Assessor Resource

CUADTM601
Teach high level classical ballet dance technique

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the performance outcomes, skills and knowledge required to incorporate safe dance practice into the teaching of high level classical ballet dance technique in dance studios, professional companies or venues where flooring is appropriate for the safe teaching of dance.

At this level, dance teachers are working with students who already have well-developed technique and performance skills. Teaching methodologies therefore tend to be more tailored to individual needs. Students could also be involved in determining the structure of training programs, which could be based on a specific syllabus or set of teaching resources which the teacher has developed.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for dance classes

1.1 Ensure dance elements or movements for classes are safely sequenced

1.2 Identify and minimise risk factors in the teaching of classical ballet classes

1.3 Check that learners are wearing appropriate practice clothing and footwear

1.4 Demonstrate appropriate warm-up techniques

2. Demonstrate high level classical ballet techniques

2.1 Demonstrate to learners correct posture and body alignment appropriate to high level classical ballet technique and movement

2.2 Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences

2.3 Demonstrate a range of techniques that integrate balance, flexibility, coordination, stamina and control and articulation of individual body parts

2.4 Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements

2.5 Demonstrate the timing and phrasing relationship between classical ballet movement and the accompanying music

2.6 Follow safe dance practice in teaching activities to minimise risk of injuries

2.7 Demonstrate appropriate warm-down techniques

2.8 Manage class dynamics to ensure that all learners have equal opportunity to participate and provide input

2.9 Resolve problems that arise, knowing when it is appropriate to seek assistance from others

3. Maintain expertise in teaching high level classical ballet technique

3.1 Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved

3.2 Use a range of sources to keep up-to-date with current industry issues, trends and codes of practice

3.3 Participate in professional development activities as required

Evidence of the ability to:

demonstrate high level classical ballet technique

demonstrate correct warm-up and warm-down techniques and follow safe dance practices in teaching activities

demonstrate highly complex enchaînements

demonstrate musicality, expression, phrasing and correct timing, and sensitivity in movement sequences

interact effectively and constructively with learners

evaluate own teaching practice and identify ways to improve it.

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 dance technique, 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

classical ballet principles and techniques

features of commonly performed classical ballet repertoire

graded progress requirements according to dance society levels

issues and challenges that arise when teaching classical ballet

key aspects of safe dance practice

protocols associated with teaching dance.

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:

teaching resources and equipment

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

a venue with adequate space, ballet barres and a sprung or tarkett floor.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for dance classes

1.1 Ensure dance elements or movements for classes are safely sequenced

1.2 Identify and minimise risk factors in the teaching of classical ballet classes

1.3 Check that learners are wearing appropriate practice clothing and footwear

1.4 Demonstrate appropriate warm-up techniques

2. Demonstrate high level classical ballet techniques

2.1 Demonstrate to learners correct posture and body alignment appropriate to high level classical ballet technique and movement

2.2 Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences

2.3 Demonstrate a range of techniques that integrate balance, flexibility, coordination, stamina and control and articulation of individual body parts

2.4 Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements

2.5 Demonstrate the timing and phrasing relationship between classical ballet movement and the accompanying music

2.6 Follow safe dance practice in teaching activities to minimise risk of injuries

2.7 Demonstrate appropriate warm-down techniques

2.8 Manage class dynamics to ensure that all learners have equal opportunity to participate and provide input

2.9 Resolve problems that arise, knowing when it is appropriate to seek assistance from others

3. Maintain expertise in teaching high level classical ballet technique

3.1 Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved

3.2 Use a range of sources to keep up-to-date with current industry issues, trends and codes of practice

3.3 Participate in professional development activities as required

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.

Techniques must relate to teaching the highly competent execution of:

allegro:

pas assemblé with ½ turns

assemblé battu with ½ turns

double assemblé battu

jeté battu with ½ turns

brisé volé 2 in a series (1 = volé front and back)

pas ballonné en tournant

ballotté at 90 degrees

rond de jambe saute en tournant

double rond de jambe saute

sissonne collée

grand pas de chat

six de volé

grande sissonne ouverte en tournant

fouetté saute from de côté to de côté

grand fouetté effacé saute

grand jeté passé développé

grand jeté renversé

grand jeté en tournant to croisé or effacé

grande cabriole fermée and ouverte in directions at 90 degrees

temps levé à la seconde with a ½ turn en dedans

barre:

battement tendu jeté in all directions with and without plié in ¼ counts

battement tendu jeté in all directions with ⅛ and ¼ turns in ½ counts (3 in a series)

battement tendu pour batterie in 1 count

battement piqué en rond in ½ counts

rond de jambe par terre with ½ turns in 1 count

rond de jambe par terre combined with soutenu en tournant in 1 count

battement fondu in all directions to 90 degrees in 1 count

battement fondu with tombé en tournant in 2 counts

battement fondu with fouetté in 1 count

double battement fondu in all directions at 45 degrees in 1 countrenversé saute

pas ciseaux en avant and en arrière

jeté élancé en diagonale and en manège

révérence

temps de poisson

brisé volé 4 in a series (1 = volé front and back)

double sissonne en tournant also finished in open poses (male students only)

double sissonne tombée en tournant (male students only)

fouetté saute battu

grand fouetté saute with ½ and ¾ turns

grand fouetté saute battu (male students only)

grand jeté entrelacé with fouetté

grand jeté entrelacé battu

double tours en l’air to the knee (male students only)

double grand assemblé en tournant (male students only)

double saute de basque (male students only)

double demi-caractère saute de basque (male students only)

saute de biche

grand rond de jambe sauté

½ tours in all open positions at 45 and 90 degrees in 1 count

single and double battement frappé in all directions in ½ counts

single and double battement frappé in all directions with ¼ and ½ turns in 1 count

petit battement serré sur le cou-de-pied en fondu

battement battu serré devant and derrière

grand temps relevé en tournant to the grand poses

flic flac en tournant to the grand poses

développé in all directions preceded by a single pirouette

développé passé in all directions in 1 count

développé passé en tournant in all directions

développé ballotté in all directions in 2 counts

développé balancé in all directions in 2 counts

grand fouetté in 1 count

grand rond de jambe in 2 counts

passé par terre en tournant at 90 degrees

grand battement jeté balançoire in 1 count

grand battement jeté développé and enveloppé in all directions in 1 count

grand battement jeté piqué with demi-rond in 1 count

grand battement jeté with grand fouetté in 1 count

single pirouettes finished in the grand poses

double pirouettes sur le cou-de-pied and retiré also finished in the small and grand poses

single tours piqué en dehors and single tours jeté en dedans

battement tendu jeté on the demi-pointe in all directions in ½ counts

grand rond de jambe jeté with relevé in 1 count

battement fondu in all directions to 45 or 90 degrees with ¼ turns and ½ turns

battement frappé to à la seconde only in ¼ counts

triple frappés in all forms as double frappé

temps relevé en tournant with a double turn at the discretion of the teacher

temps relevé en tournant in the grand poses

arabesque penchée and en arrière on the demi-pointe

développé in all directions preceded by a double pirouette

développé d’ici-delà on the demi-pointe

grand battement jeté with full rond en dehors and en dedans to 90 degrees in 2 counts

double pirouettes finished in the grand poses

double pirouettes sur le cou-de-pied and retiré from grand plié

up to 32 in series

centre practice:

rond de jambe par terre with ½ turns in 1 count

single and double battement frappé in all directions with ⅛ turns in 1 count

flic flac en tournant finishing demi-pointe

arabesque penchée in 4th arabesque

développé passé in 1 count

développé en tournant to effacé devant

grand fouetté with ½ and ¾ turns in 1 count

grand fouetté écarté in 2 counts

grand rond de jambe in 2 counts

double pirouettes into double tour passé

double grandes pirouettes

single and double grandes pirouettes finished with a fouetté

consecutive grandes pirouettes with plié-relevé up to 16 in a series

grande pirouette sautillée in all the grand poses up to 16 counts

fouetté rond de jambe en dehors up to 16 in series

grand battement jeté in all forms as at the barre for this level, excluding grand battement jeté balançoire

temps lié en tournant en l’air from grand plié in 8 counts

grand plié with double pirouettes also finished in the grand poses

grand plié with single grandes pirouettes

grand fouetté écarté in 2 counts 16 in a series

demi rond de jambe on the demi-pointe

battements divisés en quatre in all directions and alignments with a ½ turn

triple pirouettes en dehors and en dedans

pirouettes en dehors and en dedans finished in all open positions on the demi-pointe

fouetté rond de jambe en dehors.

Evidence of the ability to:

demonstrate high level classical ballet technique

demonstrate correct warm-up and warm-down techniques and follow safe dance practices in teaching activities

demonstrate highly complex enchaînements

demonstrate musicality, expression, phrasing and correct timing, and sensitivity in movement sequences

interact effectively and constructively with learners

evaluate own teaching practice and identify ways to improve it.

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 dance technique, 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

classical ballet principles and techniques

features of commonly performed classical ballet repertoire

graded progress requirements according to dance society levels

issues and challenges that arise when teaching classical ballet

key aspects of safe dance practice

protocols associated with teaching dance.

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:

teaching resources and equipment

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

a venue with adequate space, ballet barres and a sprung or tarkett floor.

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

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 risk factors in 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 high level classical ballet technique and movement 
Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences 
Demonstrate a range of techniques that integrate balance, flexibility, coordination, stamina and control and articulation of individual body parts 
Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements 
Demonstrate the timing and phrasing relationship between classical ballet movement and the accompanying music 
Follow safe dance practice in teaching activities to minimise risk of injuries 
Demonstrate appropriate warm-down techniques 
Manage class dynamics to ensure that all learners have equal opportunity to participate and provide input 
Resolve problems that arise, knowing when it is appropriate to seek assistance from others 
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 keep up-to-date with current industry issues, trends and codes of practice 
Participate in professional development activities as required 

Forms

Assessment Cover Sheet

CUADTM601 - Teach high level classical ballet dance technique
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Assessment Record Sheet

CUADTM601 - Teach high level classical ballet dance technique

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

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