Education
Due to his own bitter experiences, Platon initially refused to allow Karsavina to study ballet, but her mother interceded.
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- Mother's dream was to make a dancer of me, Karsavina later wrote. "It is a beautiful career for a woman," she would say, "and I think the child must have a leaning for the stage; she is fond of dressing up, and always at the mirror"
Without seeking Platon's permission, Karsavina's mother arranged for her to begin taking lessons with a family friend, the retired dancer Vera Joukova.
When Platon learned months later that his daughter had begun dancing lessons, he took the news in his stride, becoming her primary instructor. Far from receiving preferential treatment, however, Karsavina referred to her father as her "most exacting teacher...to the tune of his fiddle I exerted myself to the utmost."
In 1894, after a rigorous examination, Karsavina was accepted at the Imperial Ballet School. At her mother's urging, Karsavina chose to graduate ahead of schedule in early 1902. It was unheard of at that time for women to begin dancing professionally before the age of eighteen, but her father had lost his teaching position at the school in 1896, leaving her family in dire straits financially. They desperately needed the small income Karsavina would receive as a dancer with the corps de ballet.
After graduating from the Imperial Ballet School, Karsavina enjoyed a meteoric rise through the ranks, quickly becoming a leading ballerina with the Imperial Ballet, dancing the whole of the Marius Petipa repertory.
Read more about this topic: Tamara Karsavina
Famous quotes containing the word education:
“Statecraft is soulcraft. Just as all education is moral education because learning conditions conduct, much legislation is moral legislation because it conditions the action and the thought of the nation in broad and important spheres of life.”
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“Man is endogenous, and education is his unfolding. The aid we have from others is mechanical, compared with the discoveries of nature in us. What is thus learned is delightful in the doing, and the effect remains.”
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“We find that the child who does not yet have language at his command, the child under two and a half, will be able to cooperate with our education if we go easy on the blocking techniques, the outright prohibitions, the nos and go heavy on substitution techniques, that is, the redirection or certain impulses and the offering of substitute satisfactions.”
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