The School offers carefully structured dance syllabi, aligned with the RAD (Royal Academy of Dancing) and ISTD (Imperial Society of Teachers of Dancing) education systems, giving the students the best possible education to equip them either for a career in the world of dance or for areas of study that require commitment and creativity.
Additionally DMR offers specially designed classes which apply both the classical and Theatre dance disciplines as well as concepts of BrainGym and Dalcorze to classes such as our Tots in Tutus, Funktastic and Fun Ballet
Style covered: Classical Ballet & Character Dance
Founded over 80 years ago, the Royal Academy of Dance is the largest, most influential dance teacher training and examining body for Classical Ballet in the world.Their teaching method is taught in over 70 countries in the world, setting high standards of dance training for over 250,000 students each year. An international network of examiners travels the world examining pupils in the Syllabus at every level. Apart from syllabus work the RAD also provides summer programs for dance students worldwide.
For older students the Royal Academy is top of its league in providing comprehensive dance teacher training, including dance teaching certification, and degree programs for ballet teachers.
EXAMINATIONS, MARKING and ASSESSMENT
There are two examination pathways- Graded and Vocational Exams and non-graded Presentation Classes. Students may begin the Graded pathway at Primary in Dance Level (aged 6-7 years) or Presentation Classes at Pre-Primary in Dance Level (aged 5-6 years). After Grade 5 they can either continue to Grade 8 and/or opt to follow the Vocational Graded syllabus.
Students undertaking Graded and Vocational Grade examinations receive a result form with marks as well as a certificate of completion. Presentation Class students receive a certificate of participation.
Style covered: Modern, Tap
The Imperial Society of Teachers of Dancing (ISTD) Is the world's leading dance examinations board. Formed in 1904 it is today a registered educational chairty and is the only organization that covers the full spectrum of dance examinations on a truly global scale.
The ISTD's chief objective is "to educate the public in the art of dancing in all its forms". To achieve this, the ISTD works in four main ways:
• to promote knowledge of dance
• to maintain and improve teaching standards
• to qualify, by examination, teachers of dancing in the ISTD's specialist techniques taught by our 10,000 members in schools of dancing throughout the world
• to provide, through its syllabi, techniques upon which to train dancers for the profession.
TAP: Apart from being an essential skill for the professional dancer, tap dance is one of the most enjoyable and rhythmic forms of recreational dance. The work of the Faculty reflects this by providing extensive syllabi for the amateur market in addition to the children's and professional syllabi.
The Faculty offers a series of examinations from Children's grades through to professional teaching qualifications. The grade and the major syllabi were revised in the 1980s to reflect the influence of American Tap on British Musical Theatre. In addition there are:
Medal Tests for children, students and the amateur adult. These are shorter exams designed to encourage good rhythm, style and technique
MODERN: Modern Theatre Dance defies a single permanent definition. This is largely due to its ability to adapt, develop and evolve with the changing fashion in dance. Through a carefully planned and well-tried examination syllabus, which combines modern dance, jazz and other dance styles, young people are trained to become disciplined and versatile dancers who have a professional attitude towards dance.
DANCE TEACHING SYSTEM
In the summer of 1979, Brian Foley, a well known Canadian choreographer, director and dance teacher, along with his wife Faye Foley, created a dance teacher's guideline for "tap" & "jazz".
The Foleys presented the dance guideline to a small group of dance studio teachers attending one of the annual Brian Foley Summer Schools for tap and jazz dancing. These teachers then taught the curriculum in their own studios for the following dance year. The teachers found the material innovative and challenging, yet fun and inspiring for their students as well as themselves. The ADAPT Syllabus was born!
In the fall of 1980, Brian and Faye, (Mr. and Mrs. Foley) were invited by teachers of two separate studios to evaluate their students who were working on the new and exciting material. These visits created an unforgettable dance experience for both students and their teachers. The ADAPT Examination process was born!
Dance teachers were excited to find a dance syllabus which helped create a strong, solid technical foundation, along with artistic expression. An up-to-date, current syllabus enhancing the highest standards of jazz and tap dance excellence in the dance teaching industry. ADAPT allowed students to better prepare if they were interested in joining the dance profession. Dance teachers quickly grew to love ADAPT. They were proud of the excellent standard of dance training ADAPT helped them to create.