Classes
We pride ourselves on making our lessons fun and enjoyable for all concerned, whilst being purposeful and educational.
All our teaching is in accordance with the standards and syllabus as set by LAMDA (London Academy of Music and Dramatic Art) and ISTD (Imperial Society of Dance Teachers) meaning any examination passed is to a recognised standard.
To find out more about each discipline please click on the relevant link below:
Classical Greek
Classical Ballet
Modern
Tap
Melody Movement -
NEW for 2008
LAMDA
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here for our Timetable
Click
here for our Term and Examination Dates
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here for our Fees
Classical Greek
Aims
This form of movement provides immense enjoyment and an opportunity for creativity. The student also acquires balance and control, relaxation, elevation, clarity of line, grace and ease of movement and the development of musical understanding. The more advanced work allows for a greater study of the visual arts, literature and mythology and develops the various different aspects of this work which includes not only lyrical dance but also athletic, pyrrhic, bacchic, choric, ritual and tragic, all of which can be applied to the world of today. It is undoubtedly one of the best methods of teaching stage movement and dramatic expression in dance form.
The Value of Classical Greek Dance
"Classical Greek Dance, Ruby Ginner method, is a dance technique based on fundamental movement which is structured to encourage further creativity by both teacher and pupil. It is based on the aims and ideals of Ancient Greece, particularly the necessity for the balance and harmony of the body, mind and spirit. This is achieved through a carefully graded syllabus enhanced by the background knowledge of Ancient Greek civilisation and its myths and legends. Important links are also made with the sister arts of Music, Drama, Sculpture and Painting."
Dame Merle Park DBE,
Former Director Royal Ballet School, Patron
History
Founded by Ruby Ginner in 1923 as the Association of Teachers of the Revived Greek Dance, it became affiliated to the ISTD in 1951, combining with the ISTD Greek Branch.
The history and development of Classical Greek Dance (Ruby Ginner Method) can be explored through archive material which includes original programmes from early performances, photographs, and newsletters from 1926-1955 with articles written by Dame Ninette de Valois, Ruth St Denis, Irene Mawer, Ruby Ginner and her brother Charles Ginner (a painter) etc. These demonstrate the link with drama, mime, music and painting and provide a fascinating insight into the cultural scene of that time. Other links are with education and the medical world, coupled with the inherent background of Ancient Greece.
Classical Ballet
Aims
The aim of the Imperial Classical Ballet Faculty is to increase the standard and appreciation of Classical Ballet, both in performance and in teaching. Founded over fifty years ago, this Faculty continues to exert a strong influence in the international promotion of the English classical style.
Comprehensive Training
The syllabi have been carefully developed in order to provide a fully comprehensive training both for children and young adults who wish to dance for pleasure and for those interested in a professional training and, therefore, wishing to study for the major Pre-Intermediate, Intermediate, Advanced 1 and Advanced 2 examinations.
Modern
Aims
Modern Theatre Dance defies a single permanent definition. This is largely due to its ability to adapt, develop and evolve with the changing fashion in dance. Through a carefully planned and well-tried examination syllabus, which combines modern dance, jazz and other dance styles, young people are trained to become disciplined and versatile dancers who have a professional attitude towards dance.
History
Modern Theatre Dance defies a single permanent definition. This is largely due to its ability to adapt, develop and evolve with the changing fashion in dance. Through a carefully planned and well-tried examination syllabus, which combines modern dance, jazz and other dance styles, young people are trained to become disciplined and versatile dancers who have a professional attitude towards dance.
Tap
Tap for all
Apart from being an essential skill for the professional dancer, tap dance is one of the most enjoyable and rhythmic forms of recreational dance. The work of the Faculty reflects this by providing extensive syllabi for the amateur market in addition to the children's and professional syllabi.
History
The glossary and tap technique were originally compiled by the founder Zelia Raye for what was then known, in 1932, as the Stage Branch. The work was developed and adapted further by Janet Cram and Tom Parry, Marjorie Davies, Gwen Carter and Moyra Gay, whose publications Modern Tap Technique and The Basic Technique of Tap are the standard text books.
New for 2008! - Melody Movement
Aims
Melody Bear dance classes are specially structed for young children ages2-3 years and 3-4 years.
Melody Movement introduces children to dance and movement using the natural actions of the body such as running, walking, jumping, hopping, skipping and galloping.
It is structured to aid children’s physical development, coordination, spatial awareness, creativity and self-expression, working individually, with a partner, or as a group.
Melody Movement also introduces children to other fundamental curriculum learning skills such as counting, colour and shape recognition, vocabulary and language skills. The strength of the system is that learning is achieved through imaginative movement which is enjoyable and fun.
"Melody Movement instills a love of dance making it a positive element of their early lives which stays with them. They learn from a young age how music, movement, dance and the imagination can be combined to tell a story and convey emotions."
Jill Bridger RAD Teach. Dip., AISTD Dip.,MNATD
Creator
Melody Bear* herself makes it fun and encourages the children with her achievment stickers! Collect Melody Bear’s sticker cards to work for her Bronze, silver and Gold Medals.
LAMDA
LAMDA’s mission is to:
- Improve standards in communication through the spoken word
- Unlock the imagination
- Develop communication skills
- Refine technical artistry
The examination itself provides candidates with an opportunity to:
- Measure progress against an internationally applied standard
- Make contact with expert assessors outside the immediate teaching environment
- Receive critical appraisal and guidance for future development
- Build self-confidence and self-esteem
- Acquire skill certification
- Receive a record of personal achievement
LAMDA Examinations is accredited as an Awarding Body by the Qualifications and Curriculum Authority (QCA) in England, and the corresponding regulatory authorities in Wales (ACCAC) and Northern Ireland (CEA).
The LAMDA qualifications listed below are accredited by QCA, ensuring transparency, consistency and fairness. This means that they are now part of the National Qualifications Framework and equate with other qualifications within the sector.
LAMDA accredited qualifications are approved for use on publicly funded courses of study (sections 96 and 97 of the Learning and Skills Act). For further information on funding please contact the Learning and Skills Council (LSC) or your Local Education Authority (LEA)