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Description of elements of a typical combination:
Description of elements of a typical combination:
The ballonnés and ballottés are typically in a separate combination from other petite allegro steps because of their propensity to require a triple or compound meter.
The following is the action of a ballonné: “as the supporting leg pushes the dancer off the ground, the working leg does a battement. As the supporting leg returns to the floor, the working leg finished so that the foot touches the ankle of the supporting leg” (Lishka 1979, p. 26).
The following is the action of a ballotté: “the body does a backward and forward sawing movement in the air, as the weight changes from one leg to the other. The legs open sharply in the air” (Lishka 1979 p. 26).
Typical steps in this second petite allegro combination include
Ballonné
Ballotté
Glissade
Assemblé
Meter
Meter
fast triple (3/4)
compound duple (6/8)
Tempo
Tempo
allegro - 83 bpm per "count"
Accentuations
Accentuations
“lively, bright, light, and dancy” (Lishka 1979 p. 28)
“Sense of buoyancy and bounce” (Lishka 1979, p. 28)
Example of Teacher Demonstrating a Petite Allegro 2 Combination:
Example of Teacher Demonstrating a Petite Allegro 2 Combination:
Cues from teacher's demonstration:
Cues from teacher's demonstration:
Very light articulation (jumping shouldn't be heavy!)
Fast triple meter
Music Selected: Johann Strauss II, The Beautiful Blue Danube Waltz, No. 3
Music Selected: Johann Strauss II, The Beautiful Blue Danube Waltz, No. 3
PDF of Original
PDF of Original
C07_Original_Waltz no 3 from Blue Danube_Strauss II.pdfPDF of Arranged Score
PDF of Arranged Score
Centre07_Petite Allegro 2_Ballonnes-Ballottes_Blue Danube 3_Strauss II10.22.22.pdfChanges made in arranged score:
Used only mm. 1-16 of the third waltz.
I added a four-count introduction using the familiar “oom-pah-pahs.”
I changed the left hand to be the more familiar “oom-pah-pah” texture.
I rewrote the second ending to use less eighth notes because of the quick tempo.
Videos of Dancers performing combination with selected music:
Videos of Dancers performing combination with selected music:
Reactions while playing the combination:
When I first started playing for this combination, when the dancers and teacher were “marking”, I had a slower tempo in mind. The teacher asked me to play at a faster tempo. Always be ready to adjust the tempo as needed. You may need to simplify things to be able to keep the steady pulse.
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