Abstract
Maggie Black, internationally renowned for her anatomically based approach to ballet instruction, helped to shape ballet training and coaching in the late twentieth century. In keeping with the widely recognized concept of ballet as an art form that is traditionally passed down by oral means, the focus of this research is on aspects of Black's pedagogy that are derived from her teachers, Audrey de Vos and Antony Tudor. This essay explores the pedagogical work of de Vos and Tudor, examines how their respective influences affected Black's methodology, and indicates characteristics of her work that she developed independently.
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