Educational Programs Mission and Purpose:
The mission of Ballet West is to challenge, stimulate and entertain our audiences
worldwide through our commitment to the preservation, creation and evolution of
ballet, based on a classical foundation. We are dedicated to providing the highest
caliber education and outreach programs that contribute to the future of the art form.
To fulfill that mission statement, as a professional arts organization, Ballet West has
been committed to providing quality educational programs for all communities throughout the state of Utah since it’s inception in 1963. Comprehensive programs are specifically designed to introduce and educate teachers and students of all ages in the art of
ballet and dance. These educational programs are vital and intrinsic to the mission of
Ballet West as an arts institution. Programs are designed to be comprehensive, educational and to serve the entire state, while the focus is dedicated to portraying the
individual artist’s creative impact on students in formats that encourage one-on-one
expression and contact.
The purpose of Ballet West’s extensive programs are to provide opportunities to all of
Utah’s students enhancing their educational experience in a manner conducive to their
personal enrichment and in the broader spectrum, the enrichment of society; to preserve and promote the state of Utah’s diverse cultural heritage; and to continue the
advancement of the art form of dance. The future of ballet is as important as its
heritage; therefore, the educational programs of Ballet West are designed to nurture and promote both. Arts in education is nationally recognized to enrich and
broaden the academic achievements of students. Ballet West shares the belief that
the highest quality of dance enlightens, challenges, motivates and edifies the minds,
bodies and spirits
of all young peo- Ballet West 2005-2006 Statistics and Totals
ple in Utah. Ballet
USOE Totals
West has de24 Districts Served
signed its educational programs to
265 Number of Schools Served
reach students throughout
76,982 Number of Students Served
different stages of their education. These programs vary in approach,
3,438 Number of Teachers Served
while maintaining the consistent goal of enhancing core-curriculum concepts and life 80,420 USOE Number of People Served
skills concepts in a manner that is under- (Outside USOE funding, not included in State Totals)
standable and enjoyable for the students.
Private/Parochial/Home Schools
Ballet West believes these endeavors are
Number of Students served
319
so vital to the well being of its community
Number of Teachers served
18
and the development of the art form that a
Number of Special Needs Individuals Served 2970
full time Director of Educational Programs
Total Number of People Served
83,727
as well as a full time assistant are on staff.
UTAH STATE OFFICE OF EDUCATION
2005-2006 ANNUAL REPORT
BALLET WEST EDUCATIONAL PROGRAMS
PETER CHRISTIE, DIRECTOR OF EDUCATIONAL PROGRAMS
SUBMITTED JULY 3, 2006
DESCRIPTION OF SERVICES
A. In-depth Instructional Experiences
I CAN DO (Inspiring Children About Not Dropping Out) offers fifthgrade students a hands-on dance education experience and performance opportunities. The instruction and execution of the year-end
performance encompasses the Utah State Office of Education core
curriculum and life skills concepts. During the six-month residency
of the I CAN DO program, students participate in lessons that include moving, investigating, creating and connecting concepts as
well as life skills concepts necessary to prepare for and participate in
the execution of a performance. Dance faculty members, including former professional dancers from Ballet West,
professional dance teachers, and graduates from the Dance Department at the University of Utah, conduct weekly
hour-long classes. I CAN DO offers further dance opportunities for students who express an interest in continuing
their dance education. This student group, called the Dream Team, attends classes outside of school time to further
develop their skills. Students from previous Dream Team groups are invited to participate in following school years
as the Celebration Team. Students have the opportunity to exhibit their accomplishments before family, friends and
the community at a year-end performance. While the performance displays the result of the dedication of the students, the preparatory time spent by the students allows for a forum in which students employ core-curriculum and
life skills concepts to collaborate with a group to complete a project. The end result is a polished year-end performance. A year-end performance is also held within each
Total
Total Hours
school for the benefit of all students attending that school.
Statistical Data
Participants
of
Instruction
The goals and objectives of this program in relation to
students, teachers and community are as follows:
Student Instruction
853
753.5
Teach students how to dance
Teacher Instruction
25
Build an appreciation for dance as an art form
Instill discipline, self confidence, and a sense of achievement through the use of core curriculum and life skills concepts
Expose students to other cultures and their respective music and dance forms
Provide an opportunity for students to employ the concepts of collaboration and dedication
to execute the year-end performance
Enhance the State Core Curriculum for dance
Collaborate with the State Office of Education and school communities in planning the content for work in the schools
Work in conjunction with other POPS organizations specializing in dance, in order to include each of the forty districts within a three-year period
As a dance instructive program, Ballet West’s I CAN DO program goals for student learning
target the fifth grade core curriculum specifically in all areas of moving, investigating, creating
and connecting. As the program works with the children in a 20-week (plus)
course, all aspects of the fifth grade dance core curriculum are targeted and covered. Teaching
strategies employed in the I CAN DO program address dance core-curriculum targets and life skills
through hands-on methods. From the initial class, teachers are employing methods to stimulate
student’s participation in the choreographic process as well as providing opportunities for students to
assess themselves on an ongoing basis. The experience of learning dance concepts, polishing
these concepts and then executing a year-end performance encompasses multiple core-curriculum
concepts. Students take risks to maximize learning and the development of positive selfimprovement, integrate a variety of thinking skills into holistic processes, express ideas, feelings
and beliefs aesthetically, and work toward appropriate closure. (These four life skills listed above
are just some examples of the many concepts addressed in the I CAN DO program.) By producing
a year-end performance, the students then have the opportunity to show, through dance, what they
have learned. Students in grade 6 – 9 who continue in the program are also educated in all aspects of the dance core curriculum for their appropriate grade levels. Within each school community, Ballet West collaborates with the principals and faculty to become an integral part of
the school. Ballet West’s commitment to maintaining this ongoing relationship with each
school facilitates the capacity at the school for the continuation of the programmatic goals.
Through the multiple levels of assessment of the program, Ballet West is able to continually evaluate the effectiveness of the I CAN DO program. Assessment of the program includes both assessment of the individual student
learning process and achievement as well as program effectiveness. Feedback from recent assessment resulted in
changes to the I CAN DO performance venue which facilitated greater community accessibility. Further, by collaboPage 1
rating with district arts coordinators and principals, Ballet West has expanded its program to include 10 schools
within three districts. One of our newest additions to our program, Woodrow Wilson Elementary in Granite District,
took on the new challenge to incorporate our dance lessons, enthusiastically embracing the effect this would have
on their students. Karen Baxter, a 5th grade teacher, commented: “I LOVED Mondays this school year. That was the
day that Shelly and Kim came to work with our 5th graders. My students started their week out with enthusiasm and
good health. Attendance always seemed best on Mondays. When the dance program ended, so many students expressed how strange it was not to see Kim or Shelly. They
missed their obvious love of teaching and of them. Many students
started the program a bit skeptical about what they would be
asked to do. But it took only the first meeting for them to decide
that this was going to be fun. They were willing to try and give
their best physically and emotionally. I saw great improvement in
my students’ ability to focus, willingness to try difficult things, and
pride in their work as the year went on. By the final program they
knew they were ‘hot stuff.’ This is a wonderful change for many of
them. These kids don’t have many opportunities to participate in
extras like after school dance lessons. To have professionals
come and work with them at school was such a gift in their lives. I
look forward to our school having a long relationship with Ballet West in the future.”
The impact on students reinforces not only their ability to master dance core concepts, but strengthens life skills and
self esteem quite dramatically. KD Hanks, a 9th grader, from Davis High in Davis District wrote: “I learned about my
potential to do great things, and what I can achieve. If I put my mind to something and I try my best, I can accomplish great things no matter what it is. I learned that I can dance, and that through dance, I can express myself and
excel. This program is good for kids because they can experience a joy and way to express themselves that perhaps hadn’t occurred to them. With the confidence I gained, I have achieved many things. It has had a positive influence on my life, inspiring me to try new things.” Another 9th grade student, from West High in Salt Lake City School
District, Hai-Yen Diep, reflected: “We can do anything we put our minds to and work for. We all started out as beginner dancers, but with a little work we can be the best dancers possible! I have learned to stick to my goals to the
very end. I CAN DO has inspired me to become a student body officer. I have gained the confidence to lead my
class to a successful year. Dance inspires you to push yourself to new limits and be the best at what you can do.”
B. Performances in Dance/Music/Drama
Ballet West Student In-Theater Presentations: These presentations are designed for all levels of elementary and
secondary school students. In-Theater Presentations provide students with the opportunity to experience a fullyproduced ballet performance in a theatrical setting.
Prior to the presentations, teachers receive a packet with general ballet information, etiquette, glossary, illustrations,
bibliography and specific information on the ballets they will be seeing. All packets include follow-up projects and
activities to assist teachers with their efforts to connect to the Utah State Core Curriculum. Our post-presentation
questionnaire also gives the students an opportunity to respond in their own words and through drawings to what they
saw, learned and felt.
An introduction that begins each presentation includes information relevant to each ballet, as well as various elements of
stagecraft and the range of occupations related to the theater. Often these presentations are interactive with the attending students, allowing the audience a unique perspective into
the art of ballet. The one-hour program presents a selected
portion of the repertoire that is currently being performed for
the general public. Attendance to these presentations is set
up with the cooperation of the fine arts coordinators of all districts willing and able to attend.
During the 2005-2006 year, students had the opportunity to
attend 14 presentations from either a story ballets such as Romeo & Juliet, Act I, or Swan Lake, Act I or selections
from our spring Repertory Program which featured Hans Van Manen’s In & Out, as well as sections from George
Balanchine’s Theme and Variations. We also offered the complete production of The Nutcracker.
Also tied in with our Student In-Theater Presentations, are several advanced programs. Getting The Pointé is targeted directly for students in grades nine through twelve. This program is designed to further acquaint these grade
levels with ballet and the evolution of the art form, specifically including types of dance which are more attractive to
them in its appeal. This offers students the opportunity to take in the art of ballet in the live theater setting. By providing this experience, students are able to recognize the attributes of an audience; develop and use criteria for evaluPage 2
ating authenticity, substance and excellence; and engage in aesthetic activities for enjoyment and personal growth.
Information packets are provided along the same lines as the shorter performances offered during schools hours. A
docent opportunity is also available for these performances. These students are also encouraged to attend public
symposiums, titled Warm-Ups, on the night that they attend their scheduled performance. Warm-Ups are presented one hour prior to all performances except The Nutcracker. Advertised in the newspapers and to patrons as well, these symposiums
attract a large number of students. Conducted by members of the artistic staff and
guest choreographers, the informative discussions include information on the history
and period of the production; the music and composer; and aspects of the artists’
performance. Ballet West also offers Student Rush half-price tickets to students
one-half hour before regular performances. Ballet West had 828 students take advantage of this opportunity last year. Ballet West also offers our Speakers Bureau.
With a video presentation led by trained docents that consist of Ballet West staff or
dancers, an engaging event helps students to experience a day in the life of a
dancer, to learn the intricacies of bringing a ballet to the stage, or to get a behind the
scenes story of the men in tights and women in tutus.
The goals and objectives of these presentations in relation to students, teachers and
community are as follows:
Build on the exposure to ballet from the elementary experience of Ballet West for
Children
Provide a forum in which students experience ballet in the theater setting encompassing dance core-curriculum
and life skills concepts which result in an increased understanding and appreciation of the art form of ballet
Expose students to their cultural and community heritage
Offer a stimulating and engaging presentation which encourages teachers to springboard the learning process in
the classroom
Present identifiable role models for students
Provide accessible pre-performance and follow-up information and projects for teachers which enhance their inclassroom instruction
Introduce aspects of stagecraft and theatrical occupations
Enhance the State Core Curriculum for dance
Collaborate with the State Office of Education and school communities in planning the content for work in the
schools
Work in conjunction with other POPS organizations specializing in dance, in order to include each of the forty districts within a three-year period
The program Ballet West Student In-Theater Presentations is connected to and enhances the State Core Curriculum for grades K – 6 and Secondary Dance. This program is different each time it is presented and different targets
are chosen for each presentation. Student learning activities offered through In-Theater Presentations address all
aspects of the curriculum for K – 6 inTotal
Student
Teacher
cluding: moving, investigating, creating Statistical Data
Performances
Attendance
Attendance
and connecting as well as for Secondary Dance including: technique, ele- Performances delivered
14
20,464
865
ments of dance, creative/choreographic in organization’s facility
processes and meaning are touched
upon in varying degrees. During the instructional segments, strategies are implemented to enhance the students and
teachers awareness of the life skills of evaluating, interpreting, organizing and synthesizing information. Other strategies include engaging students in the communal-learning process, which assist students in learning to evaluate the
situation, organize the information and synthesize it to successfully integrate the core curriculum concepts. The students utilize the same skills when observing the dance pieces. Because the pieces are performed without narrative, students are left to
interpret the stimuli they hear in the music and see in the dancing to
understand the artistic expression of the dancers and the choreographer. As well, the concept of identifying personal interests, abilities
and qualities of character that lead to a career path is enhanced as
students are able to participate in or witness participation with professional dancers who are able to show how hard work and perseverance
were key elements in their ability to achieve their goal of becoming a
professional dancer.
The above listed concepts are continually addressed in each InTheatre Presentation. Additional concepts are addressed specific to
Page 3
Drawing above by: Pablo, 6th Grade, Burton Elem.
the production. As each In-Theatre Presentation coincides with Ballet West’s performances, unique concepts found
in each piece are introduced and elaborated upon in the presentation. Through a narrative that begins each presentation, the students and teachers are directed to look for various aspects and towards appropriate core concepts.
This strategy allows teachers to further expand upon these ideas and core concepts in the classroom. Through the
exposure to this high degree of professionalism and artistry, students are able to further their artistic intelligence and
sensitivity to the art form. Ballet West targets teachers to attend multiple presentations either within a year or consecutive years to further build the teachers exposure and opportunities for further development.
Assessment of Ballet West’s In-Theatre Presentations has shown that the learning
process for teachers and students has been enhanced by these opportunities. Being immersed in the live theatre setting provides consistent opportunities for teachers and students to use their experience as a springboard to further their dance
core curriculum studies. After attending a presentation of Swan Lake with her students, Debbie Hogan, who teaches 2nd grade at Oakwood Elementary in Granite
District told us how she integrated their attendance: “I used the packet – it was
great! We read the story – drew pictures of our predictions, discussed Tchaikovsky and listened to the CD of Swan
Lake. We did the mime page and practiced them. Shared the ballet position page, discussed characters and how
they would look and dance. We will explore movement using different emotions as a springboard – joy, sadness, etc.
We will try some mime with other fairy tales. Many were in awe of the beauty of the dance. On a rating scale of 1 –
10, they wanted to give much higher scores. They were afraid they wouldn’t like to watch something without words –
but were easily transported into the magic of the story through the magnificent dance, scenery and music. They understand new ways to communicate. We discussed the many career opportunities to work in a dance environment;
dancers, choreographers, lighting, scenery, costumes, promotion. A live performance is a magical experience that
opens their eyes to a whole new world.” Teachers connect other Ballet West experiences to these offerings using
these opportunities to tap into other areas that may be difficult to reach. Carol Clark, a 6th grade teacher from North
Park Elementary in Weber District wrote: “We studied Romeo & Juliet, watching part of 2 different versions. We also
had Ballet West come at the first of the year to give a ballet lecture demonstration… I have a student who is so interested in art. He was fascinated by the costumes and set design. I don’t think he noticed the dancing, but he was
really, really into the art of costume and scenery. Exposure to programs such as these raises students’ awareness of
the arts. It make s them notice details. It shows them beauty, sensitivity, and how to connect art to real life.” Students
also recognize the value of attending these presentations. A 5th grader from H. Guy Child Elementary in Weber District, Janilee Johnson, reflected after attending a presentation of Romeo & Juliet: “I thought ballet was just dance, but
I didn’t know it could tell stories. I love the stories. It was really easy to follow, especially with Lord Capulet at the
beginning, and the choreography was excellent. Ballet is a dance that lets your soul, mind, and heart soar free. It
opened my eyes to new things, and it improved my cultural experience.” Amber, a 6th grade student from Burton Elementary in Davis District recognized: “Shakespeare is important and this is a fun way to get to know one of his stories. It is fun putting words in your head using a dance. Ballet is more than just dancing, you use body language too.” We have learned through our assessment processes that while teachers and students benefit
from the In-Theatre Presentations, teachers have requested to broaden their students’ learning process
further with hands-on learning opportunities to compliment these presentations. Ballet West is developing workshops to assist teachers in enhancing their dance core curriculum teaching process. Ballet West
will begin implementing these workshops in the 2006-2007 school year.
C. Demonstration/Exhibits/Presentations
Ballet West for Children: This presentation is designed to give elementary school audiences an introduction to the art of ballet as well as address key dance core curriculum and life skills concepts.
This year’s presentation titled Ballet and The Sleeping Beauty is presented by a small touring group of
Ballet West II dancers and a Ballet West Academy student. This 50-minute presentation, within the
school’s facility, includes a lecture demonstration, student participation, and a condensed performance of
The Sleeping Beauty ballet.
Prior to the performance, teachers receive a packet with general ballet information,
etiquette, glossary, illustrations, bibliography and specific information on Tchaikovsky
and The Sleeping Beauty ballet. All packets include follow-up projects and activities
which assist teachers with their efforts to incorporate the Utah State Core Curriculum in their
classroom. Our post performance questionnaire also gives the students an opportunity to respond in their own words and through drawings to what they saw, learned and felt.
The versatility of this program allowed us to bring the art of ballet into 84 elementary schools in
16 districts throughout the state of Utah. The nine Wasatch Front districts receive performances
every year; the number of schools within each district determines allocation. To reach all the
Drawing above by: Ivy W., 5th Grade, Coral Cliffs Elem.
Page 4
Drawing above by: Theresa G., 5th Grade, Parkside Elem.
elementary school children statewide, Ballet West rotates the performances with other districts throughout the state
and arranges tours to cover each elementary school in that district. By coordinating with the district supervisors of all
districts involved, each principal is personally contacted to discuss the program and performance date. The five to
six-year program rotation is designed to reach every elementary
school throughout the state, thus reaching all children at least once
while they are in elementary school.
The goals and objectives of these presentations in relation to students, teachers and community are as follows:
Introduce the art of ballet to elementary school students in their
schools
Cultivate knowledge and appreciation of the art of ballet
Offer a stimulating and engaging presentation which encourages
teachers to springboard the learning process in the classroom
Present identifiable role models for students
Provide accessible pre-performance and follow-up information and
projects for teachers which enhance their in-classroom instruction
Enhance the State Core Curriculum for dance
Provide a rotation of offering which reaches every elementary school within five to six years
Collaborate with the State Office of Education and school communities in planning the content for work in the
schools
Work in conjunction with other POPS organizations specializing in dance, in order to include each of the forty districts within a three-year period
Total
Student
Teacher
Ballet West for Children is connected to and Statistical Data
Programs
Attendance
Attendance
enhances the State Core Curriculum for grade
levels K – 6. The presentation targets the major Programs delivered
113
55,665
2,548
categories of moving, investigating, creating
to a school
and connecting for all levels. As explanations
are given by the dancer presenters, students are exposed to and educated through ballet and dance. The targets for
the programs are healthy dance practices, elements of training and a career in dance, and movement qualities and
possibilities. By keeping the presentation diverse in its approach to disseminating a wide variety of information allows Ballet West to strategically engage and involve the students and teachers. Also through student participation,
students tie in actual movements to the dance technique. These topics provide a springboard for teachers to then
explore further within their own classrooms all areas of the dance curriculum. Ballet West provides a comprehensive
pre- and post-information packet which assists teachers in identifying specific
learning concepts shown in the presentation. The connection of a live performance
ties all the elements presented into a final package. By presenting a highly polished
and professional performance, students and teachers are able to further enrich
their aesthetic intelligence and sensitivities to the art form. The students then react
by creating their own responses to the presentation in writing and drawing.
Ballet West relies on assessment opportunities of this program to identify the effectiveness of its presentations. Information reveals that teachers are able to integrate
and springboard from these programs to varying degrees in their classroom.
Through students responses it is evident that students are able to synthesize the
knowledge presented and connect this knowledge to the activities or lessons presented in the classroom by their teacher. A number of students from Oakridge Elementary in Granite District demonstrate this with reflections that included: “You
have to be flexible and strong.” (Josh, 4th grade); “They eat really healthy and they
sign language instead of speaking.” (Isabelle 4th grade); “I learned how to lift your
leg up higher and that dancers dance with their feet turned out.” (Nate, 4th grade); “I
learned that ballet started in France and there are five steps (positions) in ballet.” (Matthew, 3rd grade); “I learned
about potabooray (pas de bouree) and pearawat (pirouette).” (Stephanie, 3rd grade); “The feet move with the music.
You need a lot of practice.” (Mariah, 4th grade); and “You have to turn your leg out. You have to train hard to dance
ballet. You have to have good posture.” (Elyse, 3rd grade). While we love it when we feel the students are caught up
with a passion for ballet, we realize that ballet is not for everyone. It is however, important to realize that the learning
process is enhanced and recognized by the students themselves. A young 5th grade boy from Majestic Elementary
in Weber District, JT Barnes reinforced this with his comments when he wrote; “I usually don’t like to watch ballet
because I’m not that kind of person. But seeing you guys warming up, it looked very cool how flexible you guys
were. I liked the performance if Sleeping Beauty. It was very creative and interesting; my favorite part was when the
cats were fighting. That seemed pretty funny to me. I liked how the boys were able to jump in the air and do spins. I
Page 5
Drawing above by: Kylee L., 5th Grade, Grammercy Elem.
liked how the girls were able to lift their weight when the danseurs had to hold them up. Like I said I don’t really like
ballet but, you guys made it very interesting and exciting. I enjoyed watching and learning about all the things you
need to do to become a ballet dancer.” Teachers also contributed to our assessment process by providing feedback
such as these reflections from the Charter School, Navigator Point Academy. Juli
Wright, a 4th grade teacher wrote; “It was important to help the children to see how
ballet can be “fun and cool.” They inspire the children to want to work hard to be a
great dancer. Many kids told me that they want to do that when they grow up. They
were so excited to have seen that and learn about the neat ballet moves. I also thoroughly enjoyed it.” While Julianne Peadon, a 3rd grade teacher, stated; “The information packet was an excellent summary of the program which helped me prepare
my students on what to expect.” Another 3rd grade teacher from Rock Canyon Elementary in Provo District, Maisie Sakaguchi, shared with us; “Most of the students
(or even adults) have not had a chance to “understand” a ballet performance if the
narrator had not explained prior to the performance. This performance helps the
children to understand and appreciate the fine performance. If we have refined experiences such as this to teach children, we will have less problems in our society.”
Cherene Heap, another 3rd grade teacher from North Elementary in Iron District
commented that the pre-performance information packet was excellent. “I used the
packet- it was helpful to introduce some new vocabulary and introduce my students to the concept of pantomime. I
love knowing that my students, who are growing up in a rural area, have exposure to the fine arts. If a program like
this was followed up by an opportunity for a ‘hands on’ (or would it be ‘feet on’?) experience, it would be even more
meaningful.” Again, feedback from our assessment processes indicates that teachers
could further their ability to enhance their students learning opportunities with hands-on
workshops. Ballet West is developing workshops to assist teachers in enhancing their
dance core curriculum teaching process. Ballet West will begin implementing these workshops in the 2006-2007 school year.
Master Plan for Serving Utah Schools
Ballet West remains committed to constantly assessing it’s programs to discover how well
we are achieving our goals. Through rubrics, anecdotal responses and personal interviews with students, teachers, and administrators, we glean a diverse assessment of how
we are doing. This information helps to us to adjust and fine-tune our programming each
year to strengthen what we present. We have recently created a new staff position to specifically target helping teacher integrate the learning process from presentation to classroom. By creating specific workshops that help teachers discover ways to utilize these
offerings to enhance their teaching of core-curriculum concepts, Ballet West will enrich its current programming.
Ballet West coordinates with other POPS dance companies to ensure that all 40 districts throughout the state are
serviced every three years, Ballet West’s I CAN DO program will continue to expand to include more schools. Ballet
West will continue to offer the Ballet West for Children program to all Elementary Schools through-out the State of
Utah by using a schedule that targets each school once every five years. The goal of this program is to be available
to students at least once while they are in their elementary school years. Ballet West Student In-Theater Presentations are offered to any school who would like to attend and are limited to seating availability. A percentage of seats
to these performances are designated to school districts who are within reasonable driving distance of the theater
where performances are being held, but a certain number of seats are held to accommodate schools that may want
to attend from outlying districts as well.
Ballet West for Children Rotation Schedule for Utah School Districts
2005-2006
Beaver
Garfield
Iron
Kane
Nebo
Millard
San Juan
Washington
2006-2007
2007-2008
2008-2009
2009-2010
Emery
Box Elder
Box Elder
Daggett
Grand
Duchesne
Carbon
Morgan
North Sanpete
North Summit
Juab
Nebo
Park City
Park City
Nebo
Rich
Piute
South Summit
Tintic
Washington
Sevier
Uintah
South Sanpete
Wasatch
Tooele
Wayne
Each year Ballet West visits schools from each of the following districts covering all schools within 5 years:
Alpine, Cache, Davis, Granite, Jordan, Logan, Murray, Provo, Ogden City, Salt Lake City, Weber
Page 6
Drawing above by: Jeni C., 6th Grade, Burton Elem.
Financial Information
2005-2006 Report Summary
Legislative
Appropriation
Funding Leveraged
from Other Sources
(includes any money
from own Organization)
Total Expenditures on
Approved Education
Programs
$407,300
$585,869
$993,169
Legislative
Appropriation % of
Total
Expenditures
41.01%
2005-2006 Expenditure Summaries by Service Types
Services
State POPS
Expenditures
2005-2006
Additional financial
Resources for
2005-2006
Total in 2005-2006
A. In-depth Experiences
Personnel
22,050
22,050
44,100
Travel
1,353
1,353
2,705
Materials
3,674
3,674
7,349
0
0
0
27,077
27,077
54,154
3,321
3,321
6,641
0
0
0
1,602
1,602
3,203
Other (identify)
Allocated Production Costs
Allocated Bldg O & M
0
286,331
25,236
0
464,899
25,236
0
751,230
50,471
Program Total for “B” Services
345,691
345,691
811,546
58,977
58,977
117,955
4,757
4,757
9,515
0
0
0
0
0
0
Program Total for “C” Services
34,533
92,937
127,469
Total for all Service Types
407,300
585,869
993,169
Other (identify)
Program Total for “A” Services
B. Performances
Personnel
Travel
Materials
C. Lecture-Dems/
Presentations/Events
Personnel
Travel
Materials
Other (identify)
Page 7
Overall Itemization
Financial I. Detail of other sources of Income supporting
Organization
*see attachment A
Amount
Corporate
$114,500
Foundation
$86,600
Financial II. Detail of Direct Education Program Expenditures
*see attachment B for breakdown detail
Salaries
Supplies and
Equipment
Travel
Program Production Cost
programs solely for schools
TOTAL
$152,521
$7,349
$12,220
$3,203
$175,293
Education “Only” Staff/Presenter Detail
Number of persons
Salary and
Position Title
serving in this position
Benefits
Director and Assistant of
2
$79,194
Educational Programs
Faculty
4
$73,327
Financial III. Detail of Allocated Expenditures
(partially school-related costs) *see attachment B for breakdown detail
Salaries
Allocated
“O & M”
Other
Allocated Costs
Allocated Program
Production Costs
TOTAL
$16,175
$50,471
$0
$751,230
$817,876
Position Title
Allocated Staff/Presenter Detail
Allocated
Allocated Salary and
percentage
Benefits
Executive Director
5%
$8,118
CFO
5%
$4,442
Development Manager
5%
$1,919
Development Assistant
5%
$1,719
Drawing above by: Mandy W. 3rd Grade American Prep. Academy
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Drawing above by: Lindsay, 6th Grade, Burton Elem.
Attachment A
Attachment B
FY' 06 EDUCATION FUNDING
FY' 06 EDUCATION PROGRAM COSTS
Corporate
Amount
Chase
$10,000
Goldman Sachs Bank USA
$5,000
Key Bank
$1,000
Kennecott Utah Copper
$10,000
Meier & Frank and Macy's
$10,000
Merrick Bank
$1,000
Morgan Stanley
$5,000
Nordstrom
$1,000
PacificCorp / Utah Power
$15,000
Regence BlueCross BlueShield of Utah
$500
Target
$2,000
US Bank
$3,000
Wells Fargo Bank
Direct Expenses of Providing Educational Programs to Schools
Salaries and Benefits
Supplies & Equip
Travel
$10,000
Zions Bank
$10,500
Total
$114,500
Foundation
Amount
Art Works for Kids
$5,000
Richard D. Bass Foundation
$1,000
Beaver Creek Foundation
$5,000
R. Harold Burton Foundation
$5,000
Marie Eccles Caine Foundation
$15,000
$7,349
$12,220
School Program Production Costs
Subtotal Direct Expenses
$3,203
$175,293
Allocated Expenses
Salaries - partially school related
Allocated Production Costs
Allocated Bldg O & M
Other Allocated Exp
$30,500
Williams
FY'06
Actual
$152,521
$16,175
$751,230
$50,471
$0
Subtotal Allocated Expenses
$817,876
Total Education Expenses
$993,169
Excluded Expenses
Salaries and Benefits
$834,246
Marketing
$704,943
Store
$0
Program Production Costs
$3,004,922
Bldg O & M
$201,886
Other unrelated costs
$691,178
Castle Foundation
$2,000
Subtotal Excluded Expenses
$5,437,174
C. Comstock Clayton Foundation
$6,000
Total Company Expenses
$6,430,343
Lawrence T. Dee & Janet T. Dee Foundation
$7,500
Henry W. & Leslie M. Eskuche Foundation
$4,000
Worksheet
William Randolph Hearst Foundation
$2,600
Number of School Performances
14
Total Number of Performances
70
Masonic Foundation of Utah, Inc.
$500
Herbert I. & Elsa B. Michael Foundation
$6,000
George Q. Morris Foundation
$5,000
The Simmons Family Foundation
$7,500
Dr. W.C. Swanson Family Foundation, Inc.
$2,500
Ruth and Vernon Taylor Foundation
Total
$12,000
$86,600
Grand Total $201,100
Allocation Percentage
Total Program Production Costs
Allocated to Education Programs
Excluded Program Production Costs
$3,756,152
$751,230
$3,004,922
Total Bldg O & M
$252,357
Allocated to Education Programs
Excluded O & M
$50,471
$201,886
BACK COVER ART: MAKAYLA M. 2ND GRADE, LARSEN ELEMENTARY
PHOTO CREDITS: QUINN FARLEY, BRIAN NICHOLSON, PETER CHRISTIE
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