The Cuban School of Ballet: Exploring the Essence

Alicia Alonso Prima Ballerina Assoluta

“You don’t have to think about how old you are, or what physical limitations you have… you have to think about how many things you want to do, and how to do it, and keep on doing it.”

The rich history of Cuban ballet has been woven with threads of passion and dedication, creating a stylistic phenomenon known as the "Cuban School of Ballet." This concept, outlined by Pedro Simón, director of the magazine "Cuba en el Ballet," encapsulates not only the techniques and peculiarities of the style but also the emotional projection on the stage. It is a historical reflection of Cuba's economic and social development, its national idiosyncrasy, the spirit of its folklore, and the influence of its great artists throughout the ages.

Formation of a School: A Generational Endeavor

The formation of a school, involves the pedagogical contribution and systematisation of principles over several generations. This process has been pivotal in the case of the Cuban School of Ballet, which gained prominence in the 1st International Ballet Competition in 1964 in Varna, Bulgaria, thanks to English critic Arnold Haskel.

Fusion of Influences: Fernando Alonso's Perspective

Fernando Alonso, a prominent pedagogue and father of the Cuban Ballet, emphasises that the essence of the Cuban School of Ballet lies not in introducing new elements to academic technique but in interpreting and selecting the finest from other schools, including the Russian, French, Italian, Danish, and English styles. It is a unique fusion, a testimony to Cuba's ability to absorb and transform external influences into something authentically its own.

Discipline and Methodology: Pillars of Cuban Ballet

Discipline and methodology are fundamental pillars in the training of Cuban dancers. Didactics, understood as the theory of teaching and learning, along with the method, which is an analytical process leading to results, are essential to develop habits and skills necessary for competence. This perspective underscores that any science, including dance, requires methodology to truly be considered as such.

Teaching-Learning Process: Precision and Gradual Difficulty

In the teaching-learning process, priority is given to studying the main movements of academic technique, with a gradual increase in difficulty. Detailed analysis of steps, their phases, and learning stages is conducted, applying a methodology that transforms primary skills into ingrained habits. From adagio elements to pointe work, precise execution of steps and the interrelation of structures in various coordinations are emphasized, aligning with the main objective of analysis.

Ballet Class Structure: Precision and Discipline in the Studio

The ballet class in the Cuban School is meticulously structured, from study programs to the specific objectives of each teaching level. The classroom becomes a sacred space where dancers develop their art while understanding the importance of structure and discipline.

Challenges and Mastery: Gradual Progression

In this learning journey, dancers face gradual challenges in adagio, allegro, and pointe work. The correct execution of steps and the interrelation of structures become central focuses to achieve mastery. Additionally, there is a concerted effort to maximize rhythmic, melodic, and creative capacities in dancers.

Thus, the Cuban School of Ballet is not merely a dance style; it is a profound reflection of Cuban identity, a synthesis of international influences, and an unwavering commitment to artistic excellence. As Cuban dancers continue their journey, they carry with them the rich heritage of a school that has left an indelible mark on the world of ballet.