ASO READER’S NOTES
TITLE:
AUTHOR:
PUBLISHER:
PRICE:
ISBN:
PUB DATE:
AUDIENCE:
READER:
The Dance Teacher
Simon Milne, Chantal Stewart
Allen & Unwin
A $24.99/ NZ $29.99
9781743313312
September 2013
4-8
Carolyn Walsh
SYNOPSIS:
Miss Sylvie’s dance studio is a hive of activity. In the morning she holds junior ballet classes,
at lunchtime she has her intermediate hip-hop class, and in the afternoon she teaches senior
jazz and tap. But Miss Sylvie never tires of teaching dance because, as she tells her classes,
‘Teaching is the best job in the world…’. One day she meets a shy young girl, Isabelle, who
tells her that she dreams of becoming a ballerina. Together, with focus, dedication and sheer
hard work over many years they make this dream come true. Isabelle is accepted by a
prestigious dance academy, goes on to join the Corps de Ballet and, eventually, becomes a
prima ballerina. Years later Isabelle decides to hang up her ballet slippers and return home,
where she visits Miss Sylvie. Older and ready to retire, the dance teacher is delighted when
Isabelle confides she is ready to become a teacher and continue where Miss Sylvie is leaving
off. Isabelle buys the dance studio and goes on to encouraging other little girls to follow their
dreams.
AUTHOR STYLE:
Simon Milne carefully blends a simple style of writing with the formal terms of ballet to
ensure that readers come away with both a beautiful story and an understanding of key dance
terms, such as plié, arabesque, glissé and pas de chat. He never shies away from the hard
work and sacrifices that Isabelle must make to become a great dancer. Mention is made of
injuries, missing birthday parties and losing contact with friends who move on to other
interests. Yet Isabelle’s story is about finding happiness through overcoming these obstacles
and working ‘Day after day, week after week…and year after year.’ on her skills.
The circular nature of the story – child becomes teacher, and in turn, inspires another child –
is mirrored in Simon Milne’s use of the past tense throughout the story until the last page,
when he switches to present tense.
Chantal Stewart’s use of watercolour and ink is warm and exuberant but her real achievement
here is successfully conveying the fluidity and grace of dance in static images. And for those
little girls reading this book with their own dream of becoming a dancer, there are simple to
follow steps showing first through to fifth position, as well the more advanced aspects of
pointe work. The circular nature of the story is also explored in the images. The book starts
with relatively simple images and, as Isabelle matures, the images become more complex and
saturated in colour, but when she decides to become a teacher they return to the more simple
form.
AUTHOR MOTIVATION:
Simon Milne was inspired to write The Dance Teacher by his two daughters’ love of dance
when they were younger. ‘They danced in the kitchen, in the living room and even in the
bathroom. If there was a mirror nearby, there was no stopping them dancing!
‘About that same time, a new dance studio opened up in our neighbourhood. My daughters
enrolled in junior ballet and jazz classes, and before long dance classes, rehearsals and endof-year shows became a big part of our lives.
‘I soon learned that anyone can dance! My book was inspired by that dance studio and my
daughters’ love for dance,’ he said.
Chantal Stewart draws from her own experience of dance as a child.
‘I took dance lessons with a very inspirational teacher in Paris and had the opportunity to
partake in a concert given at Salle Playel near the Champs Elysées in Paris where I was
living. I remember the pride and excitement the night of the concert despite having to wear a
cat costume with the ugliest ears lovingly sewn on by my sister. While my ears were as stiff
as a board, and certainly different to everyone else’s, the excitement of that night has stayed
with me all this time, as has my love of dance. Unfortunately, I am no longer so light on my
feet and my efforts to graciously leap in front of my mirror (in pursuit of realistic and
animated illustrations) have almost ended in seven years bad luck and a hospital stay!
‘Creating the two main characters in this story was relatively easy as I imagined and wanted
to create a teacher with warmth, style and professionalism…The vision unfolded as I read the
story and saw a delicate dark-haired European woman with a beautiful turban on her head.
‘As for Isabelle, inspiration came through my gracious daughter, who despite being a timid
little girl was filled with determination, dreams and ambition.
‘I thoroughly enjoyed adding the cute and naughty little dog who, like Isabelle, passionately
loved ballerina shoes, and who added humour and animation to my illustrations.’
AUTHOR BACKGROUND INFORMATION:
SIMON MILNE began his career in music videos, directing clips for a number of artists
including Spandau Ballet, Elton John and Duran Duran. He has art-directed a number of web
and print projects, most recently Don’t Leave Childhood Without for the Children’s Specialist
Booksellers. He currently works in the book industry. This is his first picture book.
CHANTAL STEWART was born in Paris, where she studied at the School of Applied Arts
and commenced her career as a graphic designer and illustrator in the advertising and
publishing world. After moving to Melbourne she realised her dream of illustrating children’s
books. Her many books include collaborations with author Joan van Loon, such as Smelly
Chantelly (shortlisted for three consecutive years in the YABBA award), Teaching the
Teacher and – with recipes by Gabriel Gaté – Anyone Can Cook and The Chocolate Lovers.
EDUCATIONAL APPLICABILITY

Before reading the book, consider the title and cover design. Ask students what they
think the book might be about. Do they think it will be a true story, or a made-up
story? Who will it be about and what do they think will happen to the characters?
Now introduce the concept of mood and ask students if they think the story will be
funny, sad, serious or silly. Where possible, students should try to find elements
within the title and cover design to support the mood they have chosen.

Describe, in your own words, how dancing is hard work. What sort of things does Isabelle
have to do to become a ballerina? What sort of things does she have to sacrifice? Do you
think it would be easy to make the decision to become a ballerina?

List as many dance terms as possible in the story. Older students may be able to explain
what these terms mean, either through the story itself or from other references.

Look at the picture of Isabelle dancing across the studio floor on her own. What things in
the image of Isabelle show her as ‘beautiful and strong and free.’?

Why do you think Miss Sylvie’s dog loves her ballet classes? Find every image of the dog
that appears and explain what he is doing in each one. What do you think Isabelle’s cat
will be like in her ballet classes?

Compare and contrast the images of Isabelle peering around the studio door at the
beginning of the story to the little girl on the last page. Why do you think the author and
illustrator decided to finish the story this way? What does it make you think will happen
next?

Play some ballet music from Swan Lake or Giselle (posters of both are shown on
Isabelle’s dressing room wall) and ask students to practise the five steps shown.
HOW THE BOOK IS TO BE PROMOTED



.
Sure to attract good review coverage.
The book will be featured in newsletters to schools.
It will also be featured on the A&U website.
.