`` Showing What Is Possible, By Jacques D ' Amboise

From kindergarten until high school, I was a member of the Jean Wolfmeyer School of Dance. Up to 5 days per week, I would be at the dance studio taking classes, rehearsing for shows, and helping out in the less advanced classes. Regardless of skill level, Jean never hesitated to speak the brutally honest truth about students’ performances and she never settled for anything less than perfection. Jean would often preach that she is only the instruction manual and she cannot make us good dancers, we had to do that for ourselves. However, it was not her critique or teaching alone that motivated dancers to perform well, it was her relentless work ethic and commitment to her studio. As a 70 year-old women, Jean held classes as much as 7 days per

When she was younger, it wasn’t hard for her to learn the new choreography.She was a natural dancer,but no matter how well of a dancer she was she knew that she could always improve her skills. She also became a local dancer and she performed at rodeos and county fair. One of instructor said “She didn't know learn the basics.” She needed to be taught the basics.

Ballroom dance is a sport that involves productive thinking, strength, balance and control. This term has been centred around Figueroa 's Framework and the effect on access, equity and cooperation in ballroom dance. The aim for this report is to recognize which level of Figueroa 's Framework and Maslow 's hierarchy of human needs has had the most critical impact on my advantage and attempts in ballroom dancing this term. This report will focus on the interpersonal level of Figueroa 's framework and the associations that have affected my participation in ballroom. These consolidate the associates, friends, educators (Mrs Humphrys, Miss Grehan and Mrs Brennan), family member and mentors such as

“I was a Dancer” is a rich, expansive, spirited memoire on the Jacques d’Amboise life. It all started when he was 8 years old at the school of American ballet. At twelve he was asked to be a dancer and perform with Ballet Society. Three years later he joined the New York City ballet and made his European debut at London’s Covent Garden’s. Before all this he writes about his childhood, he was born Joseph Ahearn in 1934 in Dedham Massachusetts. His mother considered as the boss, she moves her family to New York City’s Washington Heights, Making her son and daughter enter Ballet classes, she was able to pay those classes by making hates and selling them in the streets corner, she also changed their last names to her middle name, she believed

“Go within everyday and find the inner strength so that the world will not blow your candle out” (A Quote by Katherine Dunham 1). Once one of the most successful dancers in both American and European theater, Katherine Dunham, a dancer, anthropologist,social activist,and educator, continues to inspire people throughout the world. Named America’s irreplaceable Dance Treasure in 2000. Dunham remains a name heard regularly in dance schools across the world (“Katherine Dunham Biography” 4). She is known for always trying to make a difference and in the process she has become of the world’s greatest humanitarians (Osumare 5). Katherine Dunham’s work in African American rights in the dance world and her creation of new styles of dance makes her an important figure in American dance History.

Mrs. Farrell’s book is quite technical when it comes to the lengthy descriptions of the dances she rehearses and performs; from a dancer’s view these varied conclusions of the types of movements she was dancing is quite astonishing. In fact, it adds a whole new level to the imagination that can come alive in a person’s thoughts when they read an expressive book. Although the technical explanations will excited, astound, and reveal how much passion and deep meaning ballet had in Suzanne Farrell’s life, but a reader, who may not be involved in the arts will be unfamiliar with the ballet and musical terms in

“What are you even doing here? I have never seen such flawed technique in all my years as a choreographer.” The words echoed throughout the medical college auditorium. Impelled by the admonishment in front of my peers, I persevered in my endeavor to improve upon my dancing prowess and by the final year of medical school was leading the college dance team. The above mentioned undertaking further spawned an interest for the discipline of Latin Ballroom which lead to participation at the national level. The unwavering focus and persistence even in the face of unfavorable odds is more broadly reflective of my approach towards learning, both academic and extracurricular. This has been instrumental in achieving stellar academic outcomes including being ranked nationally in the top 0.0004 percent in the premedical test and the top 0.6 percent in the common aptitude test for management training.

The history of ballet is rich, complex and full of powerful meanings depending on the time period. Ballet in the 15th century was seen as something that only select individuals could do, whereas, the 20th century ballet can be preformed by anyone. By thinking about how ballet performers have changed, a question may be thought is, have the people attending these ballet performances changed as well as the performers themselves? Today, children from ages two and up start taking ballet and family members come and watch their final recitals. National ballet companies are also an event and often draw attention to the higher-class individuals who have a taste for ballet. The ballet world could be seen as to having a quite array of attendees, events and functions, but that might not have always been the

Throughout life we go through many stepping stones, Maya Angelou's autobiographical essay "Graduation", was about more than just moving on to another grade. The unexpected events that occurred during the ceremony enabled her to graduate from the views of a child to the more experienced and sometimes disenchanting views of an adult. Upon reading the story there is an initial feeling of excitement and hope which was quickly tarnished with the abrupt awareness of human prejudices. The author vividly illustrates a rainbow of significant mood changes she undergoes throughout the story.

Oppressed women have been unjustly held back from achieving full equality for much of human history. A woman no matter neither color nor education faces discrimination on a day to day basis. Barriers that are place in their way to advancing includes: lack of mentoring, lack of opportunities for career development, biased rating and testing system and counterproductive behavior and harassment by colleges (Schaefer, pg 15). In the past, women did not have jobs and were to clean, cook and care for the children, also did not have the right to vote. While the man work long hours to provide for his family and gave orders as the women followed. As time went on and rights were given to women, the men did not like the idea that controlled was being lost. They refused to let women become equal to males. Women are allow to work the same career as males, but will never be paid the same as males. This paper addresses Maya Angelou life and how her writing and public speaking inspired women to overcome discrimination.

The objective in lesson 1, we can see does not only broaden their understanding by introducing a new word and its meaning, but also demonstrates how this can become a stimulus for dance creation. As with lesson 2 they learn to use every day movements as a starting point for movement design and this is continued in lesson 3

Whether rooted deeply through generations of a family or formed through an experience, passions and fascinations are what drives us, humans, to be who we truly are. At this point in my life, I do not want to reach comfort or perfection, but rather feel composed and confident in what I chose to merge my ballet skills with. When I dance, I escape reality and feel a pure exhilaration.This sensation shapes my curiosity and interest in the human anatomy. From the elements that make it up to ways in which people individually move their bodies, the human body is absolutely fascinating. Specifically, I am passionate about teaching ballet to younger students. By introducing ballet to kids early on, they will experience the same joy almost all dancers feel for a longer period of time. When I’m dancing I’m challenging your mind, releasing endorphins, and working hard. I am also eager to own my own business linked with teaching that will provide people with affordable dance equipment, and even more crucial, advice on what suits each person's personal needs. I know as I grow old my body will not be as capable as it once was, but I’m dedicated to spreading my appreciation of ballet to others. Overall, my passion for ballet and how I can utilize it to positively impact society as an entrepreneur has developed through the inspiration of my grandparents, the creativity of my former dance teachers, and my interest in the human bodies relation to ballet.

Good evening to Madam Sathiadevi and my fellow classmates. It is indeed a great pleasure to spend this wonderful evening with all of you today. Today I’ll be talking about a moral value that I have learned from the movie ‘Take the Lead’. The value that I learned is self-confidence when the polite ballroom dance instructor Pierre Dulaine sees a teenager vandalizing a car and on the next day he volunteers to teach dance to students to give value, dignity, trust and teamwork. Eventhough the teenagers who prefer hip-hop or rap, think it wasn’t a great idea but Dulaine catches the students' attention with a tango session and they started practicing ballroom dancing. Dulaine received criticism from parents and teachers who has got no hope on

My dance studio is where I have learned many life lessons that I would have never learned elsewhere. With the discipline and corrective criticism that all of my dance teachers have thrusted upon me over my past fifteen years of dance experience has shaped me into the dancer and the person I am today. However, with all the difficult practices and many long nights at

O’Conner stated that very few of the students had danced before, but through the use of teacher modelling it enabled them to develop their own short dance phrases, and therefore gaining huge amounts of confidence enhancing their opportunity to learn key concepts such as kinaesthetic awareness, performance skills, interaction and planning. It was evident in the clip that as the development of these skills increased, the students’ self-esteem and confidence increased also, hence being a benefit in the primary school curriculum