A Jeune Ballet du Québec graduate, Mélissandre Tremblay-Bourassa has worked professionally as a dancer, a dance master, a choreographer, a dance caller and an entertainer since 2003. Her time spent as an expert in Québec step dancing with Cirque du Soleil (1,000 shows in Macau) led her to participate in the creation of Zaia, develop her acting skills and discover the art of clowning. She has also danced or choreographed for several dance companies or events such as Les Sortilèges, Just For Laughs, SANS TEMPS danse, Rapetipetam, Biennale de gigue contemporaine and Ballet Ouest. In 2011, she cofounded Les Bordéliques danse et musique. These experiences exemplify her artistic process based on choreographic fusion (step dancing, ballet, contemporary) and integration of acting and clown work into choreography. Mélissandre Tremblay-Bourassa conducts workshops in tandem with artist Gabriel Girouard.
Mélissandre Tremblay-Bourassa's choreographic signature is characterized by a unique blend of Québec step dancing, ballet and contemporary dance. It is the strength, speed and rhythm of step dancing that first attracted Mélissandre to this type of dance, which she pursued parallel to her training in ballet and contemporary dance. Her style is born of a desire to combine these influences that have marked her career. Her artistic approach distinguishes itself through the weaving together of theater, the art of clowning and choreography. She has had the opportunity to develop these skills through private training, with the Cirque du Soleil and at l'École de Clown et Comédie Francine Côté. Les Bordéliques gives Mélissandre a platform from which to combine these three mediums in her unique way.
Other examples of activities
Traditional Québec music and dance: an overview
This workshop is designed to introduce youth to two art forms central to Les Bordéliques’ artistic practice: traditional Québec dance and music. First, the artists address the concept of tradition and situate the work in a historical context. They then perform a short demonstration of step dancing and fiddle. Next, the students are invited into the world of traditional music and dance by learning a song (Preschool through Grade 4) and practicing step dancing, spoons (Grade 3 and up), foot percussion (Grade 5 and up) and group dancing (contra dancing). All of the proposed activities engage the students’ creativity. For example, they are taught some basic steps or patterns and then tasked with inventing simple variations on this material. The workshop ends with a brief summary of the activities and of the initial presentation. In addition to being an original way to engage in physical activity and teamwork, these activities develop the students’ rhythmic skills, creativity and coordination. The workshop makes innovative connections with the pedagogical objectives and content of the history, music and physical education curricula.
Step dancing, foot percussion or contra dancing: introduction, exploration and development
The objective of this workshop is to familiarize students with one of the art forms central to the duo’s choreographic idiom: step dancing.* After a quick presentation of the historical background, a brief demonstration and a short warm-up, students are taught some basic steps. They are then asked to work in small groups to create variations of these steps and turn them into short choreographic pieces. The creations of the different groups are then presented to the class. The fiddler is involved throughout the workshop, thus demonstrating the importance of the relationship between dance and music in traditional art forms. This allows for music to be tailored to students’ needs (e.g., with a slow tempo or a form suitable for their choreographies). He also helps organize the groups and participates in the presentation of the historical context. In addition to being an original way to engage in physical activity and teamwork, these activities develop the students’ rhythmic skills, creativity and coordination. The workshop makes innovative connections with the pedagogical objectives and content of the history, music and physical education curricula. * Also possible: foot percussion or group dancing (contra dancing, square dancing).
The space must be free of any desks, gym mattresses, etc. For workshops involving foot percussion activities, the school must provide chairs for all participants. For the workshop “Narrating with Dance and Music: At the Heart of Les Bordéliques,” small instruments are required. Artists would ideally use the instruments from the school’s music class. If this is not possible, the artists will bring some instruments of their own. For the workshop “Narrating with Dance and Music: At the Heart of Les Bordéliques,” the school must provide audiovisual equipment (screen, etc.)
Phone : 450 394-1641
Other phone : 438 393-5112
Email : email@example.com
In every regions