We now offer skills training and coaching in aerobics, with children learning a routine for competition.
We now offer skills training and coaching in aerobics, with children learning a routine for competition.
All students are there to have fun and enjoy dance in a safe, friendly and positive way. Any disruptive or unsafe behaviour will be reported, and if it continues the child will be excluded from class.
Parents and Caregivers are welcome to watch classes. If you choose to watch, please ensure you do not disturb the class. Siblings are also expected to observe quietly if they are watching.
Emily Armstrong and Katie Cunningham started Rhythm Dance Studio to share their skills as teachers, mothers, and experienced dancers, to promote and share their love of dance and movement with children.
They wanted to create a dance school where children are developing creative movement, music, body awareness, and motor skills, from age 2 onwards, but also focusing on having fun, being creative, and giving things a go.
They created their own Dance and Movement syllabus which includes skills such as fitness, balance, co-ordination, strength, and flexibility, whilst teaching a range of dance styles and elements. The children explore free movement and expression, bringing props into their exploration as well.
Katie and Emily decided to also offer NZAMD Jazz and Ballet syllabus classes, to complete an exam syllabus, to give parents the choice. These classes started in 2020.
These classes do not follow a syllabus but are proving to be very popular thanks to shows like “BGT and World of Dance”.
It is a strength and conditioning class that's focuses on correct and safe skill development and techniques.
Junior and senior classes teaching acrobatic dance.
Students will work on their flexibility and strength while following safe progressions to learn more complex skills and tricks
The emphasis will be on flexibility, strength, balance and endurance exercises. Time will also be spent on tumbling, leaps and partnered balancing exercises.
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