Colorado Ballet�s

Swan Lake

Dancer: Maria Mosina Photo by Allen Birnbach

A Study Guide for Students of All Ages Compiled by the Department of Education & Outreach

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Colorado Model Content Standards for Education Upon reading this guide and completing each of the suggested activities within it, students will have addressed each of the following standards. DANCE Students will understand and demonstrate dance skills. Students will understand and apply the principles of choreography. Students will create, communicate, and problem solve through dance. Students will understand and relate the role of dance in culture and history. Students will understand the relationships and connections between dance and other disciplines. GEOGRAPHY Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments. Students apply knowledge of people, places, and environments to understand the past and present and to plan for the future. HISTORY Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. Students understand that societies are diverse and have changed over time. MUSIC Students sing or play on instruments a varied repertoire of music, alone or with others. Students will create music. Students will listen to, analyze, evaluate, and describe music. Students will relate music to various historical and cultural traditions. PHYSICAL EDUCATION Students demonstrate competent skills in a variety of physical activities and sports. Students demonstrate competency in physical fitness. READING & WRITING Students read and understand a variety of materials. Students write and speak for a variety of purposes and audiences. Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. Students read and recognize literature as a record of human experience. THEATRE Students develop interpersonal skills and problem-solving capabilities through group interaction and artistic collaboration. Students understand and relate the role of theatre arts in culture and history. Students analyze and asses the characteristics, merits, and meanings of traditional and modern forms of dramatic expression. Students know and apply connections between theatre and other disciplines. VISUAL ARTS Students know and apply visual arts materials, tools, techniques, and processes.

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Table of Contents Synopsis of the Ballet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 The White Duck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Marius Petipa, Father of Classical Ballet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Ballet 101 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Peter Ilyich Tchaikovsky, Composer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Picture to Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Our 48th Season Goes Down in History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Odette/Odile: Opposites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Yeats� Swan Lake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 The Wild Swans at Coole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 More Pictures to Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Origami Swan Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Extra! Extra! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Essay/Art Contest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Three Inspiring Essays and Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 How to be a Good Theatre Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 The Education & Outreach Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Thank You! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..33 Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

This study guide is designed for educators to use as a resource in incorporating dance, in particular, a field trip to see Colorado Ballet�s production of Swan Lake, into their curriculum.

Please let us know if these materials are useful to you, of if there is anything further we can do to provide support for your efforts to integrate the arts into your core areas. Feedback is welcome any time. Please consider filling out the evaluation at the end of this guide, or contact Anne O�Connor, Director of Education & Outreach, at 303.339.1632 or education@coloradoballet.org. Thank you!

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Synopsis of the Ballet Act I: A meadow near the castle. Afternoon. Prince Siegfried has organized a hunting party to celebrate his twenty-first birthday. The peasants of the district have been given a holiday and have arranged a picnic which the Prince has promised to attend. The picnic is interrupted by the arrival of the Queen Mother, who reminds her son that it is his duty at his coming-of-age ball to choose a bride from one of six eligible princesses. As the day draws to a close, the peasants take their leave. The Prince, sad at the thought of his carefree youth slipping away, is roused out of his mood by Benno, who has sighted a flight of swans. The Prince, deciding the night is still to be enjoyed, orders pursuit, and the hunters leave.

Act II: Some hours later. By the lake. As Prince Siegfried enters the forest to hunt, he suddenly sees a magnificent swan in flight. He carefully takes aim, but, to his astonishment, the bird transforms into the most beautiful girl, and he withdraws into the trees to observe her. Unable to restrain his curiosity, he steps out, only to startle and frighten her. He assures her he will do no harm and asks her to explain the marvel he has just seen. Impressed by his gentleness, Odette unburdens the story of her plight. She tells him she is a Princess of high birth who fell under the spell of an evil sorcerer, and now her fate is to be a swan; only in hours of darkness may she assumer her human guise. Indeed, this very lake is filled with her mother�s tears. She tells him she is condemned for eternity, and only if a virgin youth swears eternal fidelity to her and marries her can she find release. Only then can the spell be broken. But, if he should forswear her, then she must remain a swan forever. At that moment, the sorcerer appears. The Prince in his passion reaches for his crossbow, but Odette immediately protects the sorcerer with her body, for she knows that if he is killed before the spell is broken, she too will die. The sorcerer disappears, and Odette slips away into the forest. Siegfried realizes his destiny is changed. Dawn approaches and Odette is compelled by the spell to her guise as a swan. Siegfried is left distraught.

Dancer: Maria Mosina Photo by Allen Birnbach Act III: The next night, the Great Hall. Guests from many royal houses assemble for the birthday ball, including six princesses and their retinues, whom the Queen Mother has chosen as eligible maidens for her son�s hand. The Queen Mother commands the entertainment to begin, then invites the princesses to dance. Prince Siegfried dances with each of the beautiful young maidens in turn. The Queen Mother urges Siegfried to make a decision, but, haunted by the memory of Odette, he refuses, to his mother�s consternation. A fanfare announces the arrival of the Baron Von Rothbart with his daughter Odile. Siegfried, who is dazzled by Odile�s beauty and seduced by her resemblance to Odette, declares his love and fidelity. Rothbart and Odile triumphantly reveal their deception, and Siegfried realizes he is the victim of an evil plot. He rushes into the night. Act IV: The lakeside. That night. The swan-maidens are anxious at the disappearance of Odette. She appears and tells of Rothbart�s treachery; before dawn, she intends to die. A great storm rages. Siegfried, bursting into the glade, discovers her and begs her forgiveness. As dawn approaches, Rothbart appears again as a sorcerer. Odette tells Siegfried she must kill herself, or she will forever be a swan. Siegfried, knowing that his destiny is forever changed, declares he will die with her, thus breaking the power of Rothbart. The lovers throw themselves into the lake. Rothbart is mortally struck and his power ended.

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The White Duck A Russian Fairy Tale Although the exact inspiration for Swan Lake�s libretto (or story) is unknown, tales featuring �bird-women� have been around for centuries. Some argue that the ballet is based on either �The Stolen Veil,� a story by German author Johann Karl August Musäus, or this one (original author unknown): There was once a prince who married a most beautiful princess, but they were only together for a short time when he was called away on a long journey. What was to be done? As the princess wept, the prince begged her to keep her chin up, and to promise that while he was away she would avoid strangers and keep herself tucked away in her rooms. As soon as the prince departed, she locked herself in her room. One day, an woman who seemed very kind came to visit the princess. �Why should you spend your days cooped up in your room?� she asked. �Why not go out into the garden for some fresh air?� At first, the princess would not hear of it, but she convinced herself that stepping outside just for a minute couldn�t hurt. Once outside, the princess came across a beautiful, cool stream. �It�s very hot today,� said the woman, �why don�t you go for a dip?� �No, I shouldn�t,� said the princess, but the water looked so refreshing that she decided to slip off her gown and step into the water. At that instant, the woman struck the princess on her back, saying, �Be a white duck and sit in the water!� and the princess was transformed into a white duck. Then the woman, who was really a witch, disguised herself as the princess. The prince soon came home from his journey, and the witch ran out to greet him, kissing him and welcoming him home. The prince was so overjoyed to return to his bride, he did not see the ruse. The white duck soon laid three eggs. When they hatched, two ruddy, hearty boys, and one small, sickly boy emerged. The duck-princess took care of her ducklings, and soon they were splashing about and frolicking in the lea. They became adventurous, and each day, despite warnings from their mother, the little ducks strayed further and further away from her as they played. One day, the ducklings wandered even farther than usual, and found themselves in the prince�s courtyard. The witch knew immediately who they were, and angrily plotted an evil scheme. She lured the ducklings inside, fed them and put them to bed, and ordered for kettles to be set to boiling and knives to be sharpened. The two strong ducklings fell right to sleep, but the tiny duckling saw through the witch, and stayed awake. In the middle of the night the witch crept to the door of the chamber and whispered, �Are you asleep, my little ones?� and Tiny called back: �We cannot sleep for thoughts that chill us; We dare not sleep, for they mean to kill us � Fires are being kindled, Kettles are being hung, Knives are being sharpened!� �They are not asleep!� The witch said to herself. She went away for a time and then crept back to the door of the chamber. �Are you asleep, my little ones?� she cried, but Tiny called back again: �We cannot sleep for thoughts that chill us; We dare not sleep, for they mean to kill us � Fires are being kindled, Kettles are being hung, Knives are being sharpened!�

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�Why is it the same voice that answers me?� the witch wondered. She opened the door quietly, and seeing that the two strong brothers were fast asleep, she waved her hand over them in a magic spell so that they would never wake. In the morning the white duck called to her children, but they did not reply, and she knew that something dreadful had happened. She flew to the prince�s castle, and there lay her three sons in the courtyard, all still and white. She rushed to them and called out in a human voice: �Quack, quack, my sons! Quack, quack my beloved ones! In want I reared you, With tears I suckled you, You slept � I lay sleepless; You ate � I went hungry!� Upon seeing this, the prince asked his wife, �Have you ever seen anything like it? The duck is speaking in a human voice!� �I don�t hear it,� said the witch. And, calling the servants, she ordered the duck to be driven out of the yard. They chased her away, but she circled around and returned to her sons� side, and cried out over them again: �Quack, quack, my sons! Quack, quack my beloved ones! The witch it was that put you to sleep. The witch it was with her wicked ways, For a snake she is and a deadly one� From you, she took your father own, Your father own and my own dear love; She drowned us all in the river swift, And turned us all into white-winged ducks, And she herself lives like a princess true! �Ah, can it be so?� marveled the prince, and he ordered the servants to catch the duck. She flew too quickly for them, but then the prince himself approached her and she came to him directly. He took her by the wing and said, �Stand before me, fair maid!� And the white duck returned to her human form as his true wife, the princess. The prince and princess caught a magpie, and tied vials of magic water to each of its wings. The bird flew over their sons, and they came back to life and began talking and laughing. The family was reunited, and lived happily ever after. The evil witch was banished from the castle, and no one ever saw or heard from her again. Discussion Questions and Suggested Activities: ♦Compare and contrast this story with Swan Lake. What is the same? What is different? ♦Make up a new ending for the closing act of Swan Lake. Write your version of the story, and then make it into a dance! ♦On a map, find France, where ballet started. Find Russia, where this story originated and where Tchaikovsky and Petipa worked together on the ballet. Find San Francisco, California, where the first full-length Swan Lake debuted in the United States.

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Marius Petipa, Father of Classical Ballet

Widely considered to be the �Father of Classical Ballet,� Marius Ivanovich Petipa is perhaps the most influential Ballet Master and choreographer of Classical ballet of all time. His works remain influential today, cited as inspiration to dancers and choreographers like the great George Balanchine. Born into a family of artists, Petipa was destined to perform. His mother was a drama teacher and a renowned tragic actress; his father, in young Marius� early years, was appointed Premier Danseur and Ballet Master at both the Grand-Theatre de Marseille and the Ballet du Theatre de la Monnaie in Brussels, where the family eventually settled, and where Jean would establish the Conservatiore de la Danse. Petipa began his ballet training under his father at the age of seven. Reluctant at first, he grew to enjoy performing, and displayed natural talent, debuting at nine as a Savoyard in his

father�s La Dansomani. When the Belgian Revolution encouraged the family�s evacuation to Bordeaux, Petipa�s father took the position of Maitre de Ballet at the Ballet of the Grand Theatre, where Marius continued his training. At 20, Marius was appointed Premier Danseur for Ballet de Nantes in Nantes, France, while his younger brother Lucien held that position at what is now known as the Paris Opera Ballet. Lucien partnered Carlotta Grisi in the first production of Giselle, which Marius would later revive with Jules Perrot. After achieving critical success by choreographing The Pharaoh�s Daughter, Petipa became Ballet Master of the Imperial Ballet Theatre in St. Petersburg, choosing Leon MInkus as his chief composer. Here, he began implementing a method of teaching ballet that would eventually be perfected by Agrippina Vaganova, a graduate of the Imperial Ballet School. Petipa reigned over the Imperial Ballet Theatre during its Golden Age, working with Imperial Theatre Director Ivan Vsevolzhsky in particular to produce spectacularly lavish ballets. When Vsevolozhsky commissioned Pyotr Tchaikovksy to compose the score for The Nutcracker, however, Petipa allowed his associate, Lev Ivanov, choreograph much of the action. Although it is said that Petipa was ill at this time, it is also suggested that he anticipated that the work would not be well received and wanted to separate himself from it. Petipa was cruelly forced from his position by changing times and a new Director, but continued to work until his death at age 92, including time restaging variations from his most famous works and revivals for the great ballerina Anna Pavlova.

�I can state that I created a ballet company of which everyone said � �St. Petersburg has the greatest ballet in

all Europe.� ♦ Try the positions of the feet and arms in ballet (Page 8). Make sure to stand tall and straight! ♦ Imagine you are traveling to St. Petersburg to see the premiere of Swan Lake. What is the weather like? What sort of food do they eat in Russia? How to you say words like hello, goodbye, please, thank you, yes, and no? Create a travel brochure. Don�t forget a map from your hotel to the theatre!

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Ballet 101: Positions of the Feet and Arms

1st. Heels

together, toes pointing in opposing directions, creating a

straight line.

2nd. Heels approximately

ten inches apart, toes pointing in opposing directions.

3rd. Feet parallel, heel of front foot touching

middle of back foot.

4th. Feet parallel, front foot

approximately eight inches in front of back

foot.

5th. Feet parallel, front and back foot touching at toes and heels.

Preparatory. Arms dropped, elbows slightly rounded so that the arm does not touch the body, hands close but not touching. 1st. Arms raised at the level of the diaphragm, elbows slightly bent, hands close but not touching. 2nd. Arms opened to the sides, shoulders not drawn back or raised, hands at the level of the elbow. 3rd. Arms raised above, but just in front of the head, elbows rounded, hands close but not touching. Hands should be visible without raising the head. A Note on Hands: In her Basic Principles of Classical Ballet, Agrippina Vaganova says, �The manner of holding the hands�is very difficult to describe�All fingers are grouped freely and they are soft in their joints; the thumb touches the middle finger; the wrist is not bent, but the hand continues the general curved line of the arm from the shoulder.�

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Ballet 101: Pointe Shoe FAQ What are pointe shoes made of? There are many different companies who produce pointe shoes, and therefore many ways of making them. However, contrary to popular belief, pointe shoes are not made of wood or metal. The area around a dancer�s toes is called the box, and is usually made out of a plaster-like material which is applied in several layers. A leather sole backs the shoe. How do dancers personalize their shoes? Each dancer sews her own ribbons onto her shoe, to place them according to her preference. Also, most dancers darn or even burn the edges of the box (or platform) to give themselves better balance and decrease slipping. To make the sole and box more flexible, dancers may bend the shoes, and bang them on the wall or floor.

Do they hurt? Yes and no. If a dancer is strong and trained well enough to dance en pointe, and has the proper shoe for her foot, pointework should not cause bleeding or disfigurement. However, dancing en pointe up to eight hours per day is bound to wear on a ballerina�s feet. Some dancers choose to put small lamb�s wool pads over their toes. The amount of pain a dancer endures also depends on the construction of the foot itself. For example, dancers with toes that are relatively equal in length have the advantage of more support. How long do they last? Pointe shoes break down very quickly with frequent use. A ballerina made need a new pair of pointe shoes after each performance of a full-length ballet. In fact, Evelyn Cisneros, former Prima Ballerina at San Francisco Ballet, says that at least three pairs are required to get through Swan Lake. It is possible that a professional dancer will need a new pair each week. How much do they cost? Since pointe shoes are painstakingly hand made and often imported, they can cost upwards of $90 per pair. When does a dancer begin dancing en pointe? It is important that a ballet student does not begin dancing en pointe too early, before the bones in her ankles have finished growing. Therefore, the age at which dancers begin pointework varies. However, it is usually around 11 years old. When did ballerinas begin dancing en pointe? Marie Taglioni is attributed with performing a full-length ballet en pointe for the first time, when her father created the role of La Sylphide for her in 1832. However, her shoe was most likely just a satin slipper with a leather sole, darned at the ends. Without a firm box for support, dancers from this period must have relied heavily on their strength, and suffered quite a bit. In some cases, wires were rigged onstage to carry ballerinas in a manner that resembled flight. The light, ethereal appearance of the ballerina en pointe effectively launched the Romantic Era of ballet.

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Pyotr Ilyitch Tchaikovsky, Composer

�Inspiration is a guest that does not willingly visit the lazy.�

Tchaikovsky is commonly regarded as one of the most significant

composers of the late Romantic Era. Although they often contain nationalistic references to traditional Russian musicianship, Tchaikovsky�s works were also startlingly Western for their time. The son of a mining engineer, Tchaikovsky began his piano training at the age of five. As his father advanced in his career, Tchaikovsky was given further opportunities to indulge his talent and interest in music, studying under the best teachers. The early 1850s saw his affinity grow for Italian composers such as Rossini, Bellini, and Donizetti, as well as the German Mozart. In 1854, at the age of 14, Tchaikovsky was inspired by Mozart to create a waltz in memory of his mother, who died of cholera.

Tchaikovsky continued his studies at the St. Petersburg Conservatory, where he consistently astonished his professors. He was invited to join the faculty after graduation, but found teaching too trying, suffering a breakdown that necessitated his retirement and relocation to Kiev with his sister. Although plagued by stage fright, Tchaikovsky became accustomed to conducting his works, including a notable performance of his Marche Solennelle on May 5, 1891 -- opening night of New York�s Carnegie Hall. The evening was the cornerstone of a wonderfully successful U. S. tour. Ironically, Tchaikovsky counted The Nutcracker, his third and last ballet, among his least favorite works. Commissioned by Ivan Vsevolohsky, Director of the Imperial Theatres of St. Petersburg, The Nutcracker was composed in response to the success of Tchiakovsky�s and Vsevolohsky�s previous project, 1889s Sleeping Beauty. Tchaikovsky died of cholera in the next year, just nine days after the debut of his Sixth Symphony, Pathetique, presumably after drinking unsanitary water. It is surmised that the Sixth Symphony was written as Tchaikovsky�s own Requiem, as it references excerpts from the Russian Orthodox Mass for the Dead.

�Truly there would be reason to go mad were it not for music.�

♦ Play Tchaikovsky�s Swan Lake score while students are playing, studying, reading, or writing. ♦ Ask students to write down how different excerpts of the score make them feel. ♦ Have students answer: If this music were a shape, what shape would it be? What color? What animal? Make their answers into movements, and link them into a dance. ♦ Have students compare the attributes of the score with the attributes of a lake.

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Our 48th season goes down in history� Provided by the Department of Education & Outreach

1590 ____ 1595. William Shakespeare writes A Midsummer Night�s Dream, probably for an aristocratic wedding 1800 1810 1816. German Romantic author E. T. A. Hoffmann pens The Nutcracker and the Mouse King 1820 1825. Felix Mendelssohn composes his overture to A Midsummer Night�s Dream at age 16 1830 1832-34. Frederic Chopin composes his �Butterfly� Etude, Op. 25, No. 9 1838. Robert Schumann completes the thirteen short piano works in his Scenes from Childhood 1840 1842. Felix Mendelssohn completes the incidental music for A Midsummer Night�s Dream 1845. French author Alexandre Dumas writes his adaptation The Tale of the Nutcracker 1850 1860 1866. Max Bruch composes his famous Violin Concerto No. 1 in G Minor, Op. 26 1870 1871. Pyotr Illyich Tchaikovsky composes a brief ballet for his niece and nephew � The Lake of the Swan 1877. Julius Reisinger�s The Lake of the Swans premieres at the Bolshoi Theatre in Moscow 1880 1890 1892. Marius Petipa�s The Nutcracker premieres at the Maryinski Theatre in St. Petersburg 1895. Marius Petipa�s revival of Swan Lake premieres at the Maryinski Theatre in St. Petersburg 1900 1910 1911. The All Star Imperial Russian Ballet tours America, performing excerpts from Swan Lake 1920 1930 1940 1940. The Ballets Russes de Monte Carlo present an abbreviated The Nutcracker in New York 1944. On Christmas Eve, San Francisco Ballet performs the first full-length The Nutcracker in the U. S. 1950 1954. New York City Ballet mounts George Balanchine�s The Nutcracker with a cast of 39 children 1960 1962. George Balanchine creates his A Midsummer Night�s Dream on New York City Ballet 1964. The Royal Ballet premieres Frederick Ashton�s The Dream 1970 1976. Les Ballets Trocadero debut Peter Anastos� Yes, Virginia, Another Piano Ballet on Broadway 1980 1986. Twyla Tharp Dance premieres her In the Upper Room 1987. American Ballet Theatre premieres Clark Tippet�s Bruch Violin Concerto in Orange County, CA 1990 1997. Christopher Wheeldon creates his A Midsummer Night�s Dream on Colorado Ballet 2000 2001. Christopher Wheeldon is promoted to Resident Choreographer at New York City Ballet 2006. Colorado Ballet premieres Jessica Lang�s From Foreign Lands and People 2009. Colorado Ballet presents Amy Siewart and Edwaard Liang world premieres 2010

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Odette/Odile: Opposites

Odile may look exactly like Odette, but she�s nothing like her! Look at the words listed below, and look

them up if necessary. Then, write a SYNONYM, or word that means the same thing, and an ANTONYM, or word that means the opposite, for each.

HOT SHARP

INNOCENT CANTAKAROUS

LOVE ENERGETIC

SIMPLE HARMONY BRAWNY

OPEN GREGARIOUS

CARELESS DROLL

DISCOMBOBULATED BRILLIANT

FAST S

_blazing, cold_________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Yeats� Swan Lake William Butler Yeats (1865-1939) was born in Dublin. His father was a lawyer and a well-known portrait painter. Yeats was educated in London and in Dublin, but he spent his summers in the west of Ireland in the family's summer house at Connaught. The young Yeats was very much part of the fin de siècle in London; at the same time he was active in societies that attempted an Irish literary revival. His first volume of verse appeared in 1887, but in his earlier period his dramatic production outweighed his poetry both in bulk and in import. Together with Lady Gregory he founded the Irish Theatre, which was to become the Abbey Theatre, and served as its chief playwright until the movement was joined by John Synge. His plays usually treat Irish legends; they also reflect his fascination with mysticism and spiritualism. The Countess Cathleen (1892), The Land of Heart's Desire (1894), Cathleen ni Houlihan (1902), The King's Threshold (1904), and Deirdre (1907) are among the best known.

After 1910, Yeats's dramatic art took a sharp turn toward a highly poetical, static, and esoteric style. His later plays were written for small audiences; they experiment with masks, dance, and music, and were profoundly influenced by the Japanese Noh plays. Although a convinced patriot, Yeats deplored the hatred and the bigotry of the Nationalist movement, and his poetry is full of moving protests against it. He was appointed to the Irish Senate in 1922. Yeats is one of the few writers whose greatest works were written after the award of the Nobel Prize. Whereas he received the Prize chiefly for his dramatic works, his significance today rests on his lyric achievement. His poetry, especially the volumes The Wild Swans at Coole (1919), Michael Robartes and the Dancer (1921), The Tower (1928), The Winding Stair and Other Poems (1933), and Last Poems and Plays (1940), made him one of the outstanding and most influential twentieth-century poets writing in English. His recurrent themes are the contrast of art and life, masks, cyclical theories of life (the symbol of the winding stairs), and the ideal of beauty and ceremony contrasting with the hubbub of modern life. From Nobel Lectures, Literature 1901-1967, Editor Horst Frenz, Elsevier Publishing Company, Amsterdam, 1969 "The Wild Swans at Coole," part of the 1919 collection of the same name, is one of Yeats's earliest and most moving testaments to the heart-ache of living in a time when "all's changed." (And when Yeats says "All's changed, changed utterly" in the fifteen years since he first saw the swans, he means it--the First World War and the Irish civil war both occurred during these years.) The simple narrative of the poem, recounting the poet's trips to the lake at Augusta Gregory's Coole Park residence to count the swans on the water, is given its solemn serenity by the beautiful nature imagery of the early stanzas, the plaintive tone of the poet, and the carefully constructed poetic stanza--the two trimeter lines, which give the poet an opportunity to utter short, heartfelt statements before a long silence ensured by the short line ("Their hearts have not grown old..."). The speaker, caught up in the gentle pain of personal memory, contrasts sharply with the swans, which are treated as symbols of the essential: their hearts have not grown old; they are still attended by passion and conquest. "The Wild Swans at Coole" is written in a very regular stanza form: five six-line stanzas, each written in a roughly iambic meter, with the first and third lines in tetrameter, the second, fourth, and sixth lines in trimeter, and the fifth line in pentameter. From www.sparknotes.com

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THE WILD SWANS AT COOLE (1919) The trees are in their autumn beauty, The woodland paths are dry, Under the October twilight the water Mirrors a still sky; Upon the brimming water among the stones Are nine and fifty swans. The nineteenth Autumn has come upon me Since I first made my count; I saw, before I well had finished, All suddenly mount And scatter wheeling in great broken rings Upon their clamorous wings. I have looked upon those brilliant creatures, And now my heart is sore. All�s changed since I, hearing at twilight, The first time on this shore, The bell-beat of their wings above my head, Trod with a lighter tread.

Unwearied still, lover by lover, They paddle in the cold, Companionable streams or climb the air; Their hearts have not grown old; Passion or conquest, wander where they will, Attend upon them still. But now they drift on the still water Mysterious, beautiful; Among what rushes will they build, By what lake�s edge or pool Delight men�s eyes, when I awake some day To find they have flown away?

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Origami Swan Instructions

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Extra, Extra! Just for fun! Here�s a �real� swan love story from ABC News�

Broken-Hearted Swan Looks for Love German Zoo Officials to Reunite an Unhappy Black Swan With Her Paddle-Boat Love By CHRISTEL KUCHARZ PASSAU, Germany, March 27, 2008

PASSAU, Germany, March 27, 2008 � The love affair was short-lived. Petra, the wild black swan who has become a minor celebrity, appears to be lonely after her mate, a white swan, has ditcher her for another. Zoo officials in Muenster, Germany, are going to reunite the animal with what appears to be the love of her life � a white paddle boat shaped like an oversized swan. Sound strange? Not really, when you listen to the zoo director, Joerg Adler. �We thought she was all set, when she and her new mate,

a white swan, were building a nest together,� said Adler. �But then her mate decided to fly off seeking the company of other black swans. She�s swimming around in an agitated state ever since he ditched her, and we got to calm her down.� What�s happening now may be the end of a long story that began in Spring 2006, when Petra fell head over heels for a swan-shaped paddle boat out on Lake Aasee, located near the zoo in the city of Muenster. She would not let the boat out of her sight, and over the following months became so attached to it that she refused to mingle with other swans. Eventually, by the end of fall, the boat had to be removed from the lake, but the boat owner did not have the heart to separate the two. Zoo director Adler decided to let Petra stay with it, taking both bird and boat into the city�s zoo for the winter. The project was financed by local residents for whom Petra has become a bit of a celebrity. Wildlife experts had been hoping she would lose interest in the boat when she got to know other black swans living in the zoo, but Petra always kept close to it and sometimes even nestled in the hollow area underneath it. The odd couple became a media attraction, and camera crews from all over the world came to Muenster to report on Petra and �her paddle boat lover.� It wasn�t until a week ago that Petra apparently ditched the boat for a real-life white swan living at the zoo, who seemed interested in her company. Was it possible that true love was on its way? They spent days together making a nest, making the zoo officials believe this was the real thing. Eventually, the boat was returned to its owner at Lake Aasee and everything seemed just fine, until the white swan apparently lost interest in Petra. He simply flew off and is now seen spending time with a group of other birds at the zoo. �We thought they�d be happy together, going to live a long and happy life, but unfortunately the romance only lasted a few days, � the zoo director told ABC news. �Normally swans choose a partner for life but for some reason, that does not seem to work with Petra.� �She now appears to be lonely and seems very upset. We�re going to take her back to the lake tomorrow, and we�re hoping reuniting her with the boat will make her feel good again.�

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Swan Lake Essay/Art Contest Entry Cover Page

Please attach this completed form to each entry.

Student Name: ____________________________________________________________________ Grade Level/Age: __________________________________________________________________ Address: _________________________________________________________________________ City, State, Zip Code: _______________________________________________________________ Home Phone Number: ______________________________________________________________ E-mail: __________________________________________________________________________ Sponsoring Teacher: _______________________________________________________________ School: __________________________________________________________________________ School Address: ___________________________________________________________________ City, State, Zip Code: _______________________________________________________________ School Phone Number: _____________________________________________________________ School Fax: ______________________________________________________________________

I certify that this student is submitting original work.

_________________________________________________ Teacher�s Signature and Date

Deadline: Friday, October 24, 2008

Mail to:

Colorado Ballet c/o Anne O�Connor

1278 Lincoln St. Denver, CO 80203

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Swan Lake Essay/Art Contest Read the three inspiring essays following this page, and follow the directions for composing an essay addressing one of the following questions

OR

Draw and color a picture inspired by your favorite scene from the ballet. On a separate piece of paper explain your favorite scene and what you liked about it. (Essay contest length requirements do NOT apply)

1. Swan Lake is considered to be one of the greatest Classical ballets of all time, and has been being performed for over 130 years. Why is it important to keep this tradition alive? How does seeing classical forms of art, dance, and music help us create and appreciate new things?

2. If you have to live as an animal by day, which animal would you choose to be? Why? What would be fun about it? What would be difficult? Be sure to consider how you would eat, where you would sleep, etc.

Contest Rules

Eligibility: All public, private, and homeschool students who attend the Swan Lake Student Matinee on Friday, October 10 at 10:30AM are eligible to enter. One entry per student, please. Guidelines: Participants should do their best to use correct spelling and grammar. Word processed and handwritten submissions will be accepted; handwritten entries must be neat and legible. Entries without a completed cover sheet will not be considered. The student�s name and school should appear only on the cover sheet, not on his/her essay. All entries are property of Colorado Ballet�s Education and Outreach Department.

Length Requirements: 1st-5th grade: 100-150 words 6th-8th grade: 250-300 words

9th-12th grade: 400-500 words Deadline and Submission: Entries, with completed cover sheets, must be received by noon (12PM) on Friday, October 24. Mail to:

Colorado Ballet Attn: Anne O�Connor

1278 Lincoln St. Denver, CO 80203

Winners and Prizes: Winners will be announced via email and on our website on Friday, November

7, 2008. The winning authors will each receive a certificate of achievement, a gift card from Barnes and Noble,

and various other prizes. Each winning essay will be posted on our website at www.coloradoballet.org.

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Don�t Judge Me by My Tights Being a male dancer means battling many stereotypes. But the rewards of my job are limitless.

March 17, 2008 By Sascha Radetsky Photo by Nathan Perkel for Newsweek My business attire is a pair of tights. All right, there it is. I wear makeup onstage, and some of my colleagues are gay. Can we move on now? Can we leave behind the tired male-ballet-dancer stigma�that ballet is not a masculine pursuit�in order to move toward an appreciation of the athleticism and artistry involved in this line of work? On an average day at the job, I handle lithe, lovely women, engage in duels and delight in the experience of an exotic locale. I move like a gymnast or martial artist and embody the vilest of pimps or the most chivalrous and passionate of lovers. I constantly expand the borders of my physical capabilities, and I hone my mind to a quick-learning, focused edge. Come 8 p.m., I'll fuse dynamic movement and storytelling with the grandeur of a full live orchestra. Yes, I'm proud of my profession. Yet I find myself slightly guarded when I tell people what I do. Like some sort of incurable blight, the male-dancer stereotype has

taken root and metastasized in our cultural consciousness. Pioneers like Baryshnikov or Nureyev might have opened some minds, but their days have long passed, and despite the noble efforts of a handful of current ballet leaders to expose fresh audiences to our art form, a whole new generation looks at male dancing with skewed vision. Some of my peers are foreigners; in many other countries male dancers are held in higher esteem. I studied in Russia for a year and always marveled at the way Russians celebrated their artists, whether their medium was dance, music or the written word. But I'm American, and I want to live in my own country, as a dancer, with some respect. The most irritating aspect of the male-dancer stereotype is the underlying insinuation that we in some way lack strength of character or a courageous spirit. Male and female, all dancers undergo strenuous training from a very young age, and constantly wrestle with injuries and fatigue. But male dancers must possess a special type of will and fortitude if they are to become professionals, for, like fish swimming upstream, we have to fight through the current of thinly veiled contempt that much of society harbors for our chosen path. In our culture, girls are encouraged to take ballet; boys receive no such endorsement, except of course from ballet teachers or exceptionally supportive parents. The boy who perseveres in dance must have a genuine hunger for it, must be uniquely motivated and dedicated, and must develop a truly thick skin. I started taking ballet when I was 5. My open-minded parents thought it was a good way to channel my rambunctious behavior. A few years later I was hooked. I loved the physicality and, of course, the girls, but I also learned that not everyone recognized the value of dance the way I did. I don't remember the first fight I got into for being a kid who took ballet, but I remember fighting a lot before I

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realized that maybe I should keep my extracurricular activities to myself. But ballet was rewarding enough to be worth a fat lip or a black eye, and I emerged from my years of dance training more focused than ever. My background is not unusual among my American colleagues�they share similar stories of discouragement, harassment and even violence. But these experiences served to harden resolve and develop courage, and I know I can always count on several of my dancer buddies for steadfast support�they got my back! Ironically, the stereotype of the sissy male dancer has given rise to a male dancer who is anything but. It's frustrating that I feel obliged to extol the virtues and describe the rigors of my profession. I'd just like to make it known that the path of the male dancer isn't necessarily easy�as with any truly worthwhile endeavor�but the rewards can be limitless. I feel lucky to have discovered a vocation that has allowed me to glimpse the great depth of human potential, both physical and mental, and has given me the opportunity to bring joy to so many people in so many places. I feel there is honor in the arts, in the world of dance, in the realm of male ballet dancing. Exposure to ballet is all that is needed to open minds, for the combination of athletic movement, ardent drama and beautiful music can instill a profound appreciation in an audience. But for you out there who still feel compelled to malign male dancers with half-truths and petty stereotypes, well, maybe we need to step outside. I'll leave my tights on.

Sacha Radetsky, ABT Soloist Born in Santa Cruz, California, Radetsky began his ballet studies in the San Francisco Bay Area with Damara Bennett and Ayako Takahashi. At the age of 15, he was invited to study in Moscow at the Bolshoi Academy under world-renowned men�s teacher Pytor Pestov. After a year in Russia, he studied on scholarship at the Kirov Academy in Washington, D. C. under Rudolph Kharatian and Andrei Garbouz. He toured with the Kirov Ballet throughout the United States and internationally. He also studied on scholarship at the summer programs of the School of American Ballet, American Ballet Theatre�s School of Classical Ballet with Mikhail Baryshnikov, the San Francisco Ballet School and the Bolshoi Ballet Academy in Vail, Colorado.

Radetsky joined American Ballet Theatre as an apprentice in 1995, became a member of the corps de ballet in 1996 and a soloist in 2003. His repertoire includes Lankendem and Birbanto in Le Corsaire, Benno and von Rothbart in Swan Lake, Act III, Espada and the lead gypsy in Don Quixote, the Head Fakir in La Bayadère, Bluebird in The Sleeping Beauty, Hilarion and the peasant pas de deux in Giselle, Orion in Sylvia, Cavalier and the Nutcracker-Prince in The Nutcracker, Petrouchka in Petrouchka, Bernard in Raymonda, Tybalt and Benvolio in Romeo and Juliet, the Head Fakir in La Bayadère, Hortensio in The Taming of the Shrew, the second sailor in Fancy Free, the Champion Roper in Rodeo, the Warrior Chieftain in Polovtsian Dances from Prince Igor, the third movement in Bruch Violin Concerto No. 1, the fourth movement in Symphony in C, the pas de deux in Jabula, the �Guitar� pas de deux from Within You Without You: A Tribute to George Harrison, and many others. He has danced the works of acclaimed choreographers such as Balanchine, Morris, Taylor, Lubovitch, MacMillan, Tharp, Tudor, Cranko, de Mille, Elo, Robbins, Reinking, Wheeldon and Kylian. He is an original member of the troupe �Stiefel and Stars� and has been a frequent guest performer and teacher will ballet companies across the United States and abroad. In 2000, Radetsky starred as Charlie in the movie Center Stage as well as in pop singer Mandy Moore�s music video "I Wanna Be With You" from the Center Stage soundtrack. He has appeared in numerous television and print commercials as well as starring roles in the PBS movie Home at Last and in the NBC television series Midnight Caller.

From www.abt.org

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To Thine Own Self Be True

Contributed by Judith Jamison As heard on NPR�s All Things Considered, April 2, 2007 Listen at www.thisibelieve.org I believe that there is sanctity in the fact that we are only on this earth for a short period of time. And I believe that with that time we better be doing something good. That was the last thing my father said before he died: �Be good.� That was it. In my life and work, I've found that honesty comes with goodness. My mother used to say, and she was quoting Shakespeare, �This above all, to thine own self be true.� In the rehearsal studio, I strive to be as true to myself as I possibly can. For me, the studio is hallowed ground, where the realities of self and spirit are revealed. There is a sense that I am breathing rarified air, special and pure, like on Mount Everest. And in the studio, on this higher ground, we are unified in purpose. Everyone in the room is vulnerable. I've been a dancer. I've been a choreographer. I know what it's like on both sides. The dancer surrenders to the choreographer, and the choreographer to the dancer. We shed layers of needless emotions. The camouflage disappears to reveal the innocence and honesty of the child within us all. And, in each others' arms, when the dancer

and choreographer surrender together, anything is possible. A dancer can have all the right physical moves, but that doesn't mean they�ll knock your socks off. They have to find their truth in what they want to say and show us who they are as a person. Once I had a dancer who was a beautiful dancer with a gorgeous body. But I couldn't get him to express himself. He had to go further. He had to tell me his journey, his emotional center, but he wouldn't. One time we were in rehearsal. He had a five-minute solo. He did it once. He was breathing hard. I said, �Do it again.� The second time he was so exhausted he had no choice: He had to go deeper. He was honest. He arrived. It was exquisite. As dancers, we need to bring our life experiences to the stage. We don't just want to thrill an audience with how many turns we can do or how high we can jump or raise our legs. Plenty of people can do that with practice. We need to share our truth. When a performance stands out, it's not just the arms and legs that stay in your mind. What you remember is the feeling you get from the performance, and that feeling comes from the dancer's expression of self. A good performance on stage should take the audience on a journey where they learn something about themselves. It�s about all of us. It�s about reaching for perfection and, most of all, it�s about honesty. I believe that to "be good," as my father instructed, we must be true to ourselves.

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Judith Jamison, Alvin Ailey Artistic Director Judith Jamison was appointed Artistic Director of Alvin Ailey American Dance Theater in December 1989 at the request of her mentor, Alvin Ailey, who personally chose her to succeed him before his untimely death. A native of Philadelphia, she studied with Marion Cuyjet, was discovered by Agnes de Mille and made her New York debut with American Ballet Theatre in 1964. She became a member of the Alvin Ailey American Dance Theater in 1965 and danced with the company for 15 years to great acclaim. Recognizing her extraordinary talent, Mr. Ailey created some of his most enduring roles for her, most notably the tour de force solo, Cry.

As a highly regarded choreographer, Ms. Jamison has created works for many companies. Her most recent ballet, Reminiscin�, was inspired by great female jazz artists and Edward Hopper�s famous painting Nighthawks. Love Stories, with additional choreography by Robert Battle and Rennie Harris, was created in 2004. In 2002, HERE . . .NOW. was commissioned for the Cultural Olympiad in Salt Lake City. She choreographed Double Exposure for the Lincoln Center Festival in July 2000. Divining (1984), Rift (1991), Riverside (1995), Sweet Release (1996), Echo: Far From Home (1998) and Hymn (1993), her stirring tribute to Mr. Ailey, are other major works she has choreographed for the Company. Ms. Jamison is an author whose autobiography, Dancing Spirit, was edited by Jacqueline Kennedy Onassis and published by Doubleday in 1993. She is the recipient of many awards and honorary degrees, including a prime time Emmy Award and an American Choreography Award for Outstanding Choreography in the PBS "Great Performances: Dance In America" special, A Hymn for Alvin Ailey, and an honorary doctorate from Howard University. In December 1999, Ms. Jamison was presented with the Kennedy Center Honor, recognizing her lifetime contributions to American culture through the performing arts. In 2001, she received the Algur H. Meadows Award from Southern Methodist University and was presented with a National Medal of Arts, the most prestigious award presented to artists in the United States. In 2003, she received the �Making a Difference� Award by the NAACP ACT-SO. In 2004, Ms. Jamison received the Paul Robeson award from the Actors� Equity Association in recognition of her outstanding contribution to the performing arts and commitment to the right of all people to live in dignity and peace. Today, Judith Jamison presides over a renewed Ailey organization, artistically and fiscally invigorated. Her presence has been a catalyst, propelling the organization in new directions � the development of the Women's Choreography Initiative; performances at the 1996 Atlanta Olympic Games and the 2002 Cultural Olympiad in Salt Lake City where she carried the Olympic torch during the replay prior to the opening ceremonies; and two unprecedented engagements in South Africa. Most recently, she led the Company to historic performances at the 2005 White Nights Festival in St. Petersburg, Russia and the 2006 Les étés de la danse de Paris festival in Paris, France. Ms. Jamison has continued Mr. Ailey's practice of showcasing the talents of emerging choreographers from within the ranks of the Company. As Artistic Director of The Ailey School, official school of the Alvin Ailey American Dance Theater, she has helped to implement a multicultural curriculum including the dances of West Africa and South India. She is an advocate for education in the arts and was a guiding force in establishing the B.F.A. program with The Ailey School and Fordham University, which offers a unique combination of world-class dance training and a superior liberal arts education. Following the tradition of Alvin Ailey, Ms. Jamison is dedicated to asserting the prominence of the arts in our culture, spearheading initiatives to bring dance into the community and programs that introduce children to the arts. She remains committed to promoting the significance of the Ailey legacy--dance as a medium for honoring the past, celebrating the present and fearlessly reaching into the future. From www.alvinailey.org

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An Athlete of God

Contributed by Martha Graham As featured on the 1950�s radio program This I Believe Listed at www.thisibelieve.org I believe that we learn by practice. Whether it means to learn to dance by practicing dancing, or to learn to live by practicing living, the principles are the same. In each, it is the performance of a dedicated, precise set of acts, physical or intellectual, from which come shape of achievement, the sense of one�s being, the satisfaction of spirit. One becomes in some area an athlete of God. Practice means to perform over and over again, in the face of all obstacles, some act of vision, of faith, of desire. Practice is a means of inviting the perfection desired. I think the reason dance has held such an ageless magic for the world is that it has been the symbol of the

performance of living. Many times, I here the phrase, �the dance of life.� It is close to me for a very simple and understandable reason. The instrument through which the dance speaks is also the instrument through which life is lived: the human body. It is the instrument by which all the primaries of experience are made manifest. It holds in its memory all matters of life and death and love. Dancing appears glamorous, easy, delightful. But the path to the paradise of that achievement is not easier than any other. There is fatigue so great that the body cries even in its sleep. There are times of complete frustration. There are daily small deaths. Then, I need all the comfort that practice has stored in my memory and the tenacity of faith. But it must be the kind of faith that Abraham had, wherein he �staggered not at the promise of God through unbelief.� It takes about 10 years to make a mature dancer. The training is twofold. There is the study and practice of the craft in order to strengthen the muscular structure of the body. The body is shaped, disciplined, honored, and in time, trusted. The movement becomes clean, precise, eloquent, truthful. Movement never lies. It is a barometer telling the state of the soul�s weather to all who can read it. This might be called the law of the dancer�s life, the law which governs its outer aspects. Then, there is the cultivation of the being. It is through this that the legends of the soul�s journey are retold with all their gaiety and their tragedy and the bitterness and sweetness of living. It is at this point that the sweep of life catches up the mere personality of the performer, and while the individual�the undivided one�becomes greater, the personal becomes less personal. And there is grace. I mean the grace resulting from faith�faith in life, in love, in people, in the act of dancing. All this is necessary to any performance in life which is magnetic, powerful, rich in meaning. In a dancer there is a reverence for such forgotten things as the miracle of the small beautiful bones and their delicate strength. In a thinker there is a reverence for the beauty of the alert and directed and lucid mind. In all of us who perform, there is an awareness of the smile, which is part of the equipment, or gift, of the acrobat. We have all walked the high wire of circumstance at times. We recognize the gravity of pull of the Earth as he does. The smile is there because he is practicing living at that instant of danger. He does not choose to fall.

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Martha Graham, a Founder of Modern Dance Martha Graham is recognized as a primal artistic force of the 20th Century alongside Picasso, Stravinsky, James Joyce, and Frank Lloyd Wright. In 1998 TIME Magazine named Martha Graham as the "Dancer of the Century," and People Magazine named her among the female "Icons of the Century." As a choreographer, she was as prolific as she was complex. She created 181 ballets and a dance technique that has been compared to ballet in its scope and magnitude. Many of the great modern and ballet choreographers have studied the

Martha Graham Technique or have been members of her company. In 1926, Martha Graham founded her dance company and school, living and working out of a tiny Carnegie Hall studio in midtown Manhattan. In developing her technique, Martha Graham experimented endlessly with basic human movement, beginning with the most elemental movements of contraction and release. Using these principles as the foundation for her technique, she built a vocabulary of movement that would "increase the emotional activity of the dancer's body." Martha Graham's dancing and choreography exposed the depths of human emotion through movements that were sharp, angular, jagged, and direct. The dance world was forever altered by Martha Graham's vision, which has been and continues to be a source of inspiration for generations of dance and theatre artists. Martha Graham's ballets were inspired by a wide variety of sources, including modern painting, the American frontier, religious ceremonies of Native Americans, and Greek mythology. Many of her most important roles portray great women of history and mythology: Clytemnestra, Jocasta, Medea, Phaedra, Joan of Arc, and Emily Dickinson. As an artist, Martha Graham conceived each new work in its entirety � dance, costumes, and music. During her 70 years of creating dances, Martha Graham collaborated with such artists as sculptor Isamu Noguchi; actor and director John Houseman; fashion designers Halston, Donna Karan and Calvin Klein; and renowned composers including Aaron Copland, Louis Horst (her mentor), Samuel Barber, William Schuman, Carlos Surinach, Norman Dello Joio, and Gian Carlo Menotti. Her company was the training ground for many future modern choreographers, including Merce Cunningham, Paul Taylor, and Twyla Tharp. She created roles for classical ballet stars such as Margot Fonteyn, Rudolf Nureyev, and Mikhail Baryshnikov, welcoming them as guests into her company. In charge of movement and dance at The Neighborhood Playhouse, she taught actors including Bette Davis, Kirk Douglas, Madonna, Liza Minnelli, Gregory Peck, Tony Randall, Anne Jackson, and Joanne Woodward how to use the body as an expressive instrument. Her uniquely American vision and creative genius earned her numerous honors and awards such as the Laurel Leaf of the American Composers Alliance in 1959 for her service to music. Her colleagues in theater, the members of the International Alliance of Theatrical Stage Employees Local One, voted her the recipient of the 1986 Local One Centennial Award for Dance, not to be awarded for another 100 years. In 1976, President Gerald R. Ford bestowed upon Martha Graham the United States' highest civilian honor, the Medal of Freedom, and declared her a "national treasure," making her the first dancer and choreographer to receive this honor. Another Presidential honor was awarded Martha Graham in 1985 when President Ronald Reagan designated her among the first recipients of the United States National Medal of Arts. From www.marthagraham.org

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How to be a Good Theatre Audience Unlike actors on your television, performers on the stage are aware of their audience and want very much to communicate their art to you, and feel your appreciation in return. By the time you arrive at a theatre for a scheduled performance, many people (choreographers, composers, dancers, technicians, costume and lighting designers, etc.) have worked very hard to bring you their best efforts. In order to show respect for those efforts, every audience member must give the performance their full attention and avoid any behavior that interferes with anyone else doing the same. We have rules that help us accomplish this goal, and you should do your best to understand and follow them: 1. Always arrive at the theatre with plenty of time to find your seats and settle down into them. Late arrivals mean disruption for everyone else, including the performers. 2. No shoving or running in the lobby. 3. No cameras or video recorders. Flashes are dangerous for dancers and unapproved photos and videos violate copyright laws. 4. No hooting, whistling or yelling during the performance. The performance has begun when anyone on stage starts talking or dancing, or when the orchestra starts playing. You are welcome to show your appreciation for the performance with applause at the end of the ballet or sometimes at the end of a section or solo. You are also welcome to laugh if someone on stage is being intentionally funny. 5. No talking or whispering during the performance. You will have plenty of time to discuss your impressions at intermission or after the show. 6. No gum, candy or food in the theatre (it makes noise and sticky messes, and our new home is so beautiful!). 7. Use the bathroom before the show begins or at intermission, not during the performance. 8. The screens on the seatbacks that help you follow the ballet are expensive technology. Once you have pressed the button to see the text, please do not touch or scratch the screens. 9. Enjoy!

Dancer: Maria Mosina Photo by Allen Birnbach

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The Education & Outreach Department

Colorado Ballet's Department of Education & Outreach endeavors to make dance accessible by providing quality educational enrichment opportunities to students and communities of all ages and

backgrounds.

Anne O�Connor, Director Becca Jacobson, Programs Manager 303.339.1632 303.339.1619 education@coloradoballet.org becca@coloradoballet.org Adult Education Courses through the University of Denver�s University College Enrichment Program, The Fine Pointes, an educational complement to the program, tours, pre-show talks, etc. 5X5 Creative movement classes for Head Start preschools through the Mayor�s Office for Education & Children�s 5 By 5 Project, designed to expose children to five culture experiences by the age of five. Quarterly classes at CB studios, Summer Prince/Princess camp. Dance for Denver Ticket donations to schools and non-profit organizations benefitting underserved students, families, seniors and people with special needs. Dance Renaissance After-school program for Pre-K, K-2, and 3-5 students currently serving 17 schools. 20 classes, 2 recitals, two professional dancers/dance teachers, dancewear and shoes, and a family pack of tickets to a CB performance are provided to students free of charge. Educator Appreciation �After School Special� Buy One, Get One Free deal exclusively for educators and school administrators. Call the Box Office and give the name of your school for details. Figaro Text in English and Spanish offered on the Figaro seatback titling system allows patrons to follow along with the action on stage. Sensory Tours Backstage �tactile� tours for the blind and visually impaired for all story ballets. Student Matinees Discounted final dress rehearsals for student groups. Study Guides Study materials compatible with Colorado�s Model Content Standards for Education are provided online. Essay Contest for students in each. Workshops From the Page to the Stage, Poetry In Motion (Literature), Forces of Motion (Physics), Degas and the Dance (Visual Arts), Creative Movement, Costume Try On, and more!

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Thank You! ¡Muchisimas Gracias!

Special thanks to these supporting organizations, as well as to Colorado Ballet�s

artistic and administrative staffs, the Board of Trustees, Merry Logan and the Education Committee.

Without you, these programs would not be possible.

JP Morgan Chase FoundationECA Foundation Strear Farms Company, Inc. The Blue Mountain Foundation Bonfils-Stanton Foundation City and County of Broomfield Mabel Y. Hughes Charitable Trust Ralph and Florence Burgess TrustVirginia Hill Foundation US Bank Wells Fargo Foundation Wachovia Securities, LLC

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Evaluation

Please mail to Colorado Ballet, Department of Education & Outreach: 1278 Lincoln St. Denver, CO 80203, or fax to 303.861.7174. Thank you for your feedback!

Name_______________________________________School_______________________________ How did you hear about our educational programming? Were you pleased with the learning experience provided for your students? Why or why not? Were the supplementary materials useful to you? Why or why not? Were you able to incorporate the field trip into your curriculum? How? Are you confident that you will be able to incorporate movement activities in other lessons? If so, how will you do so? If not, how could we offer further support? Are there other areas of study that you wish we offered workshops in, or other program options you wish we offered? If so, which ones? Will you take advantage of our educational programming again? Additional Comments: