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CLASSES

Stretches are an essential part of training in this form of dance. Not only stretching, but stretching correctly, can improve your performance now and extend your dancing life for years.

The kicks, leaps and poses involved in dance require extensive flexibility. Improving your flexibility not only leads to a greater range of motion for your muscles, it also relieves stress, improves your performance and even can help to alleviate injury. Stretching is also an important component in a warm up that readies your body for performance or practice.

TIDC Performance Teams (Junior and Senior) will be performing at various functions and events around Adelaide, some of these will be for charity and others will be for Professional Gigs ( with a very exciting one lined up for the Senior team in July).

To be part of this team you must firstly attend various classes at the studio and then you will either be selected from the work ethic you display at the studio or via the audition process. The auditions will be advertised at a later date.

We are looking forward to this exciting venture – which will also include all genre, singing and acting – as the team will need to run the whole show.

Turn to Ballet includes progressive stretch and age appropriate, conditioning exercises, to strengthen muscles, increase agility, control and power in dance combos. Our Monday night programme trains all relevant kicks, turns and jump techniques, that are both fun & students are driven to retain the work. Turn to Ballet aims to keep the dancer motivated to reach their full potential as a technical dancer.

Our ballet classes are designed to support committed dancers to excel. It is aimed to ensure that students understand how to use their muscles to develop sound technique, that will serve them well into their future.

Examination Technique work is to be taught in their grade classes. Students are encouraged to participate in these classes with strong focus on technique. Those considered ready will sit examinations, which are held at different times through the year, those still needing more confidence will be encouraged to take part in an assessment level, where they remain with class mates and still receive a medal and report just no grading. Exams are a fabulous way of assessing you child’s progress and giving them a goal to work toward. We are also pleased that our examinations in higher levels are recognized by the SACE board.

Requirements – leotard, ballet skirt, pink ballet stockings, ballet shoes, hair in bun.

The basis to all dance styles is Ballet, teaching core technique that all students should do if serious about dance. Students wishing to take their dance seriously and wanting to do classical exams must attend two classes a week to be eligible and must attend a classical class if wishing to take part in competitions (two per week to be eligible for the classical style troupes). This is under the AICD syllabus.

This is a program that is equally interesting, exciting and inspiring for both girls and boys.

We listened to our student’s interest, world trends and merged them into this course motivating children to put their desires, patience and engagement into this form of physical development.

A rich and interesting program of dance acrobatics influence the improvement of motor functions, such as strength, flexibility, agility, coordination, encourage the development of fitness and above all the development of proper posture and a sense of movement. In this program students develop abilities and skills that will in the future provide the ability to deal with any type of sports.

Introducing a class just for the boys, where they will learn different aspects of dance, covering jazz, tap and hip hop to name a few, in a fun and safe environment with the opportunity to perform.

Ready, Set… Class:

We would love your preschooler to experience the magic of our class. Below are details of where and when classes are available.

Ready, Set… Uniform:

There is a uniform that we are sure that you will love, but for your first class please come in comfortable clothes and shoes.

Ready, Set… You Tube:

We have our own You Tube channel so you can have a sneak peak into our class before you attend. Check out this link to see our ‘I love Dancing’ song which helps us achieve our three goals – Confidence, Creativity and Coordination!

Ready, Set… Begin:

We offer a trial class so you can see the magic of the program before you need to take any further steps signing up. Please let us know what day you would like to come for your first class and we will make sure the office is organised to greet you and introduce you to the class teacher.

Our preschoolers just LOVE….

  • Busting out their hip hop moves
  • Singing like a star
  • Joining the puppet show
  • Skipping along fairytale lane
  • Floating on their yoga cloud
  • Learning rhythm on our animal safari
  • Jumping in puddles with their tap shoes
  • Playing with our parachutes
  • Going bananas with all of our cool music tracks created by the top music producers from the Australian kids television industry

Musical theatre is a form of theatrical performance that combines songs, spoken dialogue, acting, and dance. At TIDC Performing Arts Studio we are passionate about Musical Theatre and have forged strong links with industry professionals over many years. We pride ourselves in understanding industry requirements and knowing a vast variety of experienced and generous practitioners ready to offer you help and advice whilst you are studying with us, and afterwards. Vocal technique, vocal stamina and development is a particular focus at the studios.

There are also opportunities to audition with the Adelaide Youth Theatre as well as mid year performances and End of Year

These are available in all genre and styles offered at the centre, including for competition work or just for fun or to improve technique or for a special event coming up, but all lessons must be organized through the principal of the studio and NOT personally with the teachers.

Requirements – uniform t-shirt and baggy pants, sneakers.

Fast becoming one of the most popular dance styles, Hip Hop and classes include choreography seen on most music videos taught to the most recent hits. A fun and enjoyable class that is great for someone who wants to learn to move but doesn’t want to get too “technical”. For those with more experience we will continue to learn hip hop routines in the eisteddfod classes.

We are pleased to offer SACE Dance with Natalie Linke [B.Ed, BA (Dance), TAE 40116] in partnership with Thebarton Senior College.

SACE Dance
SACE Dance is perfect for students wishing to be recognised for their skill in dance whilst at school, paving the pathway for their future studies in the arts.
• Students in academic years 10 and 11 qualify for Stage 1 Dance.
• Students in academic years 11 and 12 qualify for Stage 2 Dance

Credits
Stage 1 20-credits
Stage 2 20-credits

All courses look at the study of dance under the following three broad areas.
Understanding dance
Creating dance
Responding to dance.

STAGE 1 DANCE

SKILLS DEVELOPMENT (20%)
• Technique
• Dance terminology
• Composition tools and choreographic devices
• Safe Dance Practice

Task 1 (Term 1)
Reflect on the dance elements demonstrated in technique and performance.
Having researched safe dance practice and the dance technique of their chosen genre/s, students are to:
• analyse the development of their technical skills over a period of time
• reflect on improvements made and the impact this has on their technique and performance skills
• plan for future directions.
Students are encouraged to consider teacher feedback, peer feedback and self-analysis as part of their response. Analysis of video footage and photos for comparison is necessary for this task.

Task 2 (Term 4)
Using inspiration from the work of Garry Stewart as Artistic Director of the Australian Dance Theatre (ADT), students are to create a composition piece that reflects their understanding of his movement style and how research is vital to exploring a specific context. Students are to:
Document their research, choreographic process, movement development and presentation.
Provide a reflection on the choreographic devices used in the process undertaken to research and create their work and the success of the outcome.

Both skills development tasks should be up to 800 words if written or a maximum of 5 minutes if oral/multi-modal.

CREATIVE EXPLORATIONS (60%)
• Explore composition and movement manipulation through a range of tasks
• Learn a range of dance styles.
Task 3 (Term 2)
Students will choreograph a dance work for a solo, duo or small group.
Task 4 (Term 2) Task 5 (Term 3)
Students will perform in dance works of genres of choice at a mid year performance and term 3 performance

DANCE CONTEXTS (20%)
Students investigate dance practice and performance from specific cultures, historical periods, or traditions to analyze the function of dance in context.

Task 6 (Term 2)
Students will discuss how the work of Bangarra Dance Theatre educates audiences about traditional beliefs.

Task 7 (Term 4)
Garry Stewart established a movement culture that infused various genres and movement styles into his work. He also established a culture of collaborating with experts in a variety of fields to bring new possibilities to dance. Students will discuss his movement style and give 2 examples of his collaborations, referring to specific dance works in their answer.

Both investigations will be presented as a report which should be a maximum of 800 words if written, or a maximum of 5 minutes if oral or in multimodal form.
Contact Hours
1x weekly dance technique class
1x SACE class

Tuition
$190 once off enrolment paid to Thebarton Senior College
$2000 for the full year @ $500 per term cost

STAGE 2 DANCE

School Assessment (70%)
Assessment Type 1: Performance Portfolio (40%)

Students present a performance portfolio of one or more recorded full-length performance or production works for a live audience, totaling a maximum of 10 minutes.
• Students will develop, learn and refine performance works of up to a max of 10 min total duration.
• Students may perform in both small and/or large groups.
• Each student must perform in a solo, duo or trio of 1 min duration.
• The performances may be performed at differing location on differing dates and must be the recording of a live performance with the student wearing a number for identification purposes.

Assessment Type 2: Dance Contexts (30%)
This assessment type comprises two tasks:
1. Recording
The student creates an original choreographic work up to a total of 3 minutes in duration that is devised around a context created by the student. It is preferable that it is in the contemporary genre and the choreographer is not required to perform in their own work. It can be presented on stage or as a dance film.

2. Choreographic analysis
Having researched and explored a chosen context or contexts as a catalyst for the creation of their own self-devised dance works, students complete a choreographic analysis of their final product.
A choreographic analysis should demonstrate evidence of how research into a chosen dance context or contexts has informed artistic choices in the creation of the dance works. This should include analysing features such as the contextual significance, dance elements, structural devices, production elements, and dance skills of the dance.
Choreographic analyses to a maximum of 1000 words or 6 minutes multimodal equivalent

External assessment (30%)
Assessment Type 3: Skills Development Portfolio (30%).

Students independently select a focus area for improvement of their technique. This may include the documentation of processes and analysis of:
• technical skills development including safe dance practices
• possible strategies for developing and refining skills as a dancer
• self, peer, and teacher feedback about skills development as a dancer
• risk-taking and experimentation in refining movement.

The portfolio should be approximately 2000 words or 12 minutes multimodal equivalent. The portfolio must include some recorded or photographic evidence of the student’s development as a dance artist.

Contact Hours
1x weekly technique dance class
1x SACE class

Tuition
$190 once off enrolment paid to Thebarton Senior College
$2000 for the full year @ $500 per term.

TIDC Performing Arts Studio is thrilled to offer the Nationally Recognised CUA30120 Certificate III in Dance through partnership with EMPOWERDANCE PTY LTD (RTO CODE 40397).The course is designed for secondary school students looking to further their education and experience in Dance. This certificate course is the equivalent of a Stage 2 (Year 12) SACE subject. It can be used towards an ATAR and is worth up to 75 Stage 2 SACE Credits. Certificate III can be achieved over one year and is designed for dancers wishing to further their training, learn teaching methods, and work on projects in a team. The course will be delivered on Saturdays from 2-5 pm at our West Croydon Studio throughout terms 1-4. Please refer to our prospectus for more information.

>> Download Prospectus

In Eisteddfod classes, students learn routines specifically for eisteddfods and performances. A sense of commitment is essential as well as good team and work ethics. Extra lessons may be involved and details will follow.

These will be available in all styles through selected competitions through the year, certain criteria and standards apply to be eligible for the competition classes which are held separately to dance classes.

There are several criteria necessary before being able to take this class on, but will cover all aspects of training in all genre, and includes physiology, anatomy and psychology to name a few, all training teachers at the TIDC Performing Arts Studio are required to take this class. All others please phone the principal for an interview.

Requirements – uniform, black or tan elastic sided jazz shoes.

A Jazz Class starts with a warm-up, then technical work including kicks, leaps and turns are done from the corner, finishing the class with choreography. We have both technical classes and those for technique – those wishing to participate in competitions must attend the technique class also (from Under 10 upward only).

There will be several levels of this class on offer with an exciting ATOD syllabus in contemporary. Senior students are able to attend more classes. Contemporary is great for technique, has more freedom than ballet and is fantastic for expression and movement through music.

There will be several levels of this class on offer with an exciting ATOD syllabus in contemporary. Senior students are able to attend more classes. Contemporary is great for technique, has more freedom than ballet and is fantastic for expression and movement through music.

Tap dance is characterized by using the sounds of the tap shoes shoes striking the floor as a form of percussion. Tap focusses on the rhythm, musicality and style of performance.