Semester.ly

Johns Hopkins University | PP.100.103

Pre Professional Program Package: Ballet Level 3

0.0

credits

Average Course Rating

(3.8)

VIEW CLASS SCHEDULE ONLINE: http://peabody.jhu.edu/preparatory/ways-to-study/departments/dance/info/. The Pre-Professional Program is the backbone of Peabody Dance's curriculum for ballet and contemporary dance students. Its intensive, graded course of study is designed to help motivated, possibly career-minded students, meet the professional dance field's highest standards. Level 3 is the entry level into the Pre-Professional Program; students are required to take three intermediate ballet classes and one elementary contemporary dance per week to broaden their movement skills. Level 3 students may participate in a performance at the end of the spring semester (additional Materials Fee required). For a detailed description of the Pre-Professional Program class offerings, schedules, and level progression, visit http://peabody.jhu.edu/preparatory/ways-to-study/departments/dance/training/. New students with prior training are required to take a placement class to determine which level is appropriate before registration. Students provide their own dance attire; visit www.peabody.jhu.edu/dance or contact Peabody Dance for details: peabodydance@jhu.edu or 667-208-6648. Tuition fees are listed for the complete 16-week semester. Monthly payment plan available through Tuition Management Services. Minimum of eight students; classes with fewer than eight students are subject to cancellation.

Fall 2012

(3.67)

Spring 2014

(3.84)

Spring 2015

(3.89)

Fall 2012

Professor: Gabriel Paquette

(3.67)

The best aspects of this course included the course materials and the section meetings with the teaching assistant. The worst aspect of the course was the dul lectures which students found hard to fol ow, as no PowerPoint was provided. Students also noted that the professor went over the information too quickly to grasp at times. The course would significantly improve if the assigned readings were significantly reduced and if the professor delivered the content in a more engaging way. Prospective students should endeavor to keep up with the readings and lectures so that they perform wel on the heavily weighted exams.

Spring 2014

Professor: Gabriel Paquette

(3.84)

The lectures in this course were interesting and included a wide range of topics, and both the professor and the TAs were engaged with the students and passionate about the subject. These were ranked as the highlights of the course. Many students thought the amount of reading and the lack of in-depth information were the worst aspects of this course. More comprehensive notes from the lectures, or recorded lectures were both suggested as improvements to the course. Additional y, many students thought the number or length of the readings should be reduced. Prospective students should know that there is a large amount of reading, but the course is a good survey of the time covered.

Spring 2015

Professor: Michael Kwass

(3.89)

The best part about this course was Professor Kwass’ engaging and informative lectures that related early modern Europe to contemporary events. Students found that the primary sources and textbook al owed for understandings of events that incorporated political, economic, and social considerations. Some students found paper grading unforgiving, while others claimed that the professor moved too quickly between concepts and events during lecture. Suggestions for improvement included providing study guides and posting class power points online. Prospective students should know missing a class could be detrimental to their final grade.