Blue Box Ballet

Sounds like you daughter has a great forward thinking teacher! This type of planning structure happens in sports. Let’s take gymnastics for example, they don’t just run the routines over and over, they work on the fundamentals/ individual elements and only then do they put it all together in the run up to a competition to be ‘assessed’. The same thing happens in vocational dance/ ballet schools. Although they have schemes of work or a system of training, they do not work to pre-prescribed set exercises eg a syllabus. Then in the run up to an assessment they put it all together in a more choreographed form. Surely this is much better for developing the ‘thinking dancer’ able to respond to different approaches and gives the teacher more flexibility to design classes for the students they see in front of them. It’s also worth noting that the hugely successful Vaganova ‘syllabus’ is more akin to a training system with its clear methodical build of of vocabulary and is not a (choreographed) syllabus in the same way we understand the examination bodies such as the RAD - perhaps a translation anomaly.

This conversation highlights that so many private/ recreational schools simply ‘teach to the test’ by providing syllabus only based classes. A syllabus in the (current) RAD sense should only be used as tool for assessment, not as a training system. I must caveat that from my brief introductions, the old RAD grades and Cecchetti grades seem to be the exception here as they were/ are not overly choreographed and allow the students to concentrate on getting the basics right. I would like to believe that most teachers out there would actually break down vocabulary and not simply teach to the set (as current ‘busy’ RAD) syllabus settings. But I have taught so many students over the years who admittedly have all the exam certificates but have little understanding of classical ballet technique away from their set exercises. As I’ve mentioned elsewhere, I am very much looking forward to hearing more about/ seeing the results of the new RBS Affiliate Training and Assessment Programme. Having attended their amazing Inspire Seminars & Enlighten webinars, I can say that they really are leading the charge to improve and broaden our approach to ballet training here in the UK.

commercial dance styles. For clarity, The Dance School of Scotland has its dance course routed in classical ballet. there is also a musical theatre pathway available where dance is part of the curriculum so perhaps this explains the confusion as commercial dance is more appropriate to their training. If in doubt call the school and ask for an example timetable or similar.

It seems this thread has shifted to a conversation about the benefits/ disadvantages of online classes. To take it back to what I believe was the original topic, I’ve just seen that the RBS Primary Steps On Demand page has been refreshed and includes sample classes at the bottom. Upon a brief viewing, I think it looks pretty magnificent and it’s something I wished I’d been exposed to in primary school. https://ondemand.royalballetschool.org.uk/primary-steps/ It reminds me of both the BBC & Royal Opera House Learning resources. https://www.bbc.co.uk/bitesize https://learning-platform.roh.org.uk

One Dance Uk have some clear information on the variety of pathways available. https://www.onedanceuk.org/wp-content/uploads/2018/10/Dance-Teaching-Pathways.pdf https://www.onedanceuk.org/wp-content/uploads/2018/10/Dance-Teaching-Pathways-Flowchart.pdf Some examples, https://www.istd.org/teach/teaching-qualifications/ https://www.royalacademyofdance.org/teacher-training/ https://bbo.dance/train-with-us/teacher-training Also, the Royal Ballet School have their own teacher training programmes. https://www.royalballetschool.org.uk/train/dancer-training/dance-teacher-training/ I can recommend signing up for their Inspire Seminars as a way to get you going. https://www.royalballetschool.org.uk/wp-content/uploads/2018/10/RBS-InspireProspectus_22.10.18.pdf

Please excuse my typo.

I wholeheartedly disagree with your take on this. Lets take the examples of Music & Drama, these have always been taught in schools to a greater or lesser extent. To my knowledge having access to these subjects does not negate students appetite to learn more/ specialise in a particular area or seek out private instrument lessons or enrol in a local drama club. Primary steps on demand is an astute way of adapting to the opportunities that online learning can bring. My understanding is that it is up to the schools/ teachers on how they wish to use the online material. To my understanding it is NOT a replacement for in person classes but rather an introduction to the art form as a whole. Students will also be learning more than just ‘technique’, there will be crisis curricular activities to link and support other subjects. I also appreciate the upscaling of teachers who do not have a background in dance. Surely this is better than having no dance in school at all. I do understand the fear that this will may appear to be a ‘barrier’ to the employment of the local qualified dance teachers. However I believe firmly that this type of scheme can only build the case for having more visiting teachers once the head teachers & powers that be see the broad benefits. Regarding the affiliate program, I have spoken positively on this matter elsewhere on the forum. I have long believed that the current model for exclusively exam based/ syllabus learning is doing our students a disservice. Around a year ago I followed a discussion with interest on a private FB group where one teacher had the breakthrough moment of actually building up the movement aims & vocabulary of the grade before teaching the set exercises and was astounded by the results. Of course there are MANY excellent teachers in the recreational/ private sector who enter students for exams without teaching simply to the test. I believe it takes an institution like RBS to get us all talking like we are now and truly reflecting on how best to inspire the next generation of dancers and dance enthusiasts. As ever, I’m a glass half full!

As well as drop in classes at pineapple etc, I would consider signing up for a terms classes somewhere to ensure progression. i can recommend these. https://www.city-academy.com/ballet-classes https://www.rambert.org.uk/join-in/adults/ https://www.centralschoolofballet.co.uk/adult-classes-to-recommence-on-19th-september/

I’ve shared this before but I’ll add it here as it gives some very clear information. https://iadms.org/media/5779/iadms-resource-paper-guidelines-for-initiating-pointe-training.pdf

English National Ballet School http://www.enbschool.org.uk/editorial.php?ref=enbs-professional-trainee-programme

It says on the website that the CPD is part of the annual fee. Annual Membership Fee including 3 days CPD, access to video on demand materials, ongoing support £550 I totally understand about UCAS points etc. They acknowledged this in the launch that they hope to have the assessments measured on the regulatory framework so I’m guessing UCAS points for the upper levels. Unfortunately there are a lot of teachers out there who do not currently teach in a holistic way and simply use their examination syllabus as a training tool. I am heartened to hear that so many teachers who enter students for exams don’t simply teach to the test but I do agree that it takes an institution like RBS to re-ignite this conversation even if ultimately their programme isn’t right for you.

Ha! No, I just have a lot of time on my hands this week. Happy to step back so I don’t dominate the thread.

I guess this model might be tricky for you personally to implement. Perhaps this could be an opportunity for you to add some additional classes, or partner up with another affiliate teacher to take the children up to something like 2 hours per week. Running 38 weeks per year this would take around a year and a quarter. Sooner if you/ RBS added some special affiliate events/ classes that they mentioned as part of the ‘perks’. I’m very glass half full on this and see it as an exciting development. It’s not going to work for everyone and I guess it’s about an individual teachers priorities and values. If they align it’s a no brainier but if they don’t there are lots of other well established models that are fine. Personally, I’m not ok with ‘fine’. ‘We’ve always done it that way’ is guaranteed to make me ask ‘why?’. Watching sports, if every generation was trained in the same way as the previous generation then we wouldn’t see the huge rise in physical ability that is clearly evident. RBS seem to be doing their best to follow the research in child development, dangers of early specialisation and a clear effort to train the whole person as an artist. I’m VERY excited for this.

They’ve just answered this in a mail out. ‘For Levels 1-3 we recommend 100 learning hours per level. The teacher has flexibility over how they deliver these, depending on the needs of the students. For example, teachers can vary the class length to suit their and their students’ needs as well as deliver one or two classes a week. The time frame is left to teacher to decide and they can certainly deliver one hour per week to their students if they feel this is appropriate.’ https://mail.royalballetschool.org.uk/76ZA-3SIF-0C9966EB387733C815GTJCF29A31C12A2D449D/cr.aspx

Perhaps there might be student/ teacher taster days eventually once it’s up and running as a proof on concept. It does seem to closely align with how training at both Primary Steps & JA’s currently work where there are always creative tasks etc. Also this article mentions that the initial years at White Lodge are changing their training structure, all following a similar/ broader Dance Education model. The Foundation Programme is the first programme at The Royal Ballet School and it comprises Years 7 to 9. In this programme we give the students the foundations of The Royal Ballet School’s System of Training and introduce them to genres that will develop their creativity and imagination, to support their journey as they grow into the artists of today. This programme happens at a crucial time in the development of these students (11-14 years old) and our goal is to ensure they have a supportive and holistic system in place that will allow them to safely develop, prevent injuries and build the roots for a successful career. The focus is not only on training dancers but educating the human being as a whole while creating a diverse, equitable and inclusive environment for all. https://www.royalballetschool.org.uk/2022/02/11/in-conversation-with-jose-carayol/

https://www.royalballetschool.org.uk/train/dancer-training/dance-teacher-training/affiliate-training-and-assessment-programme/ https://www.royalballetschool.org.uk/wp-content/uploads/2022/01/ATAP-Prospectus.pdf https://www.seeingdance.com/royal-ballet-school-affiliate-training-and-assessment-programme-220124/

Hi all, I was just wondering if anyone could comment on the the level/ type of vocabulary that has been included in auditions this year. Are the big schools auditions classes similar in level?

Great launch event. a few takeaways, It’s designed to teach children how to learn, not what to learn. The creative work is linked to the Royal Opera House creative platform. Teachers will gain access to a wealth of RBS materials with ongoing support and 3 CPD session per year as part of the cost. Although not in place at launch, the hope is to have the higher levels acknowledged on the regulatory frameworks (I’m guessing carrying UCAS points etc). This is not a replacement for syllabus work and can in fact be run in tandem with the exam societies. Although teachers will be provided with levels of appropriate content, students are assessed against the learning outcomes with no pre requisite exercises/ enchaînements. Exciting times!

thank you for replying. yes I’ve seen these whilst searching online. I’m looking to own them as I’m sure these will get taken down from YouTube eventually by the RAD.

Does anyone have the old RAD DVDs they’d be willing to sell?

Anyone going to the online launch events this week? I’m excited to hear more about the contextual & creative work.

Hi Jan, now that we know what this is. would it be an idea to re-title the thread to, ‘RBS Affiliate Training and Assessment Programme Announcement’

I’ll DM you privately. 👍

I think it’s worth pointing out that this isn’t just going to be a vocabulary list to help further the teaching of ballet as a practical skill. It is a new holistic approach to dance education. ‘Each level will contain both movement and contextual studies to provide a holistic approach to training. Movement studies will include areas such as foundation movement skills, generic movement skills, qualitative movement skills and ballet technique and vocabulary. Contextual studies will include the study of repertoire, choreography, creative tasks, and art form appreciation.’ https://www.royalballetschool.org.uk/wp-content/uploads/2022/01/ATAP-Prospectus.pdf ‘For the repertoire, Annear explains that the School is linking up with The Royal Ballet through their Creative and Learning Programme and with Birmingham Royal Ballet’s Learning, Engagement, Access and Participation teams.’ https://www.seeingdance.com/royal-ballet-school-affiliate-training-and-assessment-programme-220124/

This interview seems to answer a lot of the questions/ concerns. https://www.seeingdance.com/royal-ballet-school-affiliate-training-and-assessment-programme-220124/