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

CUADAN606A Mapping and Delivery Guide
Extend pointe work techniques to a professional level

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUADAN606A - Extend pointe work techniques to a professional level
Description This unit describes the performance outcomes, skills and knowledge required to dance sur les pointes at a professional level.
Employability Skills Not applicable.
Learning Outcomes and Application This unit applies to dancers who are moving towards professional careers in contexts where high level expertise in dancing sur les pointes is expected. They perform across a range of dance repertoire as part of a duo, in an ensemble or in solo roles. Dancing en pointe requires strength and skill and is a central part of a female ballet dancer's training and repertoire. Pointe shoes are normally worn only by female dancers, though male dancers may wear them for certain roles and professional 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: Prepare the body for pointe work
  • Prepare feet and pointe shoes for pointe work
  • Warm up and cool down the body for pointe using the entire body for support, including the legs, back and abdominal muscles.
  • Identify and minimise risk factors associated with pointe work
  • Seek assistance and advice when common injuries from pointe work occur
       
Element: Perfect pointe technique
  • Demonstrate thorough understanding of pointe technique in all ballet activities
  • Perfect technical requirements in pointe work sequences
  • Demonstrate complex performance attributes and quality of movement in sequences of extended difficulty sur les pointes
  • Execute complex variations of ballet repertoire with accuracy and precision sur les pointes across ballet styles and genres
  • Work towards executing advanced enchaînements with precision, speed and clarity
  • Demonstrate accurate spatial arrangements, individual artistic quality, and correct musical and rhythmic interpretation en pointe
       
Element: Review own progress in perfecting pointe work techniques
  • Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback
  • Evaluate pointe work and respond appropriately to feedback from teachers and mentors
  • Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own 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:

perfect pointe technique through practice, feedback and refinement

demonstrate technical ability when executing sequences sur les pointes

inject a sense of individual artistry and expressive interpretation into the performance of ballet sequences

execute advanced enchaînements with speed and precision.

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 that incorporate advanced level pointe work.

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:

CUADAN602A Perform advanced classical ballet technique

CUADAN603A Extend ballet technique to a professional level

CUADAN604A Extend ballet performance skills to 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:

respond appropriately to feedback on own skill development and performance

consult with peers, mentors and doctors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

perfect pointe technique

dance with artistry and assurance

learning skills to perfect pointe work through:

practising complex movements and sequences

a positive attitude to dancing

analysing pointe work and applying advanced techniques in own pointe work

planning and organising skills to prepare for pointe work

self-management 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 associated with pointe work

demonstrate professional work ethic

technical dance skills to:

articulate correct pointe work technique

apply advanced pointe work to classical ballet sequences and repertoire showing:

muscular strength and flexibility

control of movement

classical line

quality and breadth of movement

individual artistic qualities and personalities

more complex enchaînements.

Required knowledge

well-developed knowledge of each section of dance work as it applies to pointe work, including:

barre

centre practice

adage

pirouettes

allegro

batterie

grand allegro

cool down

principles underlying dance movements and techniques as applied to pointe work, such as:

balance

spatial awareness

successional movement

use of breath

control of movement

muscular strength and flexibility

rotation

transference of weight

anatomical foundations, including:

articulation of the spine

articulation 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

health and wellbeing issues relevant to classical ballet artists

relationship between music and dance

risk factors in ballet for the physical body, especially as applied to pointe work

pointe work terminology

history of ballet and pointe

principles of classical ballet.

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.

Preparations for feet may include:

cutting toe nails

protecting the feet through use of, such as:

toe pads

lamb’s wool

using gel medical dressing to help relieve the pain of blisters

tying ribbons correctly around ankles

changing pointe shoes as required

ensuring there is nothing loose around the legs that could cause tripping or other injuries.

Preparations for shoes may include:

using an experienced fitter for shoes to determine:

size

length

width

arch

other measurements of the foot

sewing on elastic to prevent shoes slipping off

sewing on ribbons based on professional advice

breaking in shoes which may consist of:

making the hard shank more supple, so that the shoes can actually bend on demi pointe

softening sensitive spots on the box to offer less friction against the feet by dampening a towel and applying to the box

cutting the shank where arch is and then spraying the box with water

using cyanoacrylate glue or shellac to harden toe box and make shoes last slightly longer.

Warm-up and cool-down may include:

stretching at the barre

feet-strengthening exercises

joint-mobility exercises

articulating through foot from flat to demi pointe to pointe and down

relevés in 1st and 2nd positions

échappés relevés

steps ending on one foot, such as pas de bourrée en pointes and retiré en pointes

in centre practice, exercises on both feet, such as:

temps levés

relevés

échappés en pointe

coordinated breathing activities.

Risk factors may include:

common injuries

incorrectly fitting footwear

slippery or hard floor surface.

Common injuriesmay include:

Achilles tendinitis

athlete's foot

bunions

bunionette

bursitis

bruises

bruised toenails

calluses

contusion

corns

cuts between the toes

dancer's heel (plantar fasciitis)

dermatitis

dorsal exostosis

extensor tendinitis

fungus nails

hallux limitus and rigidus

hammer toes

heel bruises

heel spurs

ingrown toenails

jammed big toes

neuromas

plantar warts

sesamoiditis

sprained ankles

stress fractures

thickened toenails.

Pointe techniquemay include:

commencing with warm-up exercises at the barre and in the centre before performing routines or combinations en pointe

practising combinations in centre

applying correct posture and placement

engaging abdominal muscles

applying rotation of the legs

dancer rising onto full pointe by passing through half-pointe or demi-pointe

achieving full pointe by either articulating through the feet for adage or relevés to pointe in allegro combinations.

Technical requirementsmay include:

correct placement and coordination of body parts

transference of weight

strength and stability

posture

balance

rotation of legs.

Performance attributesmay 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.

Repertoire may include:

romantic

classical

modern ballet

original choreography.

Ballet styles and genres may include:

contemporary ballet

modern ballet

neoclassical

ballet-masquerade

ballet-melodramatique

romantic

imperial.

Spatial arrangementsmay include:

floor patterns

aerial pathways.

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
Prepare feet and pointe shoes for pointe work 
Warm up and cool down the body for pointe using the entire body for support, including the legs, back and abdominal muscles. 
Identify and minimise risk factors associated with pointe work 
Seek assistance and advice when common injuries from pointe work occur 
Demonstrate thorough understanding of pointe technique in all ballet activities 
Perfect technical requirements in pointe work sequences 
Demonstrate complex performance attributes and quality of movement in sequences of extended difficulty sur les pointes 
Execute complex variations of ballet repertoire with accuracy and precision sur les pointes across ballet styles and genres 
Work towards executing advanced enchaînements with precision, speed and clarity 
Demonstrate accurate spatial arrangements, individual artistic quality, and correct musical and rhythmic interpretation en pointe 
Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback 
Evaluate pointe work and respond appropriately to feedback from teachers and mentors 
Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique 

Forms

Assessment Cover Sheet

CUADAN606A - Extend pointe work techniques to a professional level
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I declare that the assessment tasks submitted for this unit are my own work.

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Assessment Record Sheet

CUADAN606A - Extend pointe work techniques to a professional level

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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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