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  Program Rules and Policies
  The CYC Dance Program features a variety of dance classes for youth. Ballet is the foundation of the program, and thus the majority of classes reflect opportunities for classical training. Tap, jazz, conditioning and hip-hop classes are also offered; these classes also teach selected standard classical techniques as part of their curriculum. CYC offers dance classes for boys and girls, pre-school through teenage students. CYC dance training includes a blend of Vaganova, Chechetti and Royal Academy of Dance backgrounds.

At the CYC our goal is to develop young individuals to grow in athletics, academics, and life. We recommend that our athletes take advantage of The CYC Academic Excellence (AE) program. This program is designed to augment our membersí current studies. Our instructors are on site Monday through Friday from 3:00 p.m. to 8:00 p.m. and will assist students with their educational needs.


Classes are held weekly in the Dance Room located in Building #1 (2241 Galaxy Ct). Please see the CYC Class Schedule for class times, days, ages, and focus. We ask that you have your son/daughter here on time for class; it is very disruptive to the class when students walk in late. Your son/daughter will not be able to participate in class if they arrive more than ten minutes late. If you know that your student will be late or absent from class, a parent or the student needs to call the CYC and leave a message for Head Instructor Katrena Cohea that they will be absent. If a student has more than 3 unexcused absences in a row, they will automatically be dropped from class.


We expect all of our students to follow these rules and procedures in order to maintain a safe and fun learning environment:

  • EYES watching
  • EARS listening
  • MOUTH quiet
  • HANDS to yourself
  • RESPECT others
  • DEMONSTRATE good sportsmanship
  • USE equipment correctly

Any student that has problems following the above rules and procedures will be subject to discipline, including:


Students should realize that the dance classroom is no different from a school classroom; they should treat their teachers and fellow students with the same respect that would be expected of them at school.Manners are a learned behavior and students are expected to practice their manners in class just as they practice their plies and tendus.

What to wear during practice

Street clothes are not appropriate for ballet or creative movement classes. Tights and leotards are recommended; hair must be pulled back. All female dancers in Creative Movement or Pre-Ballet classes should wear pink leotards; all female dancers beginning with Ballet 1 are expected to wear black leotards. Ballet shoes are recommended for dancers enrolled in any ballet class. Dancers in jazz classes may wear dance pants and tops, jazz shoes are optional. Dancers in hip-hop classes may wear street clothes they can move in and street shoes at the teacherís discretion. Boys enrolled in Boyís Dance should wear shorts and T-shirts, black ballet shoes are optional. Ballet III and up dancers should be in uniform at each technique class: pink tights, black leotard, and hair pulled back.

FOOTWEAR: Ballet shoes are required for the classes and performances. Please see the instructors for guidance on the purchase of proper shoes.

MARK ALL PERSONAL EQUIPMENT: Be sure to mark your personal belongings and equipment with your name and/or phone number. It's quite common for people to accidentally pick up someone else's personal property by mistake at the end of practice.


Spectators (parents, guardians, babysitters, etc.) are to remain outside of the dance classroom. There are windows into the room for viewing. Unfortunately the dance room is not very large and cannot accommodate students and spectators on a routine basis.

Class Promotion

Class promotion is by teacher discretion based on the dancersí proficiency in the required skills for each class. Factors determining promotion include age, maturity, class participation, understanding of the ballet terminology, and performance.


There are currently no competitions for the CYC Ballet Program; however there may be performance opportunities as the year progresses. See the instructor regarding performance opportunities.


Listed below are guidelines for classes and curriculum that are appropriate for the specified age groups. Please note that these are average ages and times that students will need to spend in each class before advancing to the next level. Students may be asked to move up or down in level based on their performance in their current class, and at teacher discretion. Proper class etiquette (see Rules under section B ii.) is expected of all students in all classes and levels. If students fail to illustrate this behavior they are subject to discipline, possible parent conference and may loose the privilege of advancing in level.

Creative Movement (4-5)

Movement and rhythm are explored in this class. Young dancers are introduced to some of the basic ballet steps through creative play and performance. This class is recommended for children who have never danced before being placed in a Pre-Ballet class at the teacherís discretion.

  1. Creative Movement Standard Skills:
  • Plies in first and second positions
  • Tendus and degages from parallel, and first positions
  • Pony gallops and skips
  • Spring points
  • Grand jetes
  • Chaine turns

The usual amount of time a student will need to master these skills is 8 months or more.

Pre-Ballet I (ages 4-5)

Pre-Ballet classes all have the same structure: emphasis is on musicality, flexibility, and understanding body alignment for dance. Students are introduced to the terminology and structure of a ballet class. Students are advanced by a teacher referral.

Pre-Ballet I Standard Skills:

  • Plies in first, second, and third positions
  • Tendus and degages from first and second positions
  • Port de bras (first, second, and third)
  • Reitere from parallel and first positions
  • Pique
  • En cloche
  • Grand battement from first position
  • Chasse
  • Balance in retire from first position
  • Sautes in first and second positions

The usual amount of time a student will need to master these skills is 8 months or more.

In addition to knowing the above skills, students learn and perform short combinations at the barre and show and understanding of spatial awareness and how to work with a group/partner.

Pre-Ballet II (ages 5-6)

This class is a continuation of the fundamentals set down in the Pre-Ballet I class. Students should have mastered the terminology set down in the Pre-Ballet I and continue to practice the skills above in addition to those listed below.

  • Tendus and degages from first, second, and third positions
  • Rond de jambs
  • Temps leves
  • Pirouettes from first position
  • Tonleves
  • Consistent awareness and application of hip turnout and placement

The usual amount of time a student will need to master these skills is 6 months or more.

Ballet I (ages 6-8)

Strength and balance are emphasized to get students ready for longer centre combinations while barre combinations become more intricate. Students will need to show and sustain correct posture throughout barre and centre and show and understanding of turnout.

Ballet I Standard Skills:

  • Plies and grand plies in first, second, third positions
  • Tendus and degages en coix from first, second, third positions
  • Balance in sous-sous
  • Adagio enchainment
  • First, Second, and Third arabesques
  • Pirouettes en de hors from third position
  • Petit allegro enchainment

At this level students should have had at least one year of training either in Pre-Ballet I, Pre-Ballet II, or a combination of the two.

Ballet II (ages 7-9)

Stretching and strengthening exercises are given along side a structured ballet class including a full barre and centre work. Proper body alignment and musicality becomes a central part of their training. By Ballet II students should show application of correct placement and turnout throughout class.

Ballet II Standard Skills:

  • Plies and grand plies in first, second, fourth positions
  • Tendus, degage, pique and grand battement en coix from third position
  • First, second, third, and fourth arabesques
  • Adagio enchainment
  • Pirouette enchainment
  • Petit allegro enchainment
  • Grand allegro enchainment

Students should have over one year of ballet training in order to advance and should be taking class twice a week.

Ballet III(ages 8-11)

Students focus on strengthening for pointe work. Dancers continue to learn longer and more intricate combinations while still concentrating on musicality and performance.

Ballet III Standard Skills:

  • Understand the use of port de bras and show individuality in it.
  • Perform series of strengthening exercises for the ankles.
  • Adagio enchainment showing first through fourth arabesques and attitudes en coix, en face, en ouvert and devlopes efface
  • Pirouette enchainment with multiple turns

Students should have close to two years of ballet training in order to advance. Pointe work will begin when students show satisfactory strength, maturity, dedication, technique, and proper body alignment. Students doing pointe work must take technique class at least twice a week. Taking technique class three times a week is highly recommended.

Ballet IV and up (ages 11-18)

Students are invited into this level at the instructors discretion or by audition only and after having shown satisfactory knowledge of techniques learned in Ballet I-III. Students continue to work on mastering body alignment, strong lines, correct turn out and port de bras while implementing more complex turns, jumps and presentation ability.

Tap (ages 7-10)

This is an introductory level class that establishes basic tap skills. As in all classes correct posture and body alignment are vital, as well as ankle and core strength.

Tap Standard Skills:

  • Brushes
  • Shuffles
  • Pull Backs
  • Flaps
  • Time Steps

The usual amount of time a student will need to master these skills is 12 months.

Beginning Jazz (5-6)

Students are introduced to the fundamentals of Jazz using games and props.

Beginning Jazz Standard Skills:

  • Perform jazz squares, grapevines, contractions leaps and chaine turns.
  • Show proper posture and placement.
  • Show sensitivity and awareness to music.
  • The usual amount of time a student will need to master these skills is 8 months or more.

Intermediate Jazz (7-10)

This class is a continuation of the fundamentals set down in Beginning Jazz. Students should show proper posture, placement and realize how it differs from ballet. Additional stretching and strengthening exercises are practiced along with more challenging technique.

Youth Jazz Standard Skills:

  • Understand the importance of placement in jazz and how it differs from ballet.
  • Perform jazz turns, leaps and jumps.
  • Have a good understanding of balance.

The usual amount of time a student will need to master these skills is 8 months or above.

Intermediate/Advanced Jazz (10-14)

Students continue mastering skills learned in beginning and intermediate jazz and learn more complex combinations and use more dynamic movements while exploring musicality and expression.

Hip-Hop (ages 12-18)

Jazz based Hip-Hop is the foundation of this class, but also explores street Hip-Hop, as well as improvisation and personal interpretation. Skill level is varied for students both with previous training, and for those without.

Boys Dance (4-9)

This class is specifically designed for boys. Boys explore ballet technique and creative movement with games and music geared just for boys. Stretches and strengthening exercises make for strong bodies. Older students in this class are encouraged to mentor younger students to build teamwork skills.

Boys Dance Standard Skills:

  • Show basic understanding of proper body placement.
  • Show the three major positions of the arms and legs (first, second, third)
  • Perform a basic pirouette, tour en líair, and first position arabesque.
  • Perform a series of push-ups and lunges.
  • Port de bras (first through fifth positions)
  • Petit and grand allegro enchainment

The usual amount of time a student will need to master these skills is about 1 year or more.

Conditioning (7-13)

This class is designed for dancers already in the dance program to ensure that they receive proper cardio, stretching and strengthening exercises that might be left out of the classes theyíre already taking.

Parent Involvement

Parent Conferences

Parent support is essential to the success of dance education. The Head Dance Coach or other Dance Program coaching staff may request a conference with the parent and student for the following reasons:

  • Opportunity for promotion to a more advanced dance class
  • Excessive behavioral problems
  • Promoting a dancer to pointe work will require a parent conference in order to inform parents of the dancerís responsibilities that go along with dancing en pointe.
  • Miscellaneous instructor concerns regarding a dancerís performance

Supporting CYC Dance

Parent volunteers play a vital role to the CYC Dance program.

  • Special Events The CYC Dance program holds various fundraisers, field trips, and performances throughout the year requiring volunteer help from parents. Parent Meetings will be held approximately three months before performances to assign volunteer duties.
  • Year Round Committees and Volunteers : The CYC Dance program needs parent volunteers year round to ensure the steady growth and development of the program. The Dance Program especially needs support in the areas of Outreach and Fundraising.
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