Ballet Pedagogy: A Conceptual Approach to Teaching Classical Dance

ISBN-13: 9781973888604 / Angielski / Miękka / 2017 / 172 str.

Marilyn Z. Gaston

Opis

This book is an invaluable tool for the prospective or experienced ballet teacher, college dance major, professional dancer, or dance student. It would be an ideal textbook as well for university dance pedagogy courses. Unlike many books on the subject of teaching ballet it is not merely a list of vocabulary words, a pictorial showing of steps or exercises, or written descriptions of dance combinations. Rather, the 'conceptual approach' provides insight into how a dancer's technique develops through understanding what lies behind the correct execution of steps and exercises-vital knowledge for every successful teacher and student. In the author's own words, "the teaching of steps does not equate to the teaching of technique or artistry] in dance. It is easy to teach steps, but a full understanding of them is required in order to teach technique." The book outlines the priority and correct progression, through levels of difficulty, of each part of the ballet class. It defines and connects the ten most important concepts (such as placement, turnout, isolation, flexibility-among others) with the exercises that best foster their development and that allow the student to eventually execute each individual step with precision and without injury. Following the historical precedents established by the recognized ballet syllabi and curricula in use today, the 'conceptual approach' encourages teachers to be creative while giving them the tools to develop a personalized strong dance program that consistently results in exceptional student dancers. There are many examples and visual aids here to clearly present the progressions as a student should experience them, along with detailed explanations of steps and combinations that correlate to every level. Color photographs enhance the text.

Zawartość książki może nie spełniać oczekiwań – reklamacje nie obejmują treści, która mogła nie być redakcyjnie ani merytorycznie opracowana.