Tuesday, July 19, 2011

My favorite way to teach GLISSADE

This technique is taught by Marcia Dale Weary at Central Pennsylvania Youth Ballet and is demonstrated by The School of Aspen Santa Fe Ballet student Elli Beasley:

The glissade is broken down into 5 pictures. Students can start in either 1st or 5th depending on ability. Students must already have a working knowledge of plie (of course!), tendu fondu side (or soutenu side some call it) and releve in second.





Picture 1: 5th position plie (make em hold it until you can see a big diamond or picture window between their knees)











Picture 2: extend the back leg to the side while remaining in plie. Be careful not to roll the standing foot in or to lift the extended leg's hip










Picture 3: from picture 2, press off of standing leg, in this case the left leg, into releve in 2nd position. After students become proficient at  the releve or "picture 3" have them jump through picture 3 to land in picture 4.






Picture 4: the opposite of picture 2: from the releve in 2nd position, the student pushes off the left toes, in this case, to arrive in tendu fondu on the right leg. After the students have progressed to "jumping through 2nd in the air" they will "land" the jump in fondu on the right leg, with the left leg in degage (or "land" in soutenu on the right leg).









Picture 5: Close the extend side leg to 5th FRONT while remaining in plie, in this case, close the left leg front.





video

It is important to emphasize the deep plie in 5th  position at the start and end of the combination. As students become proficient in the series of pictures and adding the jump through 2nd, more advanced options can be added. These include: glissade changing feet ("change" with accent grave on the e...my text program doesn't have the accents available)  and glissade en avant (traveling forward) and en arriere (traveling back) through 4th position. You can use the same 5 picture approach, substituting tendu fondu front, releve 4th and tendu fondu back for pictures 2, 3 and 4.






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