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Learning Objectives 

Students will: 

• Articulate French ballet terms. 
• Demonstrate five basic positions in ballet.
• Learn basic ballet steps.
• Choreograph a short sequence of ballet movements.

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

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Video

Websites

• Ballet Basics

Teacher Background

Teachers should familiarize themselves with Ballet Basics. If possible, consult with someone who speaks French to ensure proper pronunciation or use the audio feature in the resource for support. 

Student Prerequisites 

Students should be familiar with basic body movements. 

Accessibility Notes

Modify and adapt movements as needed. Allow extra time and space for dance movements.

Engage

1. Ask students what they already know about ballet. Engage students in a conversation about ballet and what they know about storytelling through music.

2. Explain to students that many of the dance steps and dance terms used in ballet come from the French language. Ballet began in Italy and was popularized in France by King Louis XIV. Louis loved ballet so much that he took dance lessons every day. He started the first school of ballet, and his ballet master, Pierre Beauchamp, created special steps for the king alone to perform.

Build

1. Tell students that they are going to learn a few basic ballet terms and the corresponding dance positions. There are in ballet from which all the other dance steps are derived. 

2. Share the resource, Ballet Basics. Have students research why ballet is unique, how it began, the role of the choreographer, and other facts. 

3. Have the class view the five positions as you, a student, or another teacher demonstrates, and go over the following definitions. Students can reference the video, , to deepen their understanding. 

First Position or Première (prehm-YAHR): In this position, the heels and knees are together, with the legs turned out from the hip’s, toes pointed out so that the feet make a V-shape. Ideally, the feet form a straight line, or a 180-degree angle. The arms are out and in front of the torso, forming a soft curve. The spine is straight, and the head, back, and pelvis are aligned.

Second Position or Second (se-GOHND): In this position, the legs are again turned out from the hips, but the feet are separated about shoulder length apart, still in a V-shape. Eventually, with practice, the feet may form a straight line. The arms are out to the sides and slightly rounded.

Third Position or Troisième (trwah-ZYEM): Keeping the legs turned out from the hips, the dancer crosses the front heel about halfway in front of the other foot, touching it at the middle. Either foot can be used. If the right foot is in front, the right arm is raised overhead in a semicircle. The left arm is extended out to the side. If the left foot is in front, then the left arm is overhead and the right arm is extended.

Fourth Position or Quatrième (kah-tree-EHM): With the legs still turned out from the hips, one foot is placed directly in front of the other, with the forward heel directly in front of the toe of the other foot. There is a space of about twelve inches between the feet. If the right foot is in front, the right arm is raised overhead in a semicircle.

Fifth Position or Cinquième (san-KYEM): With the legs turned out from the hips, the heel of the front foot is placed against the first joint of the other big toe. The arms are lifted and extended overhead into a soft circular shape.

4. Once students are familiar with the basic positions, introduce them to fundamental barre exercises and dance steps. Tell the students the names of some of the steps, as well as what they mean in French. 

5. Model the basic movement called a plié. Explain that plié means “to bend” in French and is the basic bending and stretching of the knee. 

6. Watch a dancer performing a plié from (Timestamp - 8:05-10:42). Note that the dancer begins and ends in first position.

7. Practice the movement along with you. Pliés are good warm-up exercises because they stretch all the muscles of the heel and leg.

Apply

1. Write the following ballet steps and translations on the board:

Changement: to change

Pas de chat: cat step

Battement: to beat

Grande jeté: large “throwing step”

2. Divide students into groups of two to research the terms and pronunciation of the terms using the . Distribute four index cards and have them draw a figure demonstrating what they believe the movement would look like on one side and create a definition for the movement on the other side. The drawing may be as simple as a stick figure with arrows or a series of pictures. 

3. Rehearse the movements together. Call out the French term and have students demonstrate the ballet movement. Facilitate through the room providing feedback. 

Reflect 

1. Assess students’ knowledge of basic ballet vocabulary through a sequence of choreographed movements. Students will choreograph a sequence of movements integrating 1-2 basic ballet positions and 1-2 basic ballet steps.