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

CUADTM408A Mapping and Delivery Guide
Teach Cecchetti Ballet method at introductory level

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUADTM408A - Teach Cecchetti Ballet method at introductory level
Description This unit describes the performance outcomes, skills and knowledge required to teach Cecchetti Ballet classes at the Pre Primary, Primary and Grade 1 levels and the progression through the levels. These levels have been clustered due to the ages of the students and their physical and mental development levels.This unit is part of a three-year apprenticeship using self-assessment and liaison with a mentor. External studies, including anatomy, childhood development, musicology, first aid and business studies are also undertaken during the apprenticeship. The knowledge gained from these external studies is applied to the development of lesson plans and delivery, student assessments and the daily running of a ballet school.This unit was developed by Cecchetti Ballet Australia Inc. and is reproduced with permission in the Live Performance Training Package. Registered training organisations wishing to deliver this unit must be licensed to do so by Cecchetti Ballet Australia Inc.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Persons wishing to gain a full qualification within Cecchetti Ballet Australia Inc. apply the skills and knowledge in this unit.This unit develops an awareness of the principles of Enrico Cecchetti’s method of teaching classical ballet. It is developed over time to reflect the physical and mental development through early childhood, specifically ages 4 to 6 years.The unit involves identifying developmental stages and designing classes and exercises to meet individual client needs.This unit requires the encouragement of a sense of enjoyment and the development of confidence in movement.
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: Analyse and interpret the Pre Primary, Primary and Grade 1 syllabus
  • Demonstrate understanding of the syllabus at the individual grade levels
  • Analyse syllabus requirements for barre work for the appropriate level
  • Identify the technical requirements as appropriate at each level
  • Interpret the syllabus requirements for improvisation at appropriate level
  • Analyse syllabus requirements for studies at appropriate level
       
Element: Design warm-up exercises
  • Design aerobic warm-up exercises
  • Demonstrate a range of stretches appropriate for the specific level
  • Design and deliver exercises that stretch and flex the feet
       
Element: Demonstrate and deliver Pre Primary, Primary and Grade 1-specific exercises
  • Demonstrate range of travelling movements appropriate for the specific level
  • Identify faults and suggest corrective exercises
  • Monitor quality of ballon and footwork
  • Analyse line and quality of position
  • Monitor control through body and legs
       
Element: Teach the students to perform level-specific enchaînements
  • Demonstrate a combination of exercises to create a series of steps, or enchaînements, specific to the syllabus level
  • Perform enchaînements to music as specified in the syllabus
  • Encourage a sense of performance, timing, musicality and artistry
  • Give positive feedback on rhythm, quality and coordination of movement
       
Element: Prepare students for Pre Primary, Primary and Grade 1 examination
  • Explain the requirements of the examination to students
  • Break down the class into sections that reflect the methods used in the exam
  • Practise a range of positions and movements consistent with the syllabus
  • Conduct and document a pre-examination checklist
       


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:

demonstrate effective and appropriate posture, placement and control through the body and legs relevant to the specific 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 Pre Primary, Primary and Grade 1 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 third-party workplace reports of on-the-job 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 discussion of issues and challenges that arise in the context of teaching Cecchetti Ballet syllabus at introductory level

review of candidate’s portfolio of evidence gained during training period, including self-assessments, candidate’s students examination results, pre-examination 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 (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:

CUADTM401A Plan and organise dance classes

CUADTM403A Apply safe dance teaching methods

TAEASS401A Plan assessment activities and processes

TAEASS402A Assess competence

TAEDES401A Design and develop learning programs.

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, 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 situations

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 the Pre Primary, Primary and Grade 1 Cecchetti Ballet to the teaching of a specific class

apply knowledge of basic anatomy to the teaching of a Pre Primary, Primary and Grade 1 class

apply knowledge of childhood development to the teaching of a Pre Primary, Primary and Grade 1 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 pre-examination checklists and lesson plans

write or interpret instructions and feedback for the learners

problem-solving skills to:

design classes to suit individual needs

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management 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 introductory level Cecchetti Ballet syllabus

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

technology skills to use audiovisual equipment as appropriate, such as:

iPods and playlists

music stereos

video, DVD players and recorders.

Required knowledge

general knowledge of professional development opportunities for dance teachers

well-developed 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 the Pre Primary, Primary and Grade 1 Cecchetti Ballet syllabus to the teaching of a class

requirements of the Pre Primary, Primary and Grade 1 Cecchetti Ballet examination.

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.

Individual grade levels of the Cecchetti Ballet syllabus are:

Pre Primary

Primary

Grade 1.

Technical requirements must include:

appropriate posture established and maintained

ability to establish and sustain appropriate degree of turnout

ability to sustain stretched legs and feet

centring of the body to be sustained:

transfer of weight shown with ease

hand movements with eye focus

arm movements

arabesques

pirouette.

Improvisation refers to:

ability to move freely with awareness of the dynamic qualities in the accompanying music.

Studies must include:

Playing 6/8

Friends 3/4

Going Riding 6/8

The Road to Oz 2/4

Oom Pah Pah 3/4

Umbrella dance 6/8

Directions 6/8

Lyrical 3/4.

Exercises that stretch and flex the feet must include:

foot articulation, e.g. use of Thera-Band

rises in parallel extending as high as possible on ¾ pointe.

Travelling movements must include:

walks on demi pointe

skips

sautes

pony canters

ballet runs

galops

spring points

échappés sautes

classical walks

pas de chats - en diagonale

petits jetés

triplet walks.

Ballonrefers to:

ability to take off and land with the correct use of demi plié and foot articulation.

Timing and musicality refer to:

meter

tempo

phrasing

accent

dynamic qualities of accompanying music.

Artistry refers to:

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

grooming

sustained vitality and energy levels.

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
Demonstrate understanding of the syllabus at the individual grade levels 
Analyse syllabus requirements for barre work for the appropriate level 
Identify the technical requirements as appropriate at each level 
Interpret the syllabus requirements for improvisation at appropriate level 
Analyse syllabus requirements for studies at appropriate level 
Design aerobic warm-up exercises 
Demonstrate a range of stretches appropriate for the specific level 
Design and deliver exercises that stretch and flex the feet 
Demonstrate range of travelling movements appropriate for the specific level 
Identify faults and suggest corrective exercises 
Monitor quality of ballon and footwork 
Analyse line and quality of position 
Monitor control through body and legs 
Demonstrate a combination of exercises to create a series of steps, or enchaînements, specific to the syllabus level 
Perform enchaînements to music as specified in the syllabus 
Encourage a sense of performance, timing, musicality and artistry 
Give positive feedback on rhythm, quality and coordination of movement 
Explain the requirements of the examination to students 
Break down the class into sections that reflect the methods used in the exam 
Practise a range of positions and movements consistent with the syllabus 
Conduct and document a pre-examination checklist 

Forms

Assessment Cover Sheet

CUADTM408A - Teach Cecchetti Ballet method at introductory level
Assessment task 1: [title]

Student name:

Student ID:

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

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUADTM408A - Teach Cecchetti Ballet method at introductory 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

Assessor name:

Signature:

Date:

Student signature:

Date: