The beginner’s ballet program is the final preparatory stage before students move on to begin learning ballet by levels. This period of learning is pivotal because this is when students begin to develop their analytical skills, personal drive and artistic expression. During this transitional phase, students develop personal responsibility and a knowledge base. Students are no longer solely relying on instructor examples but begin to formulate their own creative ideas and begin contributing input using the knowledge that they have developed during their training. Students find that they are becoming inspired to be part of the instruction process and lesson plan, where under instructor supervision they can bring forth their own ideas about how to perform movements, stretches, and exercises. This change in dynamic, when students’ ideas are being supported and incorporated into the lesson plan, builds self-esteem and fosters engagement in the classroom. This stage of learning foster’s a child’s personal initiative and a conscious desire to continue to practice ballet in the future. This personal goal is crucial because it gives students the ability to overcome future obstacles in more difficult levels of training.  

The class begins with a walking exercise, which includes different ways of walking such as march, walking on half-toe, etc., geared towards developing posture, the tightness of the knees, stretching the instep, pointing toes, and arm coordination.

Then students learn a large set of complex floor exercises aimed at developing student’s physical abilities necessary for the study of classical ballet.

Students hold the barre with both hands when practicing demi-plie (in 1st, 2nd, 3rd), battement tendu (in 1st, 3rd), relevé on half toe (in 1st, 2nd, and 3rd), battement tendu jeté, ronds de jambe a terre, port de bras, petits battement sur le cou-de-pied, passé, relevé lents, and grand battement jeté (from 1st and 3rd). Students use a slow and gradual approach in order to learn proper body posture and placement of the legs and feet in order to prevent injuries in later years. Using diligence and careful repetition, students begin molding the lines of the legs to properly execute poses during exercises. Students gain the ability to distinguish between the correct and incorrect execution of poses and movements in themselves and their classmates, allowing them to analyze how to properly approach each exercise. This gives each student the patience and self-direction needed in order to approach more difficult training in later years.

At the center, students learn arm positions (1st, 2nd, 3rd), port de bras, and a variety of small combinations with an emphasis on proper execution of movements, coordination, rhythm and grace. Students then perform a series of jumps that are aimed at training the jump height, strength of legs, and straightness of arch and toes in the air. Facing the barre, students begin to learn temps levé (in 1st and 2nd). When students develop proper posture and foot placement, temps levé is practiced at the center.

Part of the lesson is used to study ensemble pieces for the pre-annual performance divertissement.

At the end of the year, we hold an open class where students invite their parent(s)/guardian(s) in order to showcase the achievements that they made over the course of the year.