CUADAN603A - Extend ballet technique to a professional level Competency Mapping Template

Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUADAN603A Mapping and Delivery Guide
Extend ballet technique to a professional level

Version 1.0
Issue Date: May 2024

Qualification	-	Unit of Competency	CUADAN603A - Extend ballet technique to a professional level
Description	This unit describes the performance outcomes, skills and knowledge required to show range, depth, precision and complexity across ballet technique and classical and contemporary repertoire at a professional level.
Employability Skills	This unit contains employability skills.
Learning Outcomes and Application	This unit applies to dancers who are moving towards professional careers in contexts where complex ballet technique is required for performing as members of a dance company, as an ensemble or soloist dancer or in other professional contexts.At this level, dancers are constantly refining their technique and perfecting their artistry across complex dance sequences and repertoire, including pas de deux repertoire and solo and group work.While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during practice sessions, rehearsals and live performances.
Duration and Setting	X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites	Not applicable.
Competency Field

Development and validation strategy and guide for assessors and learners		Student Learning Resources	Handouts Activities	Slides PPT	Assessment 1	Assessment 2	Assessment 3	Assessment 4
Elements of Competency	Performance Criteria
Element: Excel at a physical conditioning program	Continuously meet physical conditioning requirements of professional dance work Demonstrate ongoing stamina, strength, cardiovascular endurance and flexibility Minimise risk factors that inhibit the achievement of goals and seek professional assistance when required Always perform warm-up and cool-down activities in conjunction with dance activities
Element: Execute a professional level of artistry and presentation	Refine extended ballet techniqueacross each section of class work Demonstrate complex performance attributesand quality of movement in sequences of extended difficulty Show strength, precision and complexity in all aspects of footwork, including pointe work as required Execute complex variations ofballet repertoire with accuracy and precision Exhibit a professional level of physical learning and adaptabilityto incorporate unseen combinations across differentteaching methods Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback Demonstrate muscularity, strength and stamina in male-specific vocabularyas required
Element: Demonstrate advanced partnering techniques	Demonstrate advanced ability to cooperate and show consideration for a partner Consistently show timing and weight centring in accomplishing adage, pirouettes, promenades and lifts Perform complex lifts and counterbalances with grace, balance and control Apply the flexibility, sense of line and clear positions essential to the form Emulate the style and intention of pas de deux repertoire through partnering techniques
Element: Execute complex ballet repertoire	Execute variations and repertoire of complexity with a high level of technical accuracy Convey a high level of spatial awareness appropriate to solo and group work Execute group work with a professional sense of cohesion and solo work with a professional sense of musical individuality Present variations and repertoire with a high level of artistry and assurance acrossballet styles and genres
Element: Develop professional practice	Develop and refine professional work ethic Develop realistic parameters as a basis for extending scope of performance practice Identify regimes and artistic strategies that will refine own performance technique

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: execute physical and conceptual understanding of the fundamental technical principles in classical ballet demonstrate through the execution of sequences fundamental dance skills, including: alignment and extensions in combinations of a high level of difficulty reproduction of complex movement sequences on both sides of the body facility and speed in directional changes a high level of spatial awareness in group movements a high level and range of coordination of limbs, torso and head 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 classical ballet technique and repertoire. 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: CUADAN604A Extend ballet performance skills to a professional level CUADAN605A Perform pas de deux at a professional level CUAIND601A Work professionally in the creative arts industry.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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 skills to:

work collaboratively as part of an ensemble 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

initiative and enterprise skills to:

work creatively with music and dance

dance with artistry and assurance

communicate mood, style and grace through dance

learning skills to:

perfect classical ballet techniques through:

practising complex movements and sequences

a positive attitude to dancing

excel at a personal physical conditioning program

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes and rehearsals

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 each section of class work

employ physical control throughout performances, including pas de deux

respond to different time signatures

maintain correct posture, weight placement and alignment in fully rotated turn-out position

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

reproduce complex movement sequences on both sides of the body

show facility and speed in directional changes

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

exhibit confidence in creating movement sequences

observe and interpret the physical body

articulate a comprehensive knowledge of the philosophical nature of the discipline

show a consistent level of commitment.

Required knowledge

well-developed knowledge of each section of dance work, including:

stretching

barre

centre practice

adage

pirouettes

allegro

batterie

grand allegro

cool down

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

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

ballet terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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 relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Ballet techniquemay include:	embodiment of the principles of alignment in combinations of increasing difficulty controlled balances in a wide range of positions: ouvert croisé á la seconde effacé ecarté multiple turns in open and closed positions of increased difficulty self-correction and concentrated response to feedback high levels of ongoing strength, flexibility, coordination and cardiovascular endurance spatial awareness in relation to self and others with a greater depth and range.
Section of class work may include:	stretching barre: complex footwork in transition to and from pirouettes and balances coordination of épaulement throughout the barre advanced adages turns in open positions sustained balances in open and closed positions 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 for 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 count 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) gouetté 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 turns 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 adage: difficult balances in closed and open positions high level of basic port de bras further extension in the 'line' of the body through épaulement pirouettes: multiple turns to open positions sustained endings in most open positions double turn diagonally and around the room sequences sustained fouettés (women) sustained pirouettes à la seconde (men) allegro and batterie: extended sequences of jumps with musicality and 'presence' demonstrating correct épaulement all types of jumps with equal ease execution of multiple beats 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 all directions at 90 degrees temps levé à la seconde with a ½ turn en dedans renversé saute pas ciseaux en avant and en arrière jeté élancé en diagonale and en manège revérence 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 saut de basque (male students only) double demi-caractère saut de basque (male students only) saut de biche grand rond de jambe saute grand allegro cool down.
Performance attributes may include:	strength, flexibility, coordination and cardiovascular endurance detailed musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative and structurally changing musical time signatures and phrasing for extended sequences different expressive qualities applied to movement sequences extensive and changing expressive qualities applied to movement sequences assured artistic interpretations of sequences and variations.
Footworkmay include:	sequences executed at the barre and in the centre multiple turns in adage and travelling configurations sequences specific to the professional female repertoire enchaînements that require the full range of movement executed on and off pointe in all directions of the dance.
Repertoire may include:	romantic classical modern ballet original choreography.
Physical learning and adaptability may include:	set exercises or sequences unseen exercises or sequences sequences from a range of 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.
Teaching methods may include:	Russian French Cecchetti RAD.
Male-specific vocabulary may include:	pirouettes batterie grand allegro.
Pas de deuxmay include:	aesthetics of complementary partnering professional variations involving pirouettes, balances, promenades and lifts repertoire from the classics and contemporary ballets ease in adapting technical requirements when changing partners strengthening and stamina exercises for men.
Ballet styles and genres may include:	contemporary ballet modern ballet neoclassical ballet-masquerade ballet-melodramatique romantic imperial.
Professional work ethicmay refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
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.

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
Continuously meet physical conditioning requirements of professional dance work
Demonstrate ongoing stamina, strength, cardiovascular endurance and flexibility
Minimise risk factors that inhibit the achievement of goals and seek professional assistance when required
Always perform warm-up and cool-down activities in conjunction with dance activities
Refine extended ballet techniqueacross each section of class work
Demonstrate complex performance attributesand quality of movement in sequences of extended difficulty
Show strength, precision and complexity in all aspects of footwork, including pointe work as required
Execute complex variations ofballet repertoire with accuracy and precision
Exhibit a professional level of physical learning and adaptabilityto incorporate unseen combinations across differentteaching methods
Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback
Demonstrate muscularity, strength and stamina in male-specific vocabularyas required
Demonstrate advanced ability to cooperate and show consideration for a partner
Consistently show timing and weight centring in accomplishing adage, pirouettes, promenades and lifts
Perform complex lifts and counterbalances with grace, balance and control
Apply the flexibility, sense of line and clear positions essential to the form
Emulate the style and intention of pas de deux repertoire through partnering techniques
Execute variations and repertoire of complexity with a high level of technical accuracy
Convey a high level of spatial awareness appropriate to solo and group work
Execute group work with a professional sense of cohesion and solo work with a professional sense of musical individuality
Present variations and repertoire with a high level of artistry and assurance acrossballet styles and genres
Develop and refine professional work ethic
Develop realistic parameters as a basis for extending scope of performance practice
Identify regimes and artistic strategies that will refine own performance technique

Forms

Assessment Cover Sheet

CUADAN603A - Extend ballet technique to a professional level

Assessment task 1: [title]

Student name:

Student ID:

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

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Result: Competent Not yet competent

Feedback to student

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Assessment Record Sheet

CUADAN603A - Extend ballet technique to a professional level

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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Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUADAN603A Mapping and Delivery Guide Extend ballet technique to a professional level

Version 1.0 Issue Date: May 2024

Evidence Required

Submission Requirements

Assessment Tasks

Observation Checklist

Forms

Assessment Cover Sheet

CUADAN603A - Extend ballet technique to a professional level

Assessment task 1: [title]

Assessment Record Sheet

CUADAN603A - Extend ballet technique to a professional level

CUADAN603A Mapping and Delivery Guide
Extend ballet technique to a professional level

Version 1.0
Issue Date: May 2024