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Elements and Performance Criteria

Required Skills

Required skills

communication skills to

work collaboratively as part of an ensemble duo and with independence as a soloist

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

communicate to the audience though movement

initiative and enterprise skills to

be an integral and committed member of a rehearsal process

dance with artistry and assurance

communicate mood style and grace through dance

learning skills to

perfect classical and contemporary ballet repertoire and performance skills through

practising complex movements and sequences

a positive attitude and commitment to the rehearsal and performance process

observe and interpret physical skills

commit to developing performance quality and artistry in the given style

planning and organising skills to

prepare for performances auditions and competitions

plan practice time

selfmanagement 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 others involved in dance classes and performances

technical dance skills to

execute high level of competency in dance repertoire

demonstrate a high level of spatial awareness in group movements including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs torso and head

demonstrate a professional level of physical accuracy in performance

show professional level of consistency from one performance to the next

Required knowledge

principles underlying dance movements and techniques including

relationship with gravity

spatial awareness

successional movement

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 ballet for the physical body

rehearsal process

terminology associated with the chosen dance styles

staging considerations

musical rhythms including

time signatures

philosophical nature and history of the chosen dance styles and allied disciplines

Evidence Required

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

perform a wide range of repertoire at a professional level with individual artistic quality interpretation and expression

participate as an integral part of a rehearsal process

display a professional work ethic

transfer classroom skills to performance contexts

develop 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 dance technique repertoire and performance skills

Assessment methods should closely reflect workplace demands eg literacy and the needs of particular groups eg 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

CUADANA Extend ballet technique to a professional level

CUADAN603A Extend ballet technique to a professional level

CUADANA Extend ballet performance skills to a professional level

CUADAN604A Extend ballet performance skills to a professional level

CUADANA Perform virtuoso contemporary dance technique

CUADAN611A Perform virtuoso contemporary dance technique

CUAINDA Work professionally in the creative arts industry

CUAIND601A Work professionally in the creative arts industry

CUAOHSA Develop techniques for maintaining resilience in a competitive environment

CUAOHS602A Develop techniques for maintaining resilience in a competitive environment.

Range Statement

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.

Rehearsals may include:	processes that are unique to the choreographer different types of contribution required of the dancer dependent on whether the choreographer requires movement replication or the construction or improvisation of solo or group sequences on designated themes or tasks guest artists, staff or students as the choreographers learning roles from video reproductions expectations of students to understudy different roles that may or may not be performed.
Professional work ethicmay refer to:	consistent attendance at all rehearsals punctuality and preparedness for rehearsal in maintaining movement material presented in previous rehearsals concentration, cooperation, focus and physical alertness in relationships with: choreographers rehearsal directors fellow dancers contribution to the creative process confidently and skilfully where appropriate responsiveness to and incorporation of feedback (choreographer’s or director’s notes) into the performance and rehearsal process ability to become an integral part of a performance ensemble responsibility for solo or extra group work if required capacity to allow the choreographic work and process to inform technique and attitude attendance at all associated production meetings, wardrobe fittings, technical rehearsals, spacing and plotting previews respectful and responsive manner with crew members professional level of physical accuracy in performance and consistency from one performance to the next attendance at all scheduled warm-up sessions before performances.
Repertoire may include:	contemporary dance romantic classical modern ballet original choreography.
Physical learning and adaptability may include:	allied contemporary dance techniques, such as: improvisation duo dance tumbling high velocity acrobatic moves set exercises or sequences unseen exercises or sequences sequences from a range of ballet 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.
Dance styles and genres may include:	ballet, including: contemporary modern neoclassical ballet-masquerade ballet-melodramatique romantic imperial contemporary dance modern dance.
Preparationsmay include:	familiarisation with performance environment, including: space location size 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.
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.