Contemporary dance draws on modern dance techniques as well as newer philosophies of movement that depart from classical dance techniques. Unlike classical ballet, contemporary often utilizes ground work and dancers often perform in bare feet
Contemporary dance draws on modern dance techniques as well as newer philosophies of movement that depart from classical dance techniques. Unlike classical ballet, contemporary often utilizes ground work and dancers often perform in bare feet.
BellePAC offers more than your traditional dance studio. We offer music, acting workshops, and Performance Company to fully prepare our students for a future in performing arts.
With the addition of our "triple threat" classes, where students learn a combination of acting, singing, and dance, our students leave fully prepared for any audition on the professional or collegiate level.
Advanced students over age 10 may be invited to study the newest genre embraced by formally trained dancers. Core work fall and recovery, expressive musicality, speed changes, effort/shape work, creativity, versatility in embodying different choreographic styles.
This class introduces students to contemporary dance techniques founded in various styles including Jazz, Modern, Ballet, and African dance.
Contemporary dance is a combination of jazz and ballet. Classes are offered to students age 10 and older who have had at least two years of ballet training and current enrollment in a ballet technique class. Jazz is not required but is recommended.
Lyrical dance combines the grace of ballet and jazz. The style shows great emotion through the art of dance as students learn to dance to the lyrics of music. You must be 8 years of age, or have teacher permission, and take ballet and jazz in order to take this class.
Contemporary Dance Classes are offered by Dance Studio 111 for all ages. Apart from honing their dancing skills, we also instill good character traits in our dancers. Our teachers inspire students, teaching them life skills they can carry off the stage.
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