The genre of Contemporary Dance is a blend of ballet and modern dance. It builds a strong centre and combines precision leg work with fluidity of the torso. Contemporary dance encourages self-expression, natural movement and personal interpretation.
The genre of Contemporary Dance is a blend of ballet and modern dance. It builds a strong centre and combines precision leg work with fluidity of the torso. Contemporary dance encourages self-expression, natural movement and personal interpretation.
At Awaken, we cover a range of contemporary techniques and possibilities for growth are endless. Students will learn versatility and a freer form of movement and expression.
Awaken Dance and Fitness Academy’s students’ well-being is integral in our Dance Training, to ensure all students feel welcome, positive, and part of a safe community where friendships and personal integrity are held in the highest regard.
Awaken Dance and Fitness Academy holds a variety of Dance lessons,
Class Types Include:
Contemporary dance genre incorporating technique from classical ballet while giving creative freedom to movement connecting the mind and body through intricate but fluid movements.
Rather than a specific technique Contemporary dance works with an open-minded movement vocabulary limited only by the teacher/choreographer’s imagination.
Contemporary dance uses elements from classical ballet and modern dance. These elements create a strong technique based style of dance that incorporates creativity and personal style.
For students in years 7 & 8, Wednesday afternoon is classical extension classes during normal school sport time. Older students can attend classes on Monday and a full day on Wednesday for a Certificate 3 & 4 in Dance, Certificate 3 in Assistant Dance Teaching.
Contemporary is a strong technical style that stems from Ballet. With floor, corner and centre work there are multiple styles of contemporary taught. All contemporary students are required to do either one technique class (Ballet Ball) or two Ballet classes at IDS.
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