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.
Elements Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Analyse and interpret the grade syllabus | 1.1 Demonstrate understanding of the syllabus at the individual grade levels 1.2 Identify and interpret the syllabus requirements for barre work for each grade level 1.3 Identify and interpret the syllabus requirements for port de bras for each grade level 1.4 Identify and interpret syllabus requirements for centre practice for each grade level 1.5 Distinguish syllabus requirements for adage for each grade level 1.6 Identify and interpret syllabus requirements for pirouettes for each grade level 1.7 Distinguish syllabus requirements for allegro for each grade level 1.8 Analyse the syllabus requirements for studies for each grade level |
2. Design warm-up exercises | 2.1 Design aerobic warm-up exercises 2.2 Demonstrate a range of stretches appropriate for the specific grade level 2.3 Design exercises for strengthening the feet |
3. Demonstrate and deliver grade-specific exercises | 3.1 Demonstrate range of travelling movements appropriate for the individual grade level 3.2 Identify faults and suggest corrective exercises 3.3 Identify and define French terminology for individual exercises 3.4 Demonstrate an ability to break down grade-specific exercises into individual steps 3.5 Monitor quality of ballon and footwork 3.6 Analyse line and quality of position 3.7 Monitor students’ control through body and legs 3.8 Encourage in students a sense of enjoyment and confidence in movement |
4. Teach students to perform grade-specific enchaînements | 4.1 Demonstrate a combination of exercises to create a series of steps, or enchaînements, specific to the grade level 4.2 Perform enchaînements to music as specified in the grade syllabus 4.3 Encourage a sense of performance, musicality and artistry 4.4 Give positive feedback on rhythm, quality and coordination of movement |
5. Prepare students for grade examinations | 5.1 Explain examination requirements to students 5.2 Practise a range of positions and movements consistent with the syllabus 5.3 Identify syllabus requirements and artistry for studies at individual levels 5.4 Conduct and document a pre-examination checklist |
This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.
Barre must include: | establishing and maintaining appropriate posture establishing and sustaining appropriate degree of turnout sustaining stretched legs and feet sustaining centring of the body showing transfer of weight with ease. |
Port de bras must include: | position and shapes shown extension of extremities to create line flow breadth poise and developing expressive qualities. |
Centre practice must include: | establishing and maintaining appropriate posture establishing and sustaining appropriate degree of turnout sustaining stretched legs and feet centring the body to be sustained showing transfer of weight with ease. |
Adage must include: | establishment and placement of body parts ability to demonstrate line maintenance of stability strength and control transfer of weight with ease. |
Pirouette must include: | use of head and eyes centring of the body accuracy in demonstration. |
Allegro must include: | well-articulated feet ability to take off and land with the correct use of demi plié maintenance of turnout with well-stretched legs and feet precision of footwork well-defined beats ability to demonstrate spatial awareness ability to demonstrate diverse movement qualities upper body coordination, including use of head and arms elevation joy of movement shown. |
Studies must include: | Le Chat 4/4 Sailor’s Hornpipe 4/4 La Grand Classique 3/4 Tarantella 6/8 Classical Study for girls or boys 3/4 Polka 2/4 Ragtime 2/4 Spanish Waltz 3/4 Cinderella Pirate’s treasure hunt Lyrical 3/4 Mazurka 3/4. |
Travelling movements must include: | assemblés élancés autour de la salle balancés demi contretemps échappés sautes et soubresauts galops glissades glissades changé et pas de chat grand allegro en diagonale pas de bourrée pas de chats polkas posés coupés and galops posés en avant posés tours preparations for chainé sissones step pas de bourrée step temps levé. |
Evidence of the ability to:
demonstrate effective and appropriate posture, placement and control through the body and legs relevant to the specific grade of the Cecchetti Ballet syllabus
facilitate a positive response from students towards their presentation and musicality
engender in students a sense of enjoyment, confidence and pleasure in movement
demonstrate understanding of the Cecchetti Ballet grades 2 to 6 syllabus.
Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.
To complete the unit requirements the individual must:
in the context of demonstrating the Cecchetti Ballet method, explain the significance of the following anatomical foundations:
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
describe:
key principles in the Australian Guidelines for Dance Teachers and Dance Industry Code of Ethics
history and background of the Cecchetti Ballet method
issues and challenges that arise when teaching the Cecchetti Ballet syllabus
key aspects of safe dance practice relevant to a teaching context
key stages in the physical and mental development of children aged between 7 and 12
protocols associated with teaching dance
requirements and application of grades 2 to 6 Cecchetti Ballet syllabus to the teaching of a class
requirements of the grades 2 to 6 Cecchetti Ballet examination
provide examples of French ballet terms and their translations.
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:
a simulated or real class situation with a group of appropriate level students with a basic knowledge of the relevant syllabus
relevant resources and equipment.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
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