Learning Objectives 

Students will: 

• Define ballet vocabulary and movement.
• Apply the basic concept of rhythm to classical music.
• Compare the relationship between classical ballet and classical music.
• Research and gather information about the history of classical ballet.
• Describe the physical fitness benefits, entertainment, and career options for classical ballet dancers and musicians.
• Create a storyline for a ballet.
• Choreograph an original story.
• Discuss the production with the audience both pre-performance and post-performance. 

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

• Slide: Ballet Positions and Movements
• Ballet Vocabulary
• Barre Exercises and Center Practice

Videos

• The Sleeping Beauty Playlist
• Behind The Magic of “The Sleeping Beauty” - Millennium Stage
• Tschaikovsky “Pas de Deux”
• Beginner Ballet with Monica Stephenson

Websites

• Map of France
• The American Ballet Theatre's Ballet Dictionary
• Pyotr Tchaikovsky
• The Kennedy Center Ballet
• The Washington Ballet
• The Ailey School

Teacher Background

Teachers should explore and familiarize themselves with ballet terminology. A good resource is The American Ballet Theatre's Ballet Dictionary.

Student Prerequisites 

Students should have some general knowledge of ballet and classical music, but this is not required.

Accessibility Notes

Modify and adapt movements as needed. Allow extra time and space for dance movements.

Engage

1. Create an environment and mood for learning about ballet. Display a small portable ballet barre in the center of the room, a pair of pointe shoes, or a ballet tutu and tiara. Play classical music from The Sleeping Beauty Playlist at a low volume and display pictures of famous ballet dancers (stretching, warming up, performing, or rehearsing) from the slide, Ballet Positions and Movements.

2. Ask students to listen for a few minutes as they observe the pictures and objects. Ask students: What type of music are we listening to? What form of dance uses pointe shoes? Has anyone ever seen a ballet performed? How is ballet different from other forms of dance? Where do you find dance/ballet in everyday life? How does dance/ballet keep us physically fit or give us recreational enjoyment?

3. Record and discuss students’ responses on the board or chart paper. Tell students they are going to explore the relationship between ballet and classical music.

Build

1. Display a Map of France. Explain to students that most ballet vocabulary is in the French language. Ask students: What do you know about France or French culture?

2. Distribute the Ballet Vocabulary handout and discuss basic ballet terminology. Share the resource, The American Ballet Theatre’s Ballet Dictionary, so students can research the words on the vocabulary list. Have them listen to the pronunciation of the words and explore more in-depth descriptions of the terms.

3. Share the slide, Ballet Positions and Movements. Have students explore each slide and watch clips from the video Behind The Magic of “The Sleeping Beauty” - Millennium Stage which demonstrates ballet positions and movements (plié, port de bras, tendu, relevé). Have students break into pairs or groups to explore each vocabulary term described in the video clips. Ask students to practice the positions and movements to further synthesize the terms. Demonstrate and practice with students dégagés, grand battement, chassé, grand jeté, pirouette, and curtsy/bow.

Apply

1. Have students participate in a short ballet class. Ask students to stand and start with a few stretching exercises. Then explain to students that all ballet classes are divided into two parts, Barre Exercises and Center Practice. Using the terminology that was explained above to teach a simple ballet class. Start by explaining the appropriate posture and how to stand at the barre. Make sure the exercises given are appropriate for the age level of your students. 

2. Show students an example of Tschaikovsky’s “Pas de Deux.” Ask students to uses their senses to describe classical ballet music. Record the descriptive words on the board. Explain that ballet is usually choreographed in phrases of 8 beats. Explain the 1-2-3 count of a waltz, as it is a popular type of musical phrase in classical ballet. 

3. Play samples of classical ballet music. Ask students: What is the connection between classical music and ballet? Count out the beats with the students. 

4. Have students work collaboratively in small groups to write a short story that includes elements of a short story: character, setting, conflict, plot, and theme. Students can write about characters such as a king and queen, royal courtiers, and town citizens. Provide feedback and support to students throughout the writing process. 

5. Designate spaces in the room for each group to choreograph a small sequence of dance steps (16-32 counts) that reflects a key moment in their short story. Each group should have dancers, a choreographer, and a music technician. Have students explore classical music to identify a song to pair with the sequence of dance steps and the theme of the short story. Facilitate through the groups providing feedback and support while they choreograph their dance steps.

Reflect 

1. Provide a space for students to perform their choreographed sequence. Have each student or group give mini-performances for each other. Assess students' knowledge of beginning ballet concepts through their use of positions and movements. Ask students: Ask How do movements express ideas, feelings, or events?

2. Have students discuss the performances using the ballet vocabulary they learned. Ask students: How does ballet relate to society, healthy living, and entertainment? What kind of careers are available in the dance field? 

3. Introduce students to local or national ballet companies and schools. Have students explore The Kennedy Center Ballet, The Washington Ballet, or The Ailey School to learn more about ballet training. 

Extend

1. Introduce students to Beginner Ballet with Monica Stephenson to expand on beginning ballet concepts. Students can use a barre, a chair, or a countertop that comes to waist level to participate in the lesson. 

2. Divide students into cooperative learning groups. Tell students they are going to create their own video demonstrating beginner ballet positions and moves. In the video ask students to use the Ballet Vocabulary they learned and define each position or movement. Designate a choreographer, voiceover, ballet dancer, videographer, and music technician. Have students create a 1 - 3 minute instructional video.

3. Have students present their instructional videos or upload them to a platform. Ask students to discuss the videos and make scholarly comments about what they learned.