Roly Polys

roly polys Roly Polys girl split Roly Polys

2 years – 3 ½ years

Course Overview

This program boasts a balance between structured dance activities and freedom of expression through movement and music. Introducing basic choreography of Ballet, Jazz and Tap, we encourage the children to explore their own imaginations, telling stories through dance, song and music, and showcasing their efforts in routines. 40 minutes duration.

Current Program

A perfect balance between structured dance activities and the freedom of expression, through movement and music.  Introducing basic choreography with Ballet, Jazz and Tap, we encourage the children to explore their own imaginations, telling stories through dance and music.  We use a wide range of props to ensure interest is maintained within this age group. The Roly Poly program is the perfect balance between structured dance activities and the freedom of expression.  Our current choreographed dance ‘Song of the Heart’ from Happy Feet, has been a big hit and also in our current playlist are songs from Disney’s Frozen, Yo Gabba Gabba and Giggle & Hoot, to name a few.

Family and Friends Day

Family and friends are always welcome to watch our classes. However, as we come to the end of each program, we love our students to extend a special invitation to family members and special friends to join us for the final class. This gives us an opportunity to showcase our new moves and routines.


1. Tidy Foot Placement

This is a fun introduction to ballet and jazz positions of the feet. We use our own unique language to teach students positions such as, “tidy toes” (feet together) and “smiley feet” (Ballet 1st). We also have a special furry friend named BB who helps us learn the importance of locking our ankles when performing “tidy toes” a very important technique for safety during rises and tippy toes.

2. Fine Motor Skills

Students continue to work on “pinchy fingers” concept from the Pitter Patters program and also explore ballet hands and arms, such as creating a bubble (ballet 1st arms) and popping the bubble (ballet 2nd arms) all important skills for future dance developing grace and fluidity in their movements.

3 Using Voices

Students are encouraged to sing along to all nursery rhymes with teachers challenging them to increase their volume week to week for a dynamic display at our quarterly concert in class. Students are also encouraged to contribute ideas to our imagination exercises and explore more advanced vocal exercises during music time.

4. Balance / Posture

Tall backs and “Geoffrey Giraffe” necks are focused on at the beginning of every exercise, regularly reminding students of posture and developing their muscle memory. This naturally aids balance when students tackle moves such as balancing on one leg in various positions and balancing props on heads, shoulders and backs to name a few.

5. Intro to Counting Beats (counts of 4)

The most common practice of this skill is when students and teacher count into an exercise 1,2,3 GO! It is further explored through our music exercises with skills such as tapping prop on the floor 4 times to the beat and then stopping. Dances are almost always taught in counts of 8, therefore this is a vital skill for students ongoing dance experiences.

6. Creative Dance

Teachers encourage students to express themselves in class through their own movements, sounds and ideas (especially during imagination). Musical statues at the end of each class is a wonderful opportunity for students to experiment with their own moves and poses.

7. Group Dancing

Students are encouraged to hold hands in a circle, pack away obstacle course props as a team, share the props and parachute and generally join in with the group willingly. Students are further challenged in the group exercise when asked to start in a huddle and expand as a group by travelling backwards into a large circle and then huddle once again.

8. Memory Recall

The consistent nature of our program encourages natural memory of song lyrics, dance moves, starting positions for dances and the process of collecting and packing away props. Teachers further challenge this skill by asking students questions throughout the class about steps they have learned or what happens next.

9. Following Rhythms

Another element of our music activities where students are taught to follow the rhythms played by their teacher, in turn coaching them to follow actions and timing in their dancing. The elements of fast/slow are explored and further challenged when students are asked to transition from slow to fast gradually and vice versa.

10. Solo Dancing

Students are encouraged to perform small parts of the class on their own gradually throughout the term to build their confidence and will then perform many aspects of our quarterly concerts in class on their own.