The Bridging Programme
For Teachers & Studio Owners in Partnership with Tarinao
The Affiliate Training and Assessment Programme (ATAP) is structured in alignment with The Royal Ballet School’s Model for Optimal Dance Training, integrating both movement and contextual studies to foster a holistic training experience. Rather than adhering to a set-syllabus, assessment content will be choreographed by teachers to address the specific needs of each dancer, thereby maximizing the potential of every dancer.
Jia Xi Lee
Ethos & Philosophy
Dancer-Centric Approach
Teachers have full control over what is taught, how and when, enabling versatility in class structure, content and methodology.
Process-Driven Pedagogy
The focus is on training rather than examination, allowing teachers to be wholly driven by the individual learning needs of dancers.
Foster Lifelong Passion
The programme's overarching aim is to instil a love and understanding of the art form that lasts well beyond their years in the studio.
Three-Strand Model
The three elements of Appreciation, Creation, and Performance form the backbone of holistic dance training & education.
Appreciate
01
02
Create
03
Perform
Each ATAP level contains
Four Key Learning Areas
Key Benefits of ATAP
RAD Examination | ATAP | Minimum Age (years) | Min pax per group for assessment | Max pax per group for assessment | Set Repertoire |
|---|---|---|---|---|---|
Pre-Primary - Primary | Level 1 | 5 | 1 | 8 | The Nutcracker |
Grade 1 - Grade 2 | Level 2 | 7 | 1 | 8 | Alice's Adventures in Wonderland |
Grade 3 - Grade 4 | Level 3 | 9 | 1 | 6 | Swan Lake |
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Assessment content will be choreographed by teachers rather than set enchainment.
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Teachers are free to design lesson content and activity that can effectively achieve learning outcomes based on the four key learning areas: vocabulary, body awareness & conditioning, creative practice, and repertoire.
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The limited face-to-face time with students in class can be used to focus on the learning process rather than preparation for examination work.
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Rather than a fixed dance, teachers can guide students in creating their own group and solo dances, inspired by set or chosen repertoire.
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As a part of the holistic experience, it is mandatory for students to participate in exploration of movement themes and motifs using building blocks of dance.
Assessment Content
Practical
Part 1 (60 marks)
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Vocabulary A (20 marks)
Movements that focus on axial body actions and gesturing
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Vocabulary B (20 marks)
Movements that focus on travelling, turning, and jumping
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Expressive skills assessed from vocabulary A & B (20 marks)
Part 2a (20 marks)
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Creative A (20 marks)
Composition, Intention & Cooperation
Level 1 (1.5 - 2.5 min)
In a group, students perform a prepared sequence inspired by the set or teacher-chosen repertoire co-created by the teacher and students.
Level 2 (< 3 min)
Similar to Level 1 with a combination of ensemble and smaller group/solo work (trio, duet or solo) created by students independently.
Choreographic Structure & Intention
Level 3 (1 - 1.5 min)
Solo composition by students independently from a choice of music provided by teacher.
Contextual
Part 2b (20 marks)
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Creative B: Repertoire—Theatrical aspects and theatre artists (20 marks)
Level 1-2
Students compile a logbook/diary/verbal presentation demonstrating their knowledge and understanding of Level 1-2 studied repertoire and theatrical artists.
Level 3
Students submit a presentation (written or audio/visual) reviewing a performance, either through attendance or from a screening, of one of the studied ballets, along with research and review of the choreographer/composer/performer featured in the ballet. Students should use appropriate dance and context terminology to describe and review the choreography and any theatrical aspect they choose. The presentation can be in one of the following formats: a written review of a performance (400-500 words) and research into an artist featured in the ballet (400-500 words) or a filmed verbal/audio-visual presentation (three minutes maximum). The completed presentation should be provided to the teacher no later than two weeks before the assessment.
Assessment Criteria
Based on clearly defined performance expectations of studied ballet vocabulary
Why Partner with Tarinao?
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Jia Xi Lee, the founder, is a fully affiliated teacher of the Royal Ballet School, qualified to assess ATAP dancers from Level 1 to Level 3.
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We will equip you with essential resources to help you deliver classes that meet the program’s standards.
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Additionally, we will provide a sample structure and teaching suggestions to guide your journey.
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Regular in-person and online workshops for teachers and students will be held to ensure alignment with the values and expectations of our partnership and the program.