Petit and Grand Allegro for Young Dancers

         Kids love to jump.  My students share with me images of flying through the air like a bird, plane, or butterfly and blasting off like rocket ships.  They love being air borne and I love that they are experiencing gravity, momentum, and suspension first hand. The lovely Ashley Horn inspired this lesson plan, and I am sure many dance teachers are using most if not all of its components at some point in time in their class.  I think the use of language is key is sustaining an interest of its repetition throughout the year.  

      There are five ways of jumping, this is not dance specific and can apply to any form of movement. In parenthesis I have included one example from dance. 

• Two feet to two feet (Jump)
• One foot to the same foot (Hop)
• One foot to the other foot (Leap)
• One foot to two feet (Assemblé)
• Two feet to one foot (Sissonne)

       I like to spend time in each class exploring different ways of performing one or all of these types of jumps.  I do not teach these movements as specific steps with precise beginning and endings, shapes, or in turnout.  We DO describe the take off and landing for all jumps and talk about using demi plié to give ourselves power to propel in the air. We talk about landing softly and quietly; this automatically encourages toe, ball, heel landings, and helps protect their joints. We talk about stretching the feet and knees in the air when appropriate. I remind the dancers to start and finish on a certain number of feet.  I often ask dancers to tell me what I need to know about jumping.  This gives them an opportunity to review these basic jump "rules" on their own, and gives them ownership of the material.  

         It helps my young dancers to have something concrete to relate to when jumping.  You can use any variety of props. I like to use circle, square, or star dots, bean bags, cones, and hula hoops. This is an example of how we might explore "jump" in class:

• A jump starts on two feet and lands on two feet. (I demonstrate.) It is sometimes called a "saute". Can you show me how to jump?
• "Show me how you can jump forward over your dot. Can you jump backwards?  What about side to side?"
• "Can you jump in a big shape using your whole body?  Can you make a small shape in the air?"
• "Can you jump really small so your feet barely leave the ground?  Can you jump so high that you spend lots of time in the air?"
• "Can you jump and turn?"
• "How could you make a straight shape with your arms?  Can you make that shape as you jump?"
• "How could you make a twisted shape with your arms as you jump?"
• "What are some animals that jump in the air? Can you jump like a rabbit? A frog? What would it sound like if an elephant jumped? What would it sound like if a butterfly could jump?"
• What are other ways we can jump? Show me.
• Sara, would you be willing to share your jump with the class?  Sara shows the jump.  The whole class tries her jump.  Would anyone else like to share their jump with the class?  Let's try it together. 

       I also like to present multiple ways of jumping together as an obstacle course.  You can use any variety of props- as long as there are different types of items for different jumps. I try and emphasize ballet vocabulary when we do obstacle courses.  Since the dancers have to take turns, using the vocabulary gives them something to focus on and learn while they are waiting for their turn.  We will say the French vocabulary as each student performs the jump. 

• Four Sauté - over a circle dot,  jump, two feet to two feet
• Four Temps levé -over a square dot, hop, one foot, for young dancers, I will offer my hand as support to help them find their balance 
• One Grand Jeté- over a cone, leap, one foot to the other foot
• One Assemblé- with a hula hoop, dancers start with one foot inside in the air, and one foot outside, and land with both feet inside

      How do you encorporate jumping into class? I would love more ideas on how to work on these skills!n