1 – Primary – Intro + Preliminary Exercises + Port De Bras


This material is for students Ages 5-6 (Maximum age 9). The use of ribbons, scarves & flags are the only props to be used in the exam.  Props such as theraband, balls, etc. are only for class situations.


ENTERING THE ROOM



The teacher steps inside the door and students run in single file through the door and then line up in silence  The teacher then directs the pianist to play ‘Running In’ music.

1 Count = 1 Bar

1-16

Each student enters singly taking 4 bars of music per student



Notes:

During the Exam: The teacher introduces students to the examiner one by one without music (the student performs a curtsey or bow when being introduced) The teacher then introduces the pianist to the students.


FOOT ARTICULATION AND SPINAL STRETCH

WARM UP EXERCISE – CHOREOGRAPH STUDENTS DESCENT TO THE FLOOR



Commence sitting on floor with legs stretched in front parallel with flexed feet – hands on thighs. Face the diagonal or wall in order for the examiner to see use of the spine.

1 Count = 1 Bar

1-2
1-4
5-8
9-32
1

2-3-4
5-8
9-32

Introduction – Hold Position
Articulate the feet to a full stretch
Articulate the feet back to a flexed position
Repeat the above 3 more times
Bend knees (not too abruptly) into a curved spine with arms around knees and head tucked in
Hold this position
Slowly straighten spine upwards maintaining knee and arm positions
Repeat the spinal stretch 3 more times



Notes:

This exercise should be demonstrated with the emphasis on resistance in foot articulation. Encourage the lengthening of the spine and the awareness of the abdominal muscles with regards to posture. Use of theraband, ribbons, scarves etc. to help with foot articulation may be used for class purposes but not in the exam.


CLAPPING AND MOVING TO A 4/4

Teachers have a choice of showing either A or B of the music section – not both



Stand erect with feet in parallel position.

Option A

4 bars
4 bars
8 bars

Students begin clapping a 4/4 (count 1 is strong, counts 2-3-4 are soft)
Pianist will join in
Students will then march to the music

Option B

4 bars
4 bars
8 bars

Pianist will begin playing
Students will join in clapping (count 1 is strong, counts 2-3-4 are soft)
Students will then march to the music


Video demonstrates Option B

Notes:

Teachers should use many different pieces of music with varied tempi & imaginative ideas. This should not be presented as a rehearsed item in the exam. Hands held in front, knees to touch hands or hold a ball, ribbon, etc… For class purposes, knees to touch props when lifted. The marches may be on the spot or travelling. Students should show marches with lifted knees and pointed toes with a poised body and eye focus. Accent down on the beat.


PRELIMINARY EXERCISES

Unless arms are specified, hands are to be on the hips or holding skirt.


1) Demi PliÉs



Commence in natural 1st position – girls holding skirts, boys with hands on hips

2 Counts = 1 Bar

1-4
1-6
7
7

8
8
1-8

Introduction – Hold the position
3 Demi-pliés
Girls – Lift right arm to the lyre position with head and eyes following hand.
Boys – Open right arm to corner 1 with palm upwards – head and eyes turn to corner 1
Girls – Lower arm and pick up skirt – head returns to the front.
Boys – Return hand to hip – head returns to the front.
Repeat all using the left arm.



Notes:

Students should take all 3 beats to come up from the plié using one full bar for the Demi-plié. Eye line – lifted arm should be slightly to the diagonal with lifted poise and eye focus to the hand and return to the front as the arm lowers. Encourage the student to lengthen the body upwards while opening the knees outwards.  Make diamonds and windows.


2) Rises



Commence with feet in parallel position.

Introduction: 2 bars – use the introduction to prepare the arms.
Angels – hands palms together; rockets, pencils, skyscrapers – hands together above the head. Hands on shoulders or hips or hold skirt.

1-2
3-4
5-6
7
8
1-8

Rise and lower heels
Rise and lower heels
Rise and patter around in a full turn
Hold the rise
Lower the heels
Repeat all



Notes:

This exercise should feel as if the ankles, knees, and thighs are zipped up with the weight over the balls of the feet when lowering the heels – feel the nose over the toes. * Angels – hands palms together, rockets, pencils, skyscrapers – hands together above the head. Hands on shoulders or hips or hold skirt. Spot is not required but children should not be stopped from spotting if they do so naturally.


3) Walks on Demi Pointe



Commence with feet parallel.

1-3
4

IntroductionHold the position
Rise in parallel
Walk on demi pointe with stretched knees



Notes:

Teachers may choreograph using their own ideas. Example – 12 poodle walks and a wag of tail, 13,14,15,16. Knees should be well pulled up with good poise in the upper body. Poodles, tightrope walkers, picking apples, etc.


4) Battements Tendus



Commence with feet parallel

1 count = 1 bar

1-4
1-2
3-4
5-16

IntroductionHold the position-girls to hold skirts, boys hands on hips
Tendu right foot to parallel devant with articulation through the ball of foot to toe
Close with articulation through the ball of foot to parallel
Repeat 3 more times with alternate feet



Notes:

Work towards the articulated tendu with pressure through the floor. Feel like you are painting stripes on or polishing the floor. Imagine a puppet string tied to the ceiling to keep tall.


PORT DE BRAS

Exercises 1 and 2 may be done sitting, standing or moving around as set by the teacher.


1) Hand Movement with Eye Focus

Teachers to choreograph these exercises and choose one hand movement for students to show in the exam.

This exercise is to develop articulation of fingers and thumbs, particularly the long finger.


Music 1 – Catch then look – E.g. catch a butterfly in softly clasped hands and look inside hands.


Music 2 – Look then catch – E.g. look in the sky for stars, catch one and put it in a basket.


Video demonstrates Music 1 only

Notes:

May be done sitting cross legged, sitting on knees, moving  or standing in a natural 1st. All movements should be designed to encourage eye and hand coordination.  Teachers are encouraged to use as many different pieces of music as possible for these. Butterflies, fairies, etc.


2) Suppleness of Fingers and Wrists

Teachers to choreograph using imaginative ideas

This exercise is for flexibility of finger and wrist joints.  May include mime: raindrops, flowers, witches spells, etc.


Music 1


Music 2


Video demonstrates Music 2 only

3(a) – Arm Movements – Girls



Commence sitting cross-legged, on knees with hands resting on knees, or standing in a natural 1st with arms either in 5th en bas or relaxed by sides.

1-2
1-6
7-12
1-6
7-12
1-24

Introduction – Hold the position
Lift right arm in front and lower in front – arm waves
Repeat with left arm
Repeat with both arms in front
Lift with both arms to the side and lower
Repeat all



Notes:

Emphasize the softness of elbows and wrists with the use of eye focus. Imagine butterflies or fairies on finger tips, having swan arms, etc.


3(b) – Arm Movements – Boys



Commence with feet in natural 1st and hands on hips with fingers forward.

1-6
1-3
4-6
1-6
1-12

Introduction – Hold the position
Open right arm to corner 1, palm upwards, head to follow line of arm
Return right hand to hip, head to front
Repeat to the left side
Repeat right and left again



Notes:

Emphasize the breadth of movement. Imagine presenting a diamond in the hand.