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Elements and Performance Criteria

Required Skills

Required skills

communication teamwork and organisational skills to

instruct students according to individual physical and emotional needs

encourage class participants to perform as a group

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

initiative and enterprise skills to encourage a sense of enjoyment and the development of confidence in movement

learning skills to

apply knowledge of intermediate Cecchetti Ballet to the teaching of a specific class

apply knowledge of basic anatomy to the teaching of an intermediate class

apply knowledge of childhood development to the teaching of an intermediate class

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

listening skills to

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to

complete preexamination checklists and lesson plans

write or interpret instructions and feedback for the learners

problemsolving skills to

design classes to suit individual needs

memorise exercises and routines

respond appropriately to the unexpected in a teaching situation

selfmanagement and planning skills to

plan and organise teaching sessions in line with syllabus requirements

maintain an appropriate standard of personal presentation in a teaching context

technical skills to

demonstrate intermediate level Cecchetti Ballet syllabus

demonstrate and apply knowledge of rhythm timing and geometric shapes and floor plans

understand and reproduce unseen enchanements expressively

technology skills to use audiovisual equipment as appropriate such as

iPods and playlists

video DVD players and recorders

Required knowledge

general knowledge of

professional development opportunities for dance teachers

welldeveloped knowledge of

anatomical foundations including

articulation of the spine

engagement of the feet

bases of support including feet legs hands arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

history and background of the Cecchetti Ballet method

dance teaching terminology

issues and challenges that arise in the context of teaching the Cecchetti Ballet syllabus

OHS principles relevant to a teaching context

physical and mental development in the early childhood years

safe dance practice relevant to a teaching context

teaching and performance protocols

requirements and application of intermediate Cecchetti Ballet syllabus to the teaching of a specific class

requirements of the intermediate Cecchetti Ballet examination

theory of port de bras

French ballet terminology and its translations

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

demonstrate effective and appropriate posture placement and control through the body and legs relevant to the intermediate syllabus level

facilitate a positive response from students in terms of their presentation and musicality

engender in students a sense of enjoyment confidence and pleasure in movement

demonstrate understanding of the Cecchetti Ballet intermediate syllabus

Context of and specific resources for assessment

Assessment must ensure access to

a simulated or real class situation with a group of appropriate level students who have a working knowledge of the relevant syllabus

relevant resources and equipment

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 thirdparty workplace reports of onthejob performance

evaluation of the candidate at an examination where the candidate is required to apply experience to a group of unknown students

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

case studies and scenarios as a basis for demonstration and discussion with a panel of assessors on aspects of the intermediate syllabus

review of candidates portfolio of evidence gained during training period including selfassessments candidates students examination results preexamination checklists and end of course assessments for childhood development and anatomy

direct observation of a practical demonstration of two classes before a panel of assessors

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

CUADTMA Plan and organise dance classes

CUADTM401A Plan and organise dance classes

CUADTMA Apply safe dance teaching methods

CUADTM403A Apply safe dance teaching methods

TAEASSA Plan assessment activities and processes

TAEASS401A Plan assessment activities and processes

TAEASSA Assess competence

TAEASS402A Assess competence

TAEDESA Design and develop learning programs

TAEDES401A Design and develop learning programs.

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.

Barre must include:	establishing and maintaining ballet posture maintaining turnout and body placement throughout with poise and demonstrating control sustaining stretched legs and feet centring the body to be sustained showing transfer of weight with ease coordinating head and arm movements throughout.
Port de bras and centre practice must include:	position and shapes shown musically and expressively with flow and breadth posture, turnout and placement maintained with upper body quality and poise shown smooth transfer of weight as required well-articulated feet.
Adage must include:	establishment and placement of body parts ability to demonstrate line maintenance of stability and rotation strength and control shown transfer of weight shown with ease maintenance of turnout on working and supporting sides maintenance of established leg height.
Pirouette must include:	correct use of head and eyes centring of the body accuracy in demonstration well-pulled up body and legs shown correctly placed arms.
Allegro must include:	well-articulated feet correct use of demi-plié turnout maintained with well-stretched legs and feet precision of footwork evident well-defined beats shown understanding demonstrated of the petite allegro concept use of ballon shown ability to demonstrate spatial awareness ability to demonstrate diverse movement qualities as appropriate upper body coordination, including use of head and arms shown elevation shown joy of movement shown.
Pointe work must include:	well-placed body and legs on pointe established and maintained throughout correct alignment of foot demonstrated on pointe and the ability to correctly rise and lower through the foot shown maintenance of energy.
Intermediate dances must include:	accurate reproduction of the selected variation and ability to choreograph dances appropriate to the student appropriate expressive qualities musicality.
Line and quality refer to:	position and shapes shown extension of extremities to create line flow breadth poise.
Five positions of the feet, arms and head refer to:	five positions of the feet 1st, 2nd, 3rd, 4th and 5th five positions of the arms and variations of 1st, demi 2nd, 3rd, 4th en avant, 4th en haut, 5th en bas, 5th en avant and 5th en haut five positions of the head: erect, turned, inclined, raised and lowered.
Seven movements in dance are:	pliér - to bend étendre - to stretch relevér- to rise glissader - to glide sauter - to jump élancer - to dart tourner - to turn.
Eight fixed points refers to:	ability to use the eight fixed points of the room, i.e. for assistance in choreography.
Arabesquesrefer to:	accurate demonstration of the five individual arabesques.
Eight directions of the body refer to:	three basic positions: á la seconde á la quatrième devant á la quatrième derrière derivatives of á la quatrième devant: croisé devant effacé derivative of á la seconde: écarté derivatives of á la quatrième derrière: croisé derrière épaulé.
Musicality and artistry must include:	demonstration of: focus: use of head and eye-lines sense of occasion confidence in presentation sensitive interpretation of the dynamic qualities in the music and movement harmonious use of body parts in movement sustained demonstration of the basic movements in dance showing an awareness of: meter tempo phrasing accent dynamic qualities in the accompanying music.