Dance: |
Special Needs Dance:
(movement classes for students with special needs) |
Movement Classes
Tuesday
3:45-4:15 Students in chairs
Tuesday
4:30-5:00 Students who are mobile |
3-4 Year Olds
Monday 2:30-3:15 Tap/Ballet
Thursday 5:15-6:00 Tap/Ballet
Friday 9:30-10:15 Tap/Ballet (3-5 Year Olds)
5-6 Year Olds
Monday 3:30-4:15 Tap/Ballet
Thursday 6:00-6:45 Tap/Ballet
Friday 9:30-10:15 Tap/Ballet (3-5 Year Olds)
Beginner Classes (0-3 years experience)
Monday 5:45-7:00 Combo (7-9 Year Olds) Monday 7:00-8:30 Combo (10 Year Olds and Up)
Intermediate Classes (3+ years experience)
Tuesday 5:30-6:30 Ballet/Modern/Jazz/Hip Hop
Tuesday 6:30-7:00 Tap (7 Year Olds and Up)
Advanced Classes (Invitation Only)
Monday 4:15-5:15 Pre-Pointe (additional Ballet required)
Tuesday 7:00-8:30 Jazz/Hip Hop
Thursday 6:45-7:15 Tap
Thursday 7:15-8:45 Ballet/Modern
Homeschool
Friday 9:30-10:15 Tap/Ballet (3-5 Year Olds)
Friday 10:15-10:45 Beginner Tap (6-11 Year Olds)
Friday 10:45-11:45 Ballet/Jazz (6-11 Year Olds)
Friday 11:45-12:15 Intermediate Tap (6-11 Year Olds)
**Combo classes include Tap, Jazz, Ballet, Hip Hop, & Modern
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***Class times subject to change
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Did You Know?
Young people who participate in the arts for at least three hours on three days each week through at least one full year are:
- 4 times more likely to be recognized for academic achievement
- 3 times more likely to be elected to class office within their schools
- 4 times more likely to participate in a math and science fair
- 3 times more likely to win an award for school attendance
- 4 times more likely to win an award for writing an essay or poem
Young artists, as compared with their peers, are likely to:
- Attend music, art, and dance classes nearly three times as frequently
- Participate in youth groups nearly four times as frequently
- Read for pleasure nearly twice as often
- Perform community service more than four times as often
("Living the Arts through Language + Learning: A Report on Community-based Youth Organizations," Shirley Brice Heath, Stanford University and Carnegie Foundation For the Advancement of Teaching, Americans for the Arts Monograph, November 1998)
The facts are that arts education...
1) makes a tremendous impact on the developmental growth of every child and has been proven to help level the "learning field" across socio-economic boundaries
(Involvement in the Arts and Success in Secondary School, James S. Catterall, The UCLA Imagination Project, Graduate School of Education & Information Studies, UCLA, Americans for the Arts Monograph, January 1998)
2) has a measurable impact on at-risk youth in deterring delinquent behavior and truancy problems while also increasing overall academic performance among those youth engaged in after school and summer arts programs targeted toward delinquency prevention
(YouthARTS Development Project, 1996, U.S. Department of Justice, National Endowment for the Arts, and Americans for the Arts)
Businesses understand that arts education...
builds a school climate of high expectation, discipline, and academic rigor that attracts businesses relocating to your community
strengthens student problem-solving and critical thinking skills, adding to overall academic achievement and school success
helps students develop a sense of craftsmanship, quality task performance, and goal-setting—skills needed to succeed in the classroom and beyond
can help troubled youth, providing an alternative to destructive behavior and another way for students to approach learning
provides another opportunity for parental, community, and business involvement with schools, including arts and humanities organizations
helps all students develop more appreciation and understanding of the world around them
helps students develop a positive work ethic and pride in a job well done
(Business Circle for Arts Education in Oklahoma, "Arts at the Core of Learning 1999 Initiative")
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