CUADAN605A - Perform pas de deux at a professional level
Assessor Resource
CUADAN605A Perform pas de deux at a professional level
Assessment tool
Version 1.0 Issue Date: May 2024
This unit applies to dancers who are moving towards professional careers in contexts where complex ballet technique and versatility are required for performing as members of a professional dance company. They may be part of an ensemble or a soloist dancer who has been chosen to perform a pas de deux applying advanced partnering technique.
At this level, dancers are constantly refining their technique and perfecting their artistry across complex ballet repertoire, including the ability to work with a variety of partners effectively and convincingly.
While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and their partner during practice sessions, rehearsals and live performances.
This unit describes the performance outcomes required to refine and consolidate technical skills and knowledge in the art of partnering to perform pas de deux repertoire across classical and contemporary styles of ballet in preparation for a professional performance career.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable.
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
execute physical and conceptual understanding of the fundamental technical principles in classical ballet as they relate to pas de deux
demonstrate advanced partnering skills, including travelling steps, supported adagio and pirouettes and lifts to the professional level
synchronise instinctively in a duo situation
work with a partner harmoniously and with rapport and confidence
apply professional practice.
Context of and specific resources for assessment
Assessment must ensure access to:
fully equipped dance studios
appropriate music or accompanists.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
observation of practice and performance through full practical demonstration
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
video recordings of performances or practice sessions
case studies and scenarios as a basis for discussing components of classical ballet technique, repertoire and performance and partnering skills as they relate to pas de deux.
Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUADAN603A Extend ballet technique to a professional level
CUADAN604A Extend ballet performance skills to a professional level
CUAIND601A Work professionally in the creative arts industry.
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills
communication skills to:
work collaboratively as part of partnership
demonstrate cooperation, consideration and develop rapport with partner
respond appropriately to feedback on own skill development and performance
consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information
initiative and enterprise skills to:
work creatively with music and dance
dance with artistry and assurance
communicate mood, style and grace through dance
learning skills to:
perfect classical ballet and pas de deux techniques through:
practising complex movements and sequences repeatedly with partner
a positive attitude to dancing
excel at a personal physical conditioning program
planning and organising skills to:
research and analyse pas de deux from classical and contemporary ballets
prepare for performances, auditions and competitions
plan practice time
self-management skills to:
arrive punctually at classes, rehearsals and performances
dress appropriately
observe dance discipline and follow direction
apply safe dance practices and identify risk factors
demonstrate professional work ethic
teamwork skills to work collaboratively with partner in dance classes and performances
technical dance skills to:
execute high level of technical and performance skills in a partnership situation
employ physical control throughout performances, including pas de deux
demonstrate timing and weight centring techniques with partner, applying them to lifts and counterbalances
demonstrate a high level of spatial awareness in partnering, including floor patterns and aerial pathways
sense needs of partner and adapt appropriately
emulate the style and intention of pas de deux repertoire through partnering techniques.
Required knowledge
specialised knowledge of pas de deux repertoire and performances
principles underlying dance movements and techniques, such as:
relationship with gravity
spatial awareness
successional movement
use of breath
folding
extending
rotating
shifting weight
anatomical foundations, including:
articulation of the spine
engagement of the feet
bases of support, including feet, legs, hands, arms and torso
range of motion of the joints
differentiation of the legs and pelvis
risk factors in partnering techniques
performance contexts, including staging and personal presentation.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Pas de deux works may include:
Sleeping Beauty Act 3
Don Quixote Act 3 (Nureyev)
La Fille Mal Gardée (combination of Act 2 and 3 pas de deux)
Flower Festival of Genzano
Sylvia
Le Corsaire
Flames of Paris
Tchaikovsky pas de deux
Nutcracker Act 2
Coppelia Act 3 (Van Praagh)
Esmerelda (Garth Welch)
Giselle Act 1 (Van Praagh)
Blue Bird pas de deux: Sleeping Beauty Act 3
Peasant pas de deux: Giselle Act 1
newly created choreography.
Physical learning and adaptability may include:
set exercises or sequences
unseen exercises or sequences
sequences from a range of techniques, such as:
Royal Academy of Dance (RAD)
Cecchetti
Vaganova
French
Balanchine
execution of extended sequences to right and left sides without prompting
self-correction.
Teaching methods may include:
Russian
French
Cecchetti
RAD.
Technical requirements may include:
placement and coordination of body parts
strength and stability
posture
hand grips and hand placement for balance
relationship between partners.
Performance attributesmay include:
strength, flexibility, coordination and cardiovascular endurance
detailed musicality with attention to nuances of interpretation
movement qualities to movement sequences
strong sense of individuality and 'presence' in the execution of sequences
sensibility in sequences of increasing difficulty
alternative and structurally changing musical time signatures and phrasing for extended sequences
different expressive qualities applied to movement sequences
extensive and changing expressive qualities applied to movement sequences
assured artistic interpretations of sequences and variations.
Footworkmay include:
sequences executed at the barre and in the centre
multiple turns in adage and travelling configurations
sequences specific to the professional female repertoire
enchaînements that require the full range of movement executed on and off pointe in all directions of the dance.
Repertoire may include:
romantic
classical
modern ballet
original choreography.
Ballet styles and genres may include:
contemporary ballet
modern ballet
neoclassical
ballet-masquerade
ballet-melodramatique
romantic
imperial.
Preparationsmay include:
familiarisation with performance environment (space, location, size) and audience
preparation of space to ensure safety of self and others
mental preparation
immediate physical preparation
rehearsal appropriate to audience
awareness of time lines leading up to and immediately before performance
props
costumes or clothing
make-up
equipment
appropriate footwear
scores
sheet music
tapes
competitions and auditions:
rules
judging criteria, including:
general appearance
costumes
technique
execution
showmanship
entertainment value (the ‘x’ factor)
level of difficulty
originality and creativity
choreography
synchronisation
versatility.
Performance contexts may include:
professional production
solo
ensemble
corps de ballet
audition
competition.
Personal presentation may include:
costumes
accessories
make-up
hair
posture
way of moving.
Performance psychology techniquesmay include:
visualisations
affirmations
relaxation techniques
mental rehearsal
maintaining a work-life balance.
Professional work ethicmay refer to:
attentive behaviour in creative practice
awareness of:
substance abuse
addictive behaviours
expectations of others
eating disorders
effective management of personal finances
balanced diet
energy levels and personal limitations
stage and theatre etiquette
developing strategies to:
cope with performance anxiety
maintain motivation
effective personal hygiene habits, such as:
clean and short nails
clean and tied-up hair
clean hands
ongoing dedication to a physical conditioning exercise program
maintaining concentration, focus and physical alertness in all performance activities
maintaining costumes and other apparel
maintaining a work-life balance
punctuality and reliability
working creatively with individual differences.
Extending scope of performance practice may include:
working effectively with tutor or coach
participating in professional development and other learning opportunities
undertaking training courses
practising systemically
participating in relevant groups or associations
experimenting with own performance
communicating with peers
being involved in a range of relevant performance activities
viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:
lectures
seminars
conferences
symposiums
master classes
professional organisations
practical workshops
performance rehearsals
individual training.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Research and analyse chosen pas de deux work
Cooperate, show consideration and develop rapport with partner during the rehearsal process and seamlessly adjust to a change of partner when required
Practise timing and weight centring in accomplishing adage, pirouettes, promenades and lifts with partner
Rehearse complex lifts and counterbalances with grace, balance and control
Exhibit a professional level of physical learning and adaptability to incorporate unseen combinations across differentteaching methods
Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback
Display correct technical requirements of pas de deux
Demonstrate complex performance attributesand quality of movement
Show strength, precision and complexity in all aspects of footwork, including pointe work as required
Sense when female dancer needs to leave a balance, or needs to be steadied, and be there to offer support (male only)
In supported pirouettes or finger turns, sense how many turns to do, matching it to partner, and instinctively phrase the choreography with the music
Apply the flexibility, sense of line and clear positions essential to the form
Emulate the style and intention of pas de deux repertoireacrossballet styles and genresthrough partnering techniques
Undertake preparations appropriate to performance contexts
Ensure that personal presentation is appropriate to performance contexts
Apply performance psychology techniques to preparations
Rehearse performances repeatedly until perfected
Sustain focus and concentration to produce performances that show artistry, rhythm and musicality and convey the story and mood of the dance
Convey choreographic intent of dances through confident and precise execution of ballet dance techniques
Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual or partnering technique
Develop and refine professional work ethic
Develop realistic parameters as a basis for extending scope of performance practice
Identify regimes and artistic strategies that will refine own performance technique
Forms
Assessment Cover Sheet
CUADAN605A - Perform pas de deux at a professional level
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Assessment Record Sheet
CUADAN605A - Perform pas de deux at a professional level
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Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent