Assessor Resource

CUADTM402A
Teach basic classical ballet dance technique

Assessment tool

Version 1.0
Issue Date: May 2024


Private dance teachers who specialise in teaching classical ballet apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

At this level, teachers and instructors may be working from learning programs developed by others, and structuring lesson plans around those programs. Alternatively, they may be devising and conducting classes which are not based on any particular syllabus.

This unit describes the performance outcomes, skills and knowledge required to incorporate safe dance practice into the teaching of basic classical ballet dance techniques.

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

Not applicable.



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:

demonstrate basic classical ballet technique

apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques

demonstrate short and simple enchaînements within specified exercises

demonstrate musicality, expression, phrasing and correct timing, and sensitivity in a movement sequence

interact effectively and constructively with learners

maintain expertise.

Context of and specific resources for assessment

Assessment must ensure access to:

resources and equipment

opportunities for teaching basic classical ballet in either a real or simulated situation

a venue with adequate space, ballet barres and appropriate flooring, such as a sprung or tarkett floor.

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:

direct questioning combined with review of portfolios of evidence

third-party workplace reports of on-the-job performance

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

direct observation, or video recordings, of candidate teaching a basic classical ballet class

case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a basic classical ballet class.

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:

CUADTM403A Apply safe dance teaching methods.

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, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate basic classical ballet techniques, such as:

at the barre

in the centre

simple balancing, turning, and low and medium-elevation movements

basic enchaînement of ballet movements.

Required knowledge

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

Australian Guidelines for Dance Teachers

classical ballet repertoire

classical ballet principles and techniques

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching classical ballet

OHS principles and safe dance practice

teaching and performance protocols.

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.

Risk factors may include:

inappropriate or worn-out footwear

trip hazards in the venue or facility, for example power cords

unsafe flooring.

Warm-up techniques may include:

barre and floor exercises

exercises for areas, such as:

body conditioning and strength development

flexibility

isometric control

coordination improvement and enhancement exercises

muscle contraction and release

isolation and mobility of body parts

slow stretching

slow and deep breathing.

Body alignment refers to:

proper alignment of the torso, limbs, spine and shoulders, such as:

ear over the shoulder over the hips

knee over the ankle.

Techniques taught at a basic level must relate to:

demi pointe

five positions of feet and arms

centre practice, such as:

pliés

battement fondues

échappé relevés

temps lié

chasses

grands battements

coordination of arms and legs

demonstrating correct placing and alignment of the body

execution at a basic level of:

adage and pirouettes

allegro

expressing a flow of movement with arms, head and eyes

good use of stretched legs and feet

movement of legs and feet through the floor and in the air

performing port de bras, including:

correct placing of the arm and arabesque lines

balanced and harmonious arm lines

focused use of head and eyes

showing correct posture, rotation and turnout

transferring weight correctly with balance, control and strength.

Accompanying music may include:

instrumental

live or recorded

vocal.

Safe dance practice may include:

correct execution of dance steps

appropriate clothing and footwear

doing exercises and performing routines on flooring appropriate to genre and style of dance, including:

sprung softwood

tarkett

sprung parquet

tongue and groove hardwood

resined for ballroom and Latin dance

non-slip for ballet

wood for tap and Spanish

nutrition and diet

understanding the body’s capabilities and limitations, including:

alignment

flexibility (mobility)

strength (stability)

cardiorespiratory endurance

muscular endurance

warm-up and cool-down procedures, such as:

gentle stretch

aerobic exercises

anaerobic exercises

breathing exercises.

Cool-down techniquesmay include:

barre and floor exercises

exercises for areas, such as:

body conditioning and strength development

flexibility

isometric control

coordination improvement and enhancement exercises

muscle contraction and release

isolation and mobility of body parts

slow stretching

slow and deep breathing.

Relevant personnel may include:

colleagues

dance school director

mentors

other teachers

parents

people with different access requirements

students.

Sourcesmay include:

print publications

resources available through dance societies

television shows

websites.

Industry issues and trendsmay relate to:

Australian Guidelines for Dance Teachers

dance teaching methodologies

emerging trends in different dance disciplines and genres

employment opportunities for dancers

safe dance practice.

Professional development activities may include:

industry events, such as:

conferences

expositions

festivals

workshops and seminars organised by dance societies or industry associations.

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
Ensure dance elements or movements for classes are safely sequenced 
Identify and minimise the effect of risk factors to the teaching of classical ballet classes 
Check that learners are wearing appropriate practice clothing and footwear 
Demonstrate appropriate warm-up techniques 
Demonstrate to learners correct posture and body alignment appropriate to basic classical ballet technique and movement 
Demonstrate isolation and coordination of the upper and lower body in simple movement sequences 
Demonstrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 
Emphasise the importance of control, attention to detail and memory when demonstrating simple linking of steps or enchaînement of dance movements 
Demonstrate the timing, phrasing and dynamic relationship between classical ballet movement and the accompanying music 
Follow safe dance practice in teaching activities 
Demonstrate appropriate cool-down techniques 
Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 
Use a range of sources to stay abreast of current industry issues and trends 
Identify and participate in professional development activities as required 

Forms

Assessment Cover Sheet

CUADTM402A - Teach basic classical ballet dance technique
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

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Assessment Record Sheet

CUADTM402A - Teach basic classical ballet dance technique

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

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Student signature:

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