My SO is making her own syllabi for next season just as a guide to the instructors. She asked me to post on here what you would all add onto the syllabus to correctly inform the instructors of what is expected for each age level and section. If you guys could help me out and let me know what kinds of things you add into your syllabus that would be great!

We are making them for all classes and ages so I just need to know what areas you think are most important!

Thanks!

Its hard to give specific examples of what to include. I have been working on a ballet technique syllabus for my students and I started out by going through several ballet dictionaries to compile a list of specific steps and then went through and divided them into levels depending on what they have been learning, and depending on what I think they could be doing per age/level. I have never done this before, so our studio is using the first copy as a trial run and we will spend a few seasons polishing it by trial and error. I teach at a small casual studio, so I think this method is going to work well for us. Perhaps you can use a similar process to get a syllabus for all deciplines you teach.

I think that it is difficult to determine any specifics because what is done at one studio in a level may not be the same for all studios.

I would actually start out with the current teachers from the studio. Have the teachers make notes about each class that they do and what they are doing in it. Obviously it doesn't have to include every single step they have ever incorporated, but it might be a good starting point. Find out what each other is doing and when they are doing it, and then determine where is should be so that everyone is on the same page.

Does your SO want to know what steps people are doing at certain levels?

I think these are both good ideas. We are planning on putting specific steps that need to be mastered at this level before moving on but I was wondering what else you add....

...Do you all include class structures? For instance this class needs to have so and so minutes of barre, across the floor, center work. I guess she is just interested on what else to add to it other than steps that need to be mastered.

Sorry to be so vague!

For me, a good syllabus should include, in addition to what steps should be mastered, vocabulary, theory- including at least rudimentary music theory and history. I would also include expectations of classroom behavior, i.e. by level 1 adv. the student is able to enter the classroom and begin a personal warm-up. The level 1 adv. student is respectful of the instructor and fellow students. He/she is beginning to demonstrate an understanding of person space, yada, yada.

A good syllabus is not only for teachers, but helps when parents question class placement. If it is all laid out in black and white it is much easier to hold your ground.

I have been working on my syllabus for nearly 10 years. I started developing it when I taught for someone else and got it to where it worked for that studio. Now I am trying to modify it for my studio. I have my combo classes and class requirements set up differently and that affects my curriculum greatly.

Here is what each level's syllabus contains:
Class Name/Level (Ballet C1 - Children's 1)
Age range (I have 3 age groups, and levels divided within those)
Class description (One sentence that can be told to a parent about the class.

Prerequisites (classes they must have taken or be taking - must be in ballet to take jazz; and skills they must have mastered to be in the class.

Class Goals:
Quick description of technique goals - grasp the concept of spotting, balance on one foot, and maintain good posture at barre.

Steps and Terminology:
A list of skills and terms they should learn divided in groups based on the type of skill (barre work, center, turns, allegro)

This is a comprehensive list of ALL skills they should learn. For my younger groups it also specifies first or second semester for some skills.

Then I add any further notes (This is where I list where students should go after they complete the class).

Don't tighten up yourself too much. Every teacher needs some space too. Because students are different each year.
Sometimes they are good and you can go a bit faster, sometimes you just get a terrible group, like no concentration at all, and you have to slow down.
Some groups need more exercises for strenght and flexibility, others for expression and presentation.
But even when you have a great group, times get lost due to rehearsals and performances, sickness of teacher/students, weird planned holidays, or jubilee of the studio/city/SO/....
A plan for 3/4 of the year, with space to ad other things and respond to actuality, is better than a full program that can't be done completely.

I don't plan the classes for the teachers, or myself. I give a list of skills, terms, and technique elements to be mastered in the year. Most of it can be taught in the fall semester and corrected and reinforced in the spring. That way, as we rehearse for recital, we can still do technique, but not need to teach new steps.

One example of step/technique progress is this:
(Senior level classes for kids starting dance in 6th grade or higher)

First year - work on balance and placement for pirouette, by the end of year they should be attempting singles.

Second year - correct and perfect singles, start doubles by end of year

Third year - correct and perfect doubles, and start triples

If a group cannot accomplish the turns, but has all of the of other steps down, I will move them up a level; but it gives them a goal.