| A serious dance department should be designed to | | | | recreational after school activity but should be geared |
| provide serious students with both a solid technical | | | | towards a pre-professional, performance based |
| foundation and creative encouragement. Younger | | | | program with a serious focus on ballet technique, |
| students should be introduced not only to basic ideas | | | | which seeks to prepare dance students in such a |
| of dance and movement, but also nurtured through a | | | | way that if they so chose a professional dance |
| positive and structured environment, older students | | | | career after high school, they will be prepared. |
| are pushed to become the finest dancers they are | | | | While a strong ballet base is encouraged for all |
| capable of becoming. | | | | dancers, excellent training in tap, jazz, lyrical, and |
| Classes should follow a carefully considered | | | | modern, should be provided along with a strength |
| curriculum, and all students in the Children's Division | | | | and conditioning class. |
| and the Intermediate Division must be able to | | | | Students need to be given several performance |
| properly demonstrate the curriculum of their current | | | | opportunities through the year rather than just one |
| level before advancing. It is not uncommon for | | | | end of the year "recital". The main focus will always |
| students to repeat the same level in order to | | | | be on technique rather than perfecting a single dance, |
| develop the proper strength and coordination in their | | | | because while that dance will last three minutes on |
| feet, legs and abdominal muscles that are required | | | | stage, their technique will stay with them their entire |
| for advancement and injury prevention. | | | | lives. |
| Serious dance classes are not meant to be simply a | | | | |