Pre Professional Program Package: Ballet Focus Level 4X
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creditsAverage Course Rating
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. By Level 4X, students may opt to retain a curriculum focus in ballet or choose a Contemporary Dance Focus. The Ballet Focus requires four ballet classes per week (which include pointe work at least three classes per week for girls), and two intermediate contemporary dance classes. Students work on developing speed and precision in footwork, and on increasing control, musicality, and expressiveness. Level 4X students may participate in a performance at the end of the spring semester (additional Materials Fee required); additional performing opportunities may become available. 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 2014
Professor: Francois Furstenberg
Students thought the interesting material and engaging instructor were the high points of this course. The time period is presented in a new way, highlighting all of the connections so familiar concepts are presented from a new perspective. The worst aspect of the course was the disorganization, particularly prior to the midterm. Suggestions to improve the class included fewer readings assigned from the beginning of the semester, more structure, and better lecture slides. Prospective students should know that this class required a good deal of reading, though the instructor revised the syllabus at the midpoint, and grading was very strict.