was teaching I would try to start out class with balances on two feet, then on one foot, then moving from one position to another (for example, from retiré to arabesque or attitude), or taking the arms from fifth en haut to an open V and turning the gaze away from the barre.

Key Points for Balancing:

1. Lift out of the supporting hip. Let there be a circular energy: as your weight pushes down into the floor, lift the muscles above the kneecaps and through the thighs upward. Don’t “settle” into a balance.

2. Keep the back wide and don’t let the shoulder blades creep towards each other.

3. Think of lifting up and over, like your ribcage is resting on a little shelf.

4. Focus at or above your line of sight so your chin doesn’t drop.

5. Keep breathing and moving, adapting to minuscule changes in your body and the atmosphere.

6. Strengthen and engage your core, the abdominal muscles.

Choreography for Four Little Swans

2009-08-19T16:45:00.000-04:00

SWAN LAKE, ACT II

Four Little Swans

Enter Upstage Left Cross Hands in front, B+ R foot front

Hold counts 1-3, cou de pied R foot devant on count 4

Enter Upstage Left Cross Hands in front, B+ R foot front

Hold counts 1-3, cou de pied R foot devant on count 4

1. Traveling R change coupé back and front, step R (cou de pied L bk), L(cou de pied R bk), continue for counts 1-8, 1-2 (head to R)

Small grand jeté onto R ouvert (3)-head lowers to look down at R leg),

Pas de bourrée LRL to 5^th (4&5)

Relevé passé L to front of knee (6)-head changes to look L

Roll thru on R, lowering L to cou de pied front (7) hold (8)

2. Repeat step 1 to L, R, L (1-16, 1-16, 1-16)

Except last time relevé passé R leg, close R front 5^th position plié (7) hold (8)

3. Entrechat quatre relevé passé R leg closing 5^th back (head L on passé)(1-2)

Entrechat quatre relevé passé L leg closing 5^th back (head R on passé)(3-4)

Four echappé to 2^nd closing 5^th, head moves L, down, R in half circle) Step travels upstage (5-8)

4. Repeat step 3 three times more (4 times altogether)

5. Chassé relevé 1^st arabesque R (1&) Fondu L at cou de pied back (2) small temps levé R

Repeat L (3&4) Repeat 6 times more (8 arabesques altogether)

After last arabesque L, tombé onto R leg croisé devant

6. Traveling back on diagonal upstage Left, small coupé changes like in step 1

Step L cou de pied R front (1) step R cou de pied L back (2) Repeat (34)

Jeté á la seconde L onto diagonal and cou de pied R front (56)

Relevé R leg écarté devant 45˚ (7) Tombé R across (8)

7. Repeat step 6 three times more (4 times altogether)

After last écarté devant, roll thru on left foot and cou de pied R back (no tombé) (8)

8. Pas de chat downstage R on diagonal 15 times (head downstage R) (1-15)

Attitude croisé devant L, in fondu on supporting leg (16)

9. Embôité attitude devant RLRL 45˚ (head front en face)(1-4)

Embôité attitude derrière RLRL 45˚ (head down en bas)(5-8)

10. Repeat step 9 three times more (4 times altogether)

11. Pique L, retiré R to front of knee (traveling stage L)-head tilts L

Tombé R across (head tilts L), Tombé R across (head tilts R) 7 piques in all (1-7)

Attitude devant R leg (8)

12. 15 embôités devant traveling downstage, step L on count 16 or pique to 1st arabesque letting go of hands, step onto L and lower to R knee.

Tendu 2/4 or 4/4

2009-08-17T17:04:00.001-04:00

Daily Dose of Discipline

2009-08-15T10:39:00.000-04:00

I’ve been thinking lately about how dancing can affect someone’s life in general, whether they continue to dance past high school and college or not. As a teacher I had many talented students who went on to study dance at the university level. Some found their way to NYC and Broadway (Lyndy Franklin and A Chorus Line), others are teaching dance, but many have gone into separate fields altogether. When I was younger I used to think that I had to be involved in dance or else all the hours I’d spent perfecting my craft were for naught. But is it true that what we learn in the dance studio can’t apply somehow toward our life in general? That there aren’t lessons about working hard, little by little, to see a change several weeks or months down the road that can help us no matter where we end up?

It saddens me that I’m no longer involved in dance the way I used to be. When my family moved away from Kentucky to live closer to my husband’s family in North Carolina, we left behind a thriving dance supply store (Dance Essentials, Inc.) and I left a wonderful teaching post as director of the ballet program at Town and Village School of Dance in Paris, Kentucky. My parents kept the store running for a few more years before selling it and joining us in North Carolina, and on a recent trip through Kentucky we stopped to find that the store had closed for good. It was sad to see our small legacy stamped out, so to speak. But I believe there was a higher purpose for our lives and it was time to move on.

Three years after moving to North Carolina, my father-in-law developed an aggressive, malignant brain tumor. We lived a short drive away—we could even walk if we had to—and it was a blessing to be available if he fell down and needed help. We were at his side when he passed from this world, and though we miss him terribly, we feel blessed that we were given those few years to spend with him. We witnessed a most impressive and dignified journey toward the end of life as he knew it, and saw his faith in God and the world-to-come gently bud and flower.

When we came here it was necessary for me to find a “real” job immediately, since my husband had not found work yet. I landed a job with First Union Bank doing support work and developing simple reports in Excel and PowerPoint. From there I learned how to manipulate some simple Access database back ends, and started building a few new databases to make the reporting I was doing more automated. My father-in-law was not surprised by my interest and ability to jump right into software development. He was a project manager working on IT-related projects at Bank of America and elsewhere, and he encouraged me to move into the IT field full force. He saw that software development had a creative side and dancing had a technical side, so the two fields in his mind were a perfect fit, and the transition wasn’t as difficult for me as you might think.

Although I enjoy my work, my passion has always been dancing. I probably couldn’t teach a class to save my life now, but I did manage to teach for a year at Dance Davidson. My daughters took dance until their interest waned and they moved on to other activities. And my body went through a transformation with fibromyalgia that on the worst of days made moving a fraction of an inch excruciatingly painful; on the best of days I would be able to go without a nap, but most days I was so exhausted it was all I could do to stay awake through work and fall into bed for a nap before supper, only to hit the sack again at 8:30 p.m. No matter how much sleep I got I was still exhausted every morning.

So I wonder at times how dancing has enabled me to do the things I’ve done that aren’t dance-related, and it’s amazing what I’ve discovered. I have not missed any days of work due to my fibromyalgia. From the reading I’ve done, many people with the disease miss work and apply for disability. That was never an option for me. I had gone to ballet class day in and day out, whether I had menstrual cramps or not—even the day after I had my wisdom teeth pulled I was there, modifying things slightly to adjust to my sore and swollen jaw. Whatever mood I may have been, even when I was fasting for my religion…I was at ballet every single day. The discipline of that alone has had a tremendous impact on my life. As a mother, I find myself counseling my children to suck it up (using more motherly wording, of course—“You’ll feel better once you get to school,” for example!) because they use every excuse in the book to get out of doing things. I can see that limping through life on excuses is not an option and I don’t want them to get into that habit.

We learn as dancers to accept our limitations for what they are on any particular day, and to deal with and adjust to those minute by minute. Our balance may be off on one day because we have a cold, it might be hard to feel lifted because we’re having menstrual cramps, or a muscle or tendon is pulled or sore from overuse. We learn to adapt. Almost every dancer has some sort of ailment they are working to minimize. Wrapping an ankle because of tendinitis, wearing leg warmers and coming early to warm up stiff joints, applying ice packs…you can look at dancers in class and sometimes you can see evidence of their adjusting to ailments and sometimes you can’t.

There are times we go to class even when we’re sad or not in the mood. I can tell you that when I was a graduate student at the University of Arizona and was going through a difficult emotional time (divorce), far from my family in Indiana, I suffered from panic attacks and depression weeks before I finally sought medical help. But did I miss class? No way! I remember going into the small closet we used as teaching assistants to change our clothes (where we stored the CD players and equipment), crying my eyes out and then pulling myself together enough to face fifty tap or ballet students in the elective classes I taught. Somehow I managed, and it has made me a more resilient person to this very day. Suffering from hardships and going through the motions (no pun intended!) in ballet class everyday kept me grounded and gave me a sense of peace I couldn’t have found anywhere else at that time in my life.

And now I am where I am, mothering three lovely children and teaching them lessons I learned about working through difficulties and never giving in or giving up on your dreams, simply by taking each day at a time and doing your best…minute by minute.

Classical Ballet: Combinations for Ten Complete Advanced Classes

2009-08-12T10:29:00.001-04:00

I just completed compiling combinations from classes I either took or those I taught dating all the way back to 1985! I'm publishing it through Lulu and was hoping to make it a coil bound book so it would be easier to manage while teaching a class. However, after going through the process of publishing the book I realized that only perfect bound books are eligible to receive an ISBN, so I had to go back and redo it. I'm waiting for my proof copy to arrive in the mail, and if I get real artsy I can create my own cover design as well. They say that you shouldn't judge a book by its cover, but on Lulu those with custom covers sell four times as much as those without.

So, for my followers I'm posting a link to the new book. It won't be available on Amazon or Barnes and Noble until I get that ISBN, but it is available from Lulu (albeit minus the ISBN on the cover page!). It is called Classical Ballet: Combinations for Ten Complete Advanced Classes.

Enjoy!

Pirouettes

2009-08-10T09:44:00.000-04:00

Center Pirouettes 4/4

5^th position croisé devant R foot front

1 Tendu écarté devant with R arm 5^th high L arm 2nd

2 Plié in 2^nd position, arms 2^nd

3 Retiré L leg to front of knee, arms to 5^th en avant

4 Point tendu L éffacé devant, R arm 5^th en haut L arm 2nd

5 Close 5^th

&6 Tendu L to side écarté derrière, close 5^th back, L arm 5^th en haut, R to 2^nd

&7 Tendu L to back, L arm arabesque front, close 5^th

&8 Tendu L to side écarté derrière, close 5^th front, L arm 5^th en haut, R to 2^nd

1 Passé back (R) foot to front of knee, arms 5^th en avant

2 Place into lunge croisé devant preparation for pirouette en dedans

3-4 Double pirouette en dedans to 5^th croisé L foot front

5 Relevé to 3^rd arabesque

6 Place 4^th preparation for pirouettes en dehors

7-8 Double pirouette en dehors to 5^th back finishing croisé L devant

1-16 Repeat all on other side

Embôité Turns across Floor 2/4

2009-08-05T11:32:00.000-04:00

Begin upstage L corner, R foot croisé devant

1-4 Embôité turning (4 embôité at cou de pied devant=2 turns), arms low 3rd,

changing opposite arm front as leg)

5-6 Tombé onto R, sauté de basque turning

7-8 Soutenu turn R

1-2 Piqué turn en dedans

3-4 ¾ of a piqué turn en dedans to lower L leg to sous-sus croisé back

5 Extend R leg 45° croisé devant

6 Close sous-sus R croisé devant

7 Hold

8 Plié 5th position

1-16 Repeat across floor in same direction

Rond de Jambe a terre 3/4

2009-08-03T17:13:00.001-04:00

Tendu with Plie barre combination

2009-07-30T15:48:00.001-04:00

Instep Barre Combination

2009-07-30T11:48:00.001-04:00

Dance Career Alternatives

2009-07-29T13:25:00.000-04:00

Many dancers simply dance, without thought to what might happen if they became injured and unable to continue dancing. It's important to think about alternatives to a dancing career, not only due to unforeseen circumstances such as injury, but after you retire from dancing at the ripe old age of forty or older (if you're lucky). One of the best ways you can ensure continued employment in the field you love is to begin teaching dance. Ballet companies usually have a school associated with them, and this is the perfect place to begin training as a teacher. Being a great dancer doesn't necessarily mean you will be a great teacher, but the best way to learn how to teach is to do it!

There are many wonderful books about teaching ballet. Some of my favorites include these:

Classical Ballet Technique, by Gretchen Ward Warren

This book goes into great detail about the tradition of ballet, the ideal body structure and posture for ballet, methods of teaching, positions of the body and when to introduce steps, and includes notes on classroom etiquette, a pronunciation guide, and glossary of terms.

The Pointe Book: Shoes, Training & Technique Second Edition, by Janice Barringer and Sarah Schlesinger with forward by David Howard

In this book you will find a history of pointe dancing, the foot and pointe shoe making process, the fitting process, caring for shoes, basics of teaching pointe, sample pointe classes, and pointe-related injuries and their remedies.

Technical Manual and Dictionary of Classical Ballet, by Gail Grant

You will find diagrams for directions of the body and feet. Arabesques, port de bras, and positions of the body are described for the Cecchetti Method, the French School, and the Russian School (Vaganova).

There are many other careers that are dance-related, too. Click here to see a listing. You may end up going back to school to get certification in physical therapy; you may decide to get a bachelor’s or a master’s degree in dance so you could teach at the university level; you may find that you have creative talent in the area of choreography; you might open a dancewear store, like I did. The opportunities are endless, and your expertise will be valued by beginning students and their parents, by audiences, and by school administrators if you wind up teaching, choreographing, or even selling dancewear (and knowing how to fit shoes properly).

Do any readers have ideas to share about alternative careers for dancers? Feel free to leave a comment below!

Life After Dance

2009-07-27T18:30:00.000-04:00

I just learned that Merce Cunningham died last night at the age of 90. He danced until the very end of his life. This, in itself, is incredible. His legacy is monumental. So now I’m feeling a bit low, and wondering how he managed to stick with it into very old age. I’m thinking that Merce Cunningham created a way of moving that was specific to his body type, as he was known for a particular style all his own. Then there are people like me, who try to contort our bodies into shapes that were not meant for our body types at all—leading us to middle-aged back pain and chronic tendinitis.

What do you think? Even if you’re only seventeen, how do you see yourself in the future? Do you think dancing will be more an aid or a hindrance to your physical well-being when you’re forty years old? I had a chiropractor who talked to me when I was twenty-four. He said he was worried that I wouldn’t be able to walk when I was forty. I laughed. But now I’m forty-one, and I’m realizing he had a point.

I wouldn’t trade my years spent dancing or teaching for anything in the world. It’s the love of my life. But I can see how realistic the teachers are in Russia when they determine whether or not a child should begin studying dance by first looking at his or her proportions and physical tendencies. If someone is not blessed with a dancer’s body, they are not expected to dance. However, I’m thankful here in America we are all able to pursue our dreams, regardless of our potential.

Petit Allegro

2009-07-27T17:33:00.000-04:00

Frappe 2/4

2009-07-27T17:32:00.000-04:00

Rond de Jambe en l'air 4/4

2009-07-22T16:35:00.001-04:00

Pirouettes

2009-07-22T16:34:00.001-04:00

Plie 4/4

2009-07-22T16:32:00.000-04:00

Ballet Class Etiquette

2009-07-20T15:38:00.000-04:00

Rules for ballet class are usually communicated clearly, and most dancers who begin as young children are taught the appropriate way to behave while in the classroom. Not only are rules—or etiquette—for class a sign of respect towards the teacher and the other students, they are necessary in order to progress through all the combinations that make up a full class. There is simply not time for a teacher to be reprimanding students or calling them back to attention every few minutes. However, you may begin taking lessons at a new studio or academy where the etiquette may differ from your former school, and it might be up to you to find out what the standard expectations are for students.

Many schools have a dress code. Quite a few require pink tights. This sounds easy enough, but there can be many variations: students are clever at turning a rule on its head by changing it enough to say they are following the rules, when actually they are not. You need to know if pink tights means footed, or if transitional tights, stirrup tights, or footless tights are acceptable. Sometimes a student will have on transitional tights—which, when worn over the toes are considered footed—and have them rolled up to mid-calf. When it comes to class, pink can probably encompass ballet pink, classical pink, light pink, or European pink. (Or, as it was in my case as a kid, white tights dyed into a pink that came from red food coloring!) For performances, most teachers will be painfully specific about what color pink they want and if they want the tights to be mesh, seamed, or seamless; supplex, cotton, nylon, or a combination of fabrics; Capezio, Bloch, or Danskin. To make it a lot easier, some teachers will tell you a style number to be sure you get exactly the right thing. The Danskin mesh seamed tight in style 32 is very popular, for example.

Along with tights, some schools will require that you wear a specific color leotard or a specific style: camisole, tank, short sleeve, or long sleeve. A lot of schools will not be too picky about style as long as you wear the correct color, or a solid color. Make sure you are wearing shoes that are acceptable as well. Usually this is left to the discretion of the dancer, but some teachers don’t particularly care for canvas over leather, for instance. Some want you to have a full sole rather than a split sole. Just be certain you know if there's a preference, and make sure your shoes have the elastics sewn securely. Elastics that are tied behind the ankle or kept on with paper clips or safety pins are irritating to most teachers. You’ve been warned.

Hair and jewelry are biggies in ballet class. To be safe, I would say to put your hair in a bun with a hair net and plenty of hair pins and hairspray, and don’t wear any jewelry at all. Here again, there will be variations of what is acceptable at your particular school. You may be allowed to wear your hair clipped with a great big barrette so it doesn’t flop at all when turning, and it might be fine to wear earrings as long as they don’t dangle. Sometimes earrings that slip through without a catch at the back can fly out during grand allegro or turns across the floor, so use good judgment here. Click here to see a great video by dancers at the Anaheim Ballet on how to make hair buns. And a fun place to find ballet needs is at bunheads.com. For hair accessories, click here.

Finally, we come to the behavior that is expected in class.

No talking unless you have a question for the teacher (and questions are normally very welcome, especially in beginning to intermediate levels). This includes any kind of communication with others in class, so no miming or eye-rolling either!
Do not chew gum, eat, or drink during class. Sometimes you may be permitted to get a drink between barre and center, but it's typically best not to leave the room to do so.
Do not arrive late. If you arrive during the plié combination you can usually catch up. Otherwise you need to check with the teacher to see if it’s okay for you to join or if they prefer that you just observe class.
Do not yawn.
Do not get impatient with yourself—this can be misinterpreted by the teacher who thinks you don’t care for their class or combination.
If you have an injury prior to class, let the teacher know that you may not do everything full out.
If you get injured during class or pull a muscle, let the teacher know. Get ice, if possible, and watch the rest of class from the sidelines.
Do not always stand in front. Take turns.
Do not always go first across the floor unless the teacher asks you to.
Do your best and have a positive attitude.

I encourage readers to add to the list if you can think of others I omitted. Of course, cells phones and ipods are also not good to bring into class. A few pet peeves of mine when I was teaching included students who had to go to the bathroom (although there might be exceptions, just don’t do this every single class), students who wanted to teach the class or recommend steps, and students who wore sweats over their tights once class began. Again, if you have an injury and you need to wear extra clothing for warmth, get permission from the teacher prior to class.

The nicest thing about class is the end. I always thought it very appropriate when I was dancing that we would let the teacher know we appreciated class by applauding at the end. Some teachers will tell young dancers that they should "give themselves a hand" so they get into the habit of clapping after class, but I believe that this part of ballet etiquette is more a show of respect for the authority and guidance of the teacher.

Medium Petit Allegro

2009-07-20T13:37:00.001-04:00

Taking an Extended Break from Dancing

2009-07-15T16:43:00.002-04:00

One year when I was a student at Indiana University, we had a whole week off for Thanksgiving. The week we came back to school we had technical and dress rehearsals for The Nutcracker, which opened the very next weekend! My toenails felt bruised and every time I had to go onto pointe the pain was excruciating. Just putting my pointe shoes on after a full week off made me cringe. I felt like my feet had become bloated and soft in such a short amount of time.

After that experience I made sure to do certain things during any extended breaks from dancing (which made me feel like one of Pavlov’s dogs). Here’s a list of things you can do to keep from regretting time off, but still enjoy having that time off.

Stretch a little bit everyday. It doesn’t have to be a full barre workout, but stretch your hamstrings and lower back especially. This can be done while watching television or even while you’re waiting for water to boil. You may want to do this in the privacy of your own home or wherever you happen to be vacationing—just so people don’t wonder what you’re trying to prove in public.

I know it’s cruel—you’re on break, for crying out loud—but put on your pointe shoes at least every other day. Just put them on and walk around in them. You don’t really have to do much else, although it will probably be impossible to resist doing a few relevés since you went to all the trouble of putting them on. Keep your feet conditioned to remember that they’re still going to be expected to be squished in the near future. That no, this is not the beginning of retirement.

Do some sit-ups. Whenever I took a break, my balance suffered when I returned to class. I found that if I did a few repetitions of 20 sit-ups or crunches everyday it made a world of difference.

Another thing I tried to do during breaks was to sew as many ribbons and elastics onto new shoes as I could (if I had money to buy new ones, that is). If I didn’t have new shoes, I worked on old shoes to make them last longer. You can fix fraying ribbons by cutting them on a diagonal, covering the ends with clear nail polish, or burning them off with a cigarette lighter.

Keep your feet and arches in good condition. There’s not much worse than feeling like your foot is stuck in a pointed position and you have to manually flex it to release it. If you simply point and flex your feet a little bit everyday this will help.

Are there any other dancers out there who have more tips to add? Please leave a comment!

Tendu with Plie barre combination

2009-07-15T15:59:00.001-04:00

Center Pointe Work

2009-07-15T15:58:00.001-04:00

Adagio Barre Combination

2009-07-15T15:54:00.000-04:00

How to Pick Up Combinations Quickly

2009-07-07T16:45:00.001-04:00

I was reading someone’s blog the other day, and one of the comments was from a young dancer who was having trouble remembering combinations in ballet class. I thought this would make a great blog post because I, too, was one of those dancers who stood in the back and tried to blend in. Eventually I became one of the quickest to pick up combinations and was no longer afraid to stand in the first spot at the barre or go with the first group in the center. Here are some of my ideas about how you can pick up combinations quickly.

Probably the hardest part for me was just learning all the steps…period. When I started dancing at Butler University as a high school student, I encountered so many steps I’d never seen before. Learning the basic mechanics of faille, temps le cuisse, ballonné, flic-flacs, brisé, entrechat trois (to name a few) took some time. It’s all part of the learning process, and until you are familiar with how to do each of the steps then you can’t be too impatient with yourself.

Once you’ve mastered the basics and you at least know how to do all the steps in a given combination, then you can begin putting things together. I found the single most valuable way to learn how teachers put combinations together is to begin recording them in a notebook. Now, when you first start doing this you will not be able to recall every combination from class; begin slowly and jot down one or two barre combinations that you remember and one or two center combinations.

As a prospective teacher yourself, you can always refer back to these one day and reuse them in your own classes. To make the most out of this exercise, here are the pieces you should note.

Type of combination

Teacher’s name and date

Time signature and beginning position

Counts and Steps

An example would be as follows:

Pointe Center Petit Allegro

Melissa Lowe 3-25-1987

2/4 Begin R foot front 5^thcroisé

1-2 Echappé to 2^nd position en pointe, close L foot front 5^th croisé

3-4 Detourné toward back foot, tombé front onto R

5 Step coupé back onto L

6 Pas de chat R to end L foot front 5^th

7-8 Sous-sus L foot front, plié croisé devant

1-8 Repeat all to other side

Over time you will begin to notice how a particular teacher structures his or her classes, and how they structure the individual combinations or exercises. I tried to always stand behind someone at the barre that I could count on to know the steps, and in the center I did my best to be in the second group of dancers so I’d have time to watch the first group and review the steps. For petit allegro, sometimes just marking things with my hands was helpful, or making up a cadence to say in my mind that would help me know what came next. For the combination above, I might have made something up that went in time with the musicality or counts: out, in, turn, step front, coupé, pas de chat and up and down.

Learning to switch feet quickly, where to place your weight, which foot closes front or back, how to reverse a combination—all of this takes time to accomplish. Besides writing down the combinations, it can also be helpful to go over them in your mind while your body is actually at rest. Much of this is a mental task anyway, so wearing yourself out and tripping over your feet might not be the most efficient way to learn how to pick up steps faster.

Knowing that you are going to need to recall a certain combination after class in order to jot it down in your notebook will help your long term memory. You’ll be amazed at how many steps are commonly linked together in the same pattern. Also, if you memorize the sequence of steps, you’ll be able to do them at a much faster rate in your head than you could do with your body. When I was learning lines for a play, for example, I would always try to say them as fast as I could just so I knew that I had them down; I never intended to perform them aloud at the same pace, but it boosted my confidence if I could say them quickly. The same thing applies with combinations: you can fast forward the time signature and watch it in your head at a very quick rate, so when it comes time to do a similar combination in class you’ll be more prepared to tackle it at the right tempo.

Do any other dancers out there have tips for how to pick up combinations? A lot of it is just perseverance and not giving up. Each day your brain is putting two and two together and before you know it things will begin falling in place.

Performance Butterflies: 10 ways to make them work for you

2009-07-03T15:05:00.000-04:00

Every now and then I get the itch to go back in time. I put on an old VHS tape from my ballet dancing days--mostly what I have on tape are from performances at the University of Arizona when I was working on my MFA degree--and I can't believe the courage I had back then. It was common to work with other graduate students, performing their choreography so they'd reciprocate the favor, and I often worked with a guy named David Woods. We were usually paired up for partnering anyway because of our heights (suffice it to say he was not a real tall guy and I was always one of the shortest dancers around). But some of the stuff that David came up with was really nuts! I remember him describing what he wanted to try, and I'd just shake my head and say, "Impossible!" He would let loose his funny little laugh, then get all straight-faced and start explaining the mechanics of the move in question.

And we'd do it.

Maybe partly it was a trust thing; I worked with him everyday and we rehearsed so much it practically became second nature by the time we performed his crazy little notions in front of an audience. We were also in incredible shape back then. I have to remind myself that at one point in my life I really had some major control of my body. And with a partner giving me the edge I needed, there was no limit to the number of finger turns or pirouettes I could pull out, or the length of time I could hold a pose. My strength and flexibility were taken for granted back when they came so easily--you should see me sweating like the overweight, over-the-hill, mother-of-three that I am today during just the first five minutes of yoga class. On second thought, no, you shouldn't.

There was more to it than that, though. We were just as likely to miss as we were to hit some of the stunts we did in rehearsal, but in front of an audience we almost never missed. There was the arrival of an extra power within that always showed up just in time to lasso the butterflies from overdrive into automatic pilot. My body knew what to do; every minute on stage had been rehearsed hours on end for weeks leading up to that minute. But looking back, I remember there were steps I took to ensure that would be the case before each and every performance.

1. Don't take yourself too seriously. I mean, really, what's the worst thing that could happen? And if you know of things that could go wrong, make pretty darn sure they don't. (Double fold the ribbon before sewing it to your pointe shoes, stitch the ribbons after you've tied them so they can't come unraveled on stage, put the extra pins in your bun and use a hair net to firmly secure it, etc.) My dad taught theater at the high school level and even though he tended to worry about every last detail, when it came down to performance night he always had a saying that I repeated to myself before stepping on the stage: It's just a show. With emphasis on the word 'just'.

2. Warm up thoroughly. Take class with the cast before the show. Not only does this make you part of a team, it shows you have respect for whoever is teaching. By all means, if the teacher asks for something you know will pull a muscle before you're sufficiently warm, modify it until you're warm enough. Most teachers won't do this as part of a performance warm-up, but if they do then you are fine to lower the extension from 90 degrees to 45 if you aren't ready. By the same token, after warming up with the cast go over the choreography that tends to trip you up. Practice that big lift with your partner just to make sure you're both feeling it right. Whatever. Just make sure that before you step onstage in full make-up and costume that you are really warmed up.

3. Make a list and check it twice. This is before you even set foot in the theater. There's nothing worse than finding out you have only one pair of tights and there's a big run in them. Have plenty of extra pins, all your make-up, all the pieces to your costume, extra tights, shoes, and whatever else you may need so you don't go into panic mode thirty minutes to curtain.

4. Give yourself plenty of time to get into make-up and costume. If you have a quick change, do everything in your power to make it as fast and painless as possible. Usually there are people around backstage who will assist in such a case, so you don't have to spend time and energy trucking back and forth to the dressing room. Make sure to practice with them at dress rehearsal so they know the drill.

5. Spend a few moments alone.

6. Meditate or pray. Clear your mind. When you do this is totally up to you. I usually made sure I had some time to just do my own thing or hear my own thoughts for a while before making my way to the stage door. If not, then I would simply close my eyes in the wings and take a few deep breaths to put everything in perspective.

7. Put your trust in something greater than yourself. My dad always said the audience was the magic ingredient, and I tend to agree. They want you to succeed; nobody goes to the ballet to hold onto their theater seats wondering if you'll come out of that lift alive or not. They know you will, and you'll do it gracefully! Just deliver what they expect and you'll be fine.

8. Don't second guess yourself. If you're doing a part that you think someone else was more qualified to perform, well, you weren't the casting director, were you? No artistic director will put you in a role that they don't believe you can pull off.

9. Be in the moment. I remember one night when David and I were dancing the Black Swan pas de deux from Swan Lake (and dang if it wasn't a dress rehearsal that no one got on tape!) and we were so in sync with the music and with each other...we were so ON it was almost scary. It was the closest to perfection I've ever come in my life, and I'll treasure those few minutes always. I was in the moment, enjoying the fruition of all the hours of labor leading up to that point in time.

10. Never let a mistake show on your face. Unless you're in the corps, supposedly doing the same thing as the other ten or eleven people on stage, if you mess up no one will even notice...if you don't show it in your face. Stay in character always, and immediately forgive yourself for any mistakes you make. There's nothing more capable of ruining a performance than berating yourself mentally over a small mistake that probably no one even noticed. Remember that what is past can't be changed; it can affect the future only if you let it.

Even though I haven't been dancing professionally for the last couple of decades, I'm sure many of these are time resistant and would still apply. And not only would many of these steps be helpful to a dancer preparing to take the stage, they could also help anyone who has to suffer the effects of butterflies: someone preparing to step into an interview, or walk down the aisle at their wedding, or call an agent about a book they're hoping to publish.

Any other dancers out there who have more tips to banishing the butterflies? Please leave a comment!

Your First Pair of Pointe Shoes

2009-07-02T12:02:00.000-04:00

The fascination with pointe shoes and dreaming of the day you'll actually get your first pair is surely part and parcel of growing up in ballet. Every young ballerina looks forward to this rite of passage. I remember when I was fitted for my first pair of Capezio pointe shoes at Kinney Dancewear in Indianapolis, Indiana--by Frank Kinney himself, no less! That was at least thirty years ago, and the store is still in business, having expanded to Louisville, Kentucky and on the web. My first impression was that the shoes were extemely painful, and there were lots of things that I needed besides just the shoes, such as lambs' wool and ribbons.

I wore those shoes way beyond their lifespan; I had them at least a year because they aren't cheap. Plus, as a beginner I didn't know that they'd been worn past their time. All I knew was that they finally felt, well, vaguely comfortable. Back in those days we didn't have the World Wide Web and cool YouTube videos that showed us how to break them in and how to tie the ribbons. We relied heavily on our teachers to impart that knowledge to us, and we learned from those who were older and more experienced in the ways of the pointe shoe.

When I grew up, I went to graduate school and I also danced with a company that was just getting off the ground in Tucson: Ballet Arts Ensemble, now known as Ballet Tucson. Needless to say, I was spending several hours a day in my pointe shoes, and was going through a minimum of a pair a week. Then I discovered Freed. I had switched to Bloch's during my undergraduate days--feeling that the square box was a good match for my square toes and metatarsal--and then I fell in love with Freed. The great thing about them was that they were practically broken in without doing anything to them. They seemed to fit and move with my foot right from the very beginning. Unfortunately, they only lasted a couple of days. Alas, most of my financial aid went toward pointe shoes. But they really helped my dancing improve, because I was strong and didn't need a hard shoe to force me to work to get en pointe. I didn't need to fight with a shoe; I was so happy to find a shoe that worked with me and was an extension of my own foot.

There are lots of techniques people employ to break in their shoes, but the best by far is this one I found on YouTube offered by Lisa Howell in Sydney. Gently massaging the shoe at the top of the arch and at the break in the metatarsal will ensure that your foot is properly supported and that you are able to "work through" the foot as you go from a flat foot to demi-pointe, and finally to full pointe (and reverse). Click here to watch how to break in your shoes.

Some teachers have a preference for the style of shoe you should start out with, and some rely on the dancewear store to fit you properly. When I had my own dancewear store, we had some teachers who made a day of bringing in the students who were moving up to pointe work, and they worked with us to fit their students.

Other teachers wanted strictly Capezio or Sansha or Veronese. We carried more than twenty different brands of pointe shoes in our store because there are so many variations of feet. People with high arches usually did well in Grishkos, for example. Professionals often wanted Freeds. It ran the gamut, but ideally your teacher will know what to recommend and the store personnel will know how to fit you properly. As long as you don't sew the ribbon or soil the satin by standing in the shoes too much, you should be able to return them to the store for a different pair if your teacher doesn't approve of them.

Your teacher will undoubtedly have opinions on what kind of padding (if any) you are allowed to wear with the shoes, if you should tape your toes or not, and will teach you the proper way to sew and tie the ribbons. For most teachers, this is a special time they are sharing with you as well; it's a time they'll remember because it's one day they will have your complete, undivided attention!

Degage 4/4

2009-07-01T11:28:00.001-04:00

Center Pointe Work 4/4

2009-07-01T11:25:00.001-04:00

Pointe Facing Barre 4/4

2009-07-01T11:21:00.001-04:00

Pirouettes from 5th

2009-06-24T09:36:00.001-04:00

Grand Allegro Waltz 3/4

2009-06-17T17:35:00.001-04:00

Rond de Jambe a terre 3/4

2009-06-11T20:51:00.001-04:00

Fondu 4/4

2009-06-11T20:49:00.001-04:00

Turns across the floor 2/4

2009-06-09T21:56:00.000-04:00

Rond de Jambe a terre 3/4

2009-06-06T22:34:00.001-04:00

Adagio Barre Stretch 4/4

2009-06-05T21:06:00.000-04:00

Grand Battement 4/4

2009-06-05T21:01:00.001-04:00

Petit Allegro 2/4 with Brise

2009-06-05T20:58:00.000-04:00

Pointe facing barre

2009-06-04T20:00:00.001-04:00

Center Adagio 3/4 or 4/4

2009-06-04T19:49:00.001-04:00

Pirouettes 3/4

2009-06-04T19:48:00.001-04:00

Rond de Jambe a terre 3/4

2009-06-04T19:47:00.001-04:00

Petit Allegro 2/4 or 4/4

2009-06-03T09:56:00.002-04:00

Grand Allegro 3/4

2009-06-03T09:56:00.001-04:00

Center Pointe Work 2/4 or 4/4

2009-06-03T09:53:00.000-04:00

Twitter Ballet Combinations

2009-06-01T22:36:00.000-04:00

I recently saw someone twittering recipes and it got me to thinking about how I could tweet ballet combinations. Of course, they'd have to be short and sweet to fit 140 characters and I'd have to come up with some good abbreviations everyone would understand. To begin, I won't add any arms (port de bras) with barre combinations. I added a link to the full explanation of the first combination I posted so people could see it in more detail.

This was my first tweeted ballet combination:

Degage ballet: 2/4 5p 5 deg s cl 1p elv lwr hd Piq f 2x rj piq s 2x rj piq b 2x cl 5p hd. Rep fm b. http://cli.gs/2522Yg

I'll make a more substantial list later, but here are a few of the abbreviations:

2/4 = the recommended time signature; also 4/4, 3/4, 6/8

1p = 1st position

2p = 2nd position

4p = 4th position

5p = 5th position

cl = close

hd = hold a count

elv = eleve

piq = pique

rj = rond de jambe

2x = two times

3x = three times

. = end of phrase

Rep = Repeat (Capital letter is beginning of new phrase)

fm = from

b = back

s = side

f = front

EC = en croix

deg = degage

pl = plie

tnd = tendu