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 Guidelines
for Teaching 4- to 6-Year-Olds
By
Mignon Furman
How
to cultivate young ballet dancers
“The
teaching of ballet to a young child is like placing a grain of
sand in an oyster—and hoping that a cultured pearl will
result.” I remember Anne Wooliams, Stuttgart Ballet’s former
ballet mistress and director of its school, once telling me
this during a visit there. She went on to say, “Unlike in
nature, the seed must be nurtured to become the pearl.”
You, the
teacher, are the cultivator of pearls. This may sound
romantic, but it is true. If only the pathway from the seeds
of “bunny hops” to the pearls of professional ballet were
marked with better signposts for teachers. I hope to provide
some directional signals, as well as some “stop” and “go”
signs, to help teachers develop the nascent pearls into
dancers in all their glory.
Four- to
six-year-olds are ready to begin learning the basics of
classical ballet technique. However, at this age they are also
learning to make value judgments of their own (“I don’t like
my teacher because she shouts, and she doesn’t notice me”).
And their behavior often reflects the tensions and anxieties
of family life, peer inequality, and everyday living. The
result can be inattentiveness, disobedience, and boisterous
behavior—all typical problems that dance teachers encounter.
Your
approach makes all the difference. A genial personality,
including being relaxed, using humor, smiling, and speaking
clearly and firmly, will build enthusiasm in the class and
neutralize potentially disruptive situations. Address the
children by name and show no favoritism. Hold their interest
by changing the rhythm and tone of your voice and glancing
from face to face while speaking.
One of the
essential elements of the classroom, even at this age, is
discipline—not for its own sake, but to encourage children to
listen to instructions, quench the unruly among them, and
foster a feeling of tranquility that allows you to teach and
your students to learn. But there is a thin line between
discipline and submission. Take care that you do not cross it.
“That is
all very well,” you might say, “but what do I do when I’m
faced with a class of kids—some smarty-pants, some talented,
some shy, some spirited, and some attentive?” The following
guidelines will help you figure out exactly what to do with
that mixed bag of personalities.
1.
Plan your class. Know what you set out to achieve in each
lesson. Bear in mind the short attention span of this age
group, and have about six items ready on your program, each of
about 10 minutes’ duration, to choose from for a 45-minute
class. Do not expect more than the children are able to
produce, physically or intellectually. Refrain from starting
barre work or setting any ballet steps or long sequences at
this age. Start the class with moving steps, such as runs on
demi-pointe or skips. Steps that are suitable for this age
group include:
·
Walks with
pointed toes
·
Walks on
demi-pointe
·
Tiny runs
on demi-pointe
·
Marching
·
Skips
·
Bounces
·
Spring
points/spring heels
·
Sideways
gallops
·
Hops on one
foot
·
Steps to
the side and pointing the foot in front
2.
Be ready with a strategy that will keep your class from being
disrupted, such as holding the hand of an unruly child or
asking her to perform something specific. Unless required by
the particular exercise, do not place the children in straight
lines. A circle creates equality and a feeling of belonging.
3.
Offer age-appropriate exercises.
·
For the
feet: Have the children sit on the floor, flex their ankles,
and curl their toes. Ask them to stretch their toes so that
they point to the ceiling and stretch the whole foot to the
pointed position.
·
For the
arms: Use simple port de bras imaginatively construed, such as
hugging a big tree, reaching for a high shelf, and pointing in
various directions. Scarves can also be used to make shapes
with the arms.
·
For the
legs: Have the students bend their knees and place their
fingertips on their shoulders, stretching and bouncing as a
preparation for sauté steps.
4.
Pay attention to music. Teach the children to recognize
different tempos and to listen to music as it relates to
movement. Clap a rhythm for the class to copy, then ask a
child to clap a rhythm for the class to copy. Musicality can
be taught in combination with the following activities.
·
Small
jumping steps that can be done in time with clapping. Since
many young children have difficulty hopping on one foot,
divide the class into partners. Taking turns, each child holds
her partner’s hand while she hops. First use jumping exercises
from two feet before progressing to jumps on one foot.
·
Following
instructions: Marching steps are a preparation for skips. Make
it fun by having the children march to your commands: to a
corner, turning on the spot, marching backwards toward the
center of the studio, in a circle, or with a partner.
·
Rewards are
great incentives for achievements at all ages. Give points for
good work, attentiveness, musicality, and so on. Deduct points
for bad behavior, but be certain that everything almost evens
out at the end of the class. Let the children keep score.
5.
Use improvisation. At the end of each class, allow a few
minutes for the children to use their imaginations. For
example, they can pretend to be birds or cats, act like they
are being blown by the wind, or mime picking flowers to give
as a present to their teacher.
Ultimately,
the success of the class depends on the teacher’s personality.
We all know from our school days that some teachers can put a
class to sleep in five minutes, yet others charge their
students with enthusiasm. For the progress of your students
and your school, make sure that you belong to the second
category.
Photo
caption:
Four- to
six-year-olds, like these in Mignon Furman’s First Steps
Program, are ready to learn the basics of classical ballet
technique. Photo by Costas
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