At the essence of education is the goal of holistic human being, a well rounded person with all components of emotional capacities, receptivity and expressiveness. Ballet as a form of arts may serve its educational role in promoting physical fitness and culturing aesthetic sentiments. In this research, we transformed our curriculum using specific educational objectives, namely in psychomotor, cognitive, and affective realm, based on Bloom. E. S.'s theory on education. The meaning of each objective, when put into actual practice, was qualitatively evaluated using Spradley. J. P.'s methodology in culture research. Data from participants was systematically analyzed for each component, through categorization, and in terms of content. First, in psychomotor area, the significance was manifested in the proficiency with particular physical movement and aquisition of specific technique through repetition of actual movement. Second, in cognitive area, understanding of movement- related terminology, its etymology and origin, the capacity for creative thinking and professionalism as dance major were further developed, ultimately nurturing inquisitive mind set. Thirdly, in affective area, introspective speculation and the subsequent attainment of self-respect lead to emotional circulation and self control of one's own emotions. Implementation of ballet education with specific learning objectives from Bloom. E. S.'s theory showed that the ballet education may serve to emphasize the importance of learning the fundamentals and promote holistic education to students through emotional circulation.