A Day at the Australian Ballet School

Published in Print May 2025 order now!

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words and images Danielle Brown

Stepping into the studios of The Australian Ballet School on 26 March was like entering a vibrant hub of artistic excellence and genuine care for student and staff wellbeing. The atmosphere was electric—charged with movement, music, and ambition. It was a privilege to observe a class led by the legendary Kevin Jackson, where 13 male-identifying dancers trained with remarkable focus and precision. Jackson’s teaching style was captivating; his movements flowed seamlessly with the students’, guiding, elevating, and refining their technique with choreographic elegance.

I also had the pleasure of watching Levels 6 and 7 students in a class with Sabrina Lenzi. Throughout the session, she emphasised the importance of weight placement and energy flow. Although the dancers were in flats, she encouraged them to consider how their alignment and effort would need to adjust if they were working en pointe. Each exercise was elevated into a performance-focused experience, offering a fascinating glimpse into the subtleties of classical ballet training.

Another highlight was witnessing a Level 8 rehearsal in preparation for their upcoming regional tour, under the expert direction of Joanne Michel and Andrew Murphy. The professionalism in the room was palpable—dancers rotated through roles, absorbed meticulous corrections, and worked together with a strong sense of ensemble. The environment mirrored that of a professional company, a testament to the transformative journey these dancers undergo during their training.

The day offered a powerful reminder of the passion and purpose that define The Australian Ballet School—and the bright future of those who dance within its walls.

What makes The Australian Ballet School (ABS) exceptional is not only the quality of instruction but its holistic approach. Students are offered top-tier resources in healthcare, dance education, and physical conditioning, with a nurturing philosophy at its core. When asked about the pressures of training at such a prestigious institution, none of the students associated their experience with stress—instead, they spoke of growth, support, and inspiration.

Ronan Cameron-Gleeson, 16, now in Level 6, has been at ABS since Level 4. “Coming here, I’ve started having a more consistent routine,” he said. “I’ve got a better understanding of my body. As much as technique is important, I’ve learned to express myself more.” Reflecting on the all-male class, Ronan added, “We’re all really supportive. It’s a nice amount of competition, but mostly encouragement. We compliment each other a lot.”

Living away from home has also shaped Ronan’s sense of independence. “Looking back, I would have never seen myself this independent. I thought I’d always have my mum or siblings with me. But I’ve grown a lot.” He added, “There’s a real bond between us boys—we know how hard it is, and we check in with each other.”

Ben McGilvray, also 16 and in Level 6, moved from Sydney’s Northern Beaches. “I feel more lifted in my dancing. More confident,” he shared. “Being here is amazing. It’s a highly regarded institution, and though there’s pressure, it’s also exciting to be learning every day.” He reflected on how his artistry has developed: “Before I was focused just on technique. Now, I think about what I’m saying through movement.”

Rory Neaves, 16, in his second year at ABS, noted the dramatic change in both his personal and artistic development. “I didn’t have as much training when I arrived, but working closely with the teachers, especially Mr. K (Sergey Konstantinov), has helped me develop a strong character in my dancing.” He describes the school environment as “one big family” where students uplift each other daily. “The boys’ class is really close. We push each other, but we’re also each other’s biggest supporters.”

Amos Wards, 16 and in his first year at Level 6, came from Wellington, New Zealand. Transitioning from RAD to a Vaganova-based technique was mentally demanding, but Amos adjusted quickly. “After the first month, I got into the rhythm. It’s about improving what I had, not just relearning.” He highlighted the strength of the program: “We don’t just dance—we learn why we do what we do. That knowledge helps us grow stronger.” To those thinking about auditioning, he offered heartfelt advice: “Just try it out. You might surprise yourself.”

George Dover, 15, a Level 5 student also new this year, echoed the impact of being surrounded by fellow male dancers. “Coming from a studio where I was the only boy, now having 13 in class gives me a sense of belonging.” He said he’s learned to take initiative: “We’re taught to self-correct, to take ownership. It’s preparing us to be real professionals.”

He also praised ABS’s comprehensive approach: “We do strengthening, conditioning—it shows in class. At my old school, we didn’t do much of that, and now I can feel the difference.”

Rose Amon, 15 and in Level 5, has only been at ABS for ten weeks, but her enthusiasm is infectious. “I love ballet so much and want a career in it. My friends here inspire me every day.” Coming from Port Macquarie, she finds the supportive culture a standout. “It’s not pressure—it’s wanting to be your best. Everyone wants to see each other succeed.”

Her favourite part? “Adage! I love the slow, artistic movement. And legs—they’re just so pretty.” She laughed when asked about her biggest challenge: “Stamina! But every week, I feel myself getting stronger.”

What resonated deeply across all interviews was a shared sense of joy, growth, and community. These students are not just future dancers; they are thoughtful young people learning resilience, creativity, and care. As institutions around the world rethink their roles in nurturing rather than breaking spirits, The Australian Ballet School leads with example. Their motto might well be: “We nurture and empower”—and based on what I saw and heard, they’re living it every day.