Class Schedule
| TIME | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | SATURDAY | SUNDAY |
|---|---|---|---|---|---|---|---|
| 8:15 am | |||||||
| 9:00 am | TINY TUTUS A (Age 2/3) | ||||||
| 9:15 am | |||||||
| 9:45 am | TINY TUTUS A (Age 2/3) | ||||||
| 10:00 am | TINY TUTUS A (Age 2/3) | TINY TUTUS A (Age 2/3) *w/parent participation. | |||||
| 10:30 am | TINY TUTUS B (Age 4+) | ||||||
| 10:45 am | Advanced 1 Ballet | ||||||
| 11:15 am | PRE-PRIMARY BALLET | ||||||
| 12:15 am | TUTU-TIME (free!) | ||||||
| 1:00 PM | |||||||
| 3:45 pm | PRIMARY | GRADE 1 | JAZZ TECH 1/2 (Age 6 - teen) | TINY TUTUS B (Age 4) | PRE-PRIMARY BALLET | ||
| 4:30 pm | TUTU TECHNIQUE | JAZZ TECH 3/4 (Age 6-teen) | PRIMARY BALLET | GRADE 1 | |||
| 4:45 pm | GRADE 2 | ||||||
| 5:15 pm | TINY TUTUS A (Age 2/3) | GRADE 4 | |||||
| 5:30 pm | GRADE 2 | ||||||
| 5:45 pm | GRADE 4 | ||||||
| 6:00 pm | TAP LEVEL 1/2 (Age 6 - teen) | ||||||
| 6:15 pm | GRADE 3 | ||||||
| 6:30 pm | GRADE 3 | ||||||
| 6:45 pm | TAP LEVEL 3/4 (Age 6-teen) | ||||||
| 7:00 pm | |||||||
| 7:15 pm | ADULT BALLET | ||||||
| 7:30 pm | ADULT TAP | ||||||
| 7:45 pm |
EARLY CHILDHOOD DANCE CLASS PLACEMENT INFORMATION.
TINY TUTUS A.* Ages 2-3 (*w/ parent participation)
BALLET TAP COMBO
Fridays 10 am
Parents participate with the child in class , dancing with them and modeling how to be part of a preschool level dance class. Parents help their child learn how to line up and how to sit in circle time.Teacher & Parent introduces the child to the 3 reminders preschool system to learn the boundaries and consequences of social behavior in preschool dance class. Having the parent present allows the child to have the 1 on 1 they need for their maturity level without distracting the teacher from conducting the class with the other children.
_____________________________________________________________________
TINY TUTUS A Ages 2-3 (independent children)
BALLET TAP COMBO
Saturdays 9:45 am
Saturdays 9:00 am
Monday 10:00 am
Children in this class are independent and able to line up and stay in circletime. They are primarily 1st and 2nd time listeners (many have preschool experience). Children in this class do not require too much 1 on 1 beyond the dynamics of a group preschool dance class. Children here are very familiar with the 3 reminders preschool system delivered by someone other than their parent. Parents watch from the observation window but there is some flexibility with this for the first 2/3 weeks transition only. Children have the social flexibility to learn to relate to both their ballet teachers in their required 2 classes a week. Participation is still required of parents but at a minimum and only as needed for example: 1) parents are on rotation to volunteer in class for 10 minutes line duty when called. 2) Parents agree to be ready to come in at a moments notice when signaled by the teacher to talk to and shadow their child should they push the boundaries passed 3 reminders. 3) Parents who work well with the teacher and children may be invited to be a backstage Tutu Volunteer at recitals & Nutcracker.
_______________________________________________________________
TINY TUTUS B Ages 4 (independent children)
BALLET TAP COMBO
Thursdays 4:45 pm
Saturday 10:30 am
Children in Tiny Tutus B are learning a curriculum that requires that they meet all the requirements of Tiny Tutus A. These children for the most part are independent 4 year olds able to participate in a group class much like social and behavior requirements of Pre K or transitional K.
_____________________________________________________________________
3 REMINDER PRESCHOOL SYSTEM:
1) Sally please keep your hands to yourself.
2) Sally please keep your hands to yourself or I’ll have to ask your mommy to come in to tell you.
3) Sally this is my 3rd time asking you to keep your hands to yourself I’m going to have to go get your mom now so she can tell you, because you are not listening to me.
Mommy comes in: Sally you had 3 chances to listen to your teacher its time to sit on the sidelines with me and watch the class and your friends so you can learn what you need to do to be able to dance in this class. When we get home your consequences are……….… next week I know you will do a better job at listening to your teacher.
Consequence examples (every family uses their own unique consequences….
Examples: no ice-cream when they go home - no iPad for the day - take a nap - no special toy etc…
*Consequences create security in children because they feel safe knowing there is a responsible adult in control and able to set boundaries when they misbehave in typical childlike behavior. Do not give this control to your child you are the parent, see front office for early childhood flyer “my child doesn’t listen to me, I wonder why?”