TENDU . . . close first . . . demi plie . . . repeat!
Students, clad in leggings and leotards, execute the steps with precision and grace.
But rather than lining a ballet barre at a dance studio, one student grips the railing of her patio at home. Another holds onto the fireplace mantel for balance. Others have transformed their living rooms and bedrooms into makeshift studio spaces – with the occasional pet darting across the room, or even ‘joining’ the class.
Amid the Covid-19 pandemic and nationwide lockdown period, professional dancer and qualified teacher, Carrie Nissiotis, from Dance Dynamics in Jeffreys Bay, has adapted her in-person classes to a virtual learning format – refusing to let her dedicated students’ hard work come to a halt.
Student range from three- to 70-year-olds – some of whom she has trained for twelve years.
Can’t stop the dance
The challenge: To give meaningful classes at home.
“Students – young and old – log onto an online platform and participate in a class in real time,” says Nissiotis, who teaches classical ballet (Royal Academy of Dance), modern and contemporary (AIDT), urban hip hop (AIDT) and pilates mat (specialising in pre-natal and total barre).
“Pre-recorded lessons for every grade are also uploaded, while workout plans are sent to those who cannot access the online classes. Furthermore, colouring and activity sheets are sent per email to students.”
To add some fun and keep students motivated, weekly challenges are added to the mix: students dress-up (for example aloha outfits), talk about their feelings and even pose/ dance with their pets. One such challenge is the Hope Vi-deo.
Nissiotis says, “The feeling of hopelessness during the national lockdown period is very real: children cannot go to school; they miss their friends and are losing out on experiences.
“The Hope Video is something small from our students to encourage other learners to always hold onto hope.
“The nature of spinning – as seen in the video – is one that connects dance with the feeling of joy, while the classical music connects to our emotions and soul.”
A fun online contest is planned for the dancers later this month, as well as a matric dance dress-up competition.
Success and not
According to Nissiotis, the online classes are successful, but they are also not.
“Dancing is a physically demanding trade and we need to assist the students face-to face. The classes, therefore, focus more on the connection with students, rather than on technical skills.
“Technology is also a huge struggle for teachers – especially not having the correct equipment or knowledge. And having to figure this all out while in lockdown . . . there have been many tears.”
What does she miss the most?
“Everything!” says Nissiotis. “I miss the face-to-face interactions with all my students – even the busy bodies and the moody teenagers.
“Some of my students, grade 12 learners, will conduct their advanced dance examinations later this year – a milestone they have worked extremely hard for over the past 15 years. Now, I cannot even see them. It is heart-breaking. My dan-cers are my children.”
There is always hope
She says that the fun part of the online classes is the ability to play.
“We let the students dress-up for class and show us their favourite toys. And even read together. We can see their various emotions and help them deal with it – even if it is online.
“To hear that what we are doing is making a real difference at home, is heart-warming.”
