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

CUADTM510 Mapping and Delivery Guide
Develop teaching programs for the Advanced 1 level of the Cecchetti Ballet method

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUADTM510 - Develop teaching programs for the Advanced 1 level of the Cecchetti Ballet method
Description
Employability Skills
Learning Outcomes and Application This unit describes the performance outcomes, skills and knowledge required to teach Cecchetti Ballet classes at Advanced1 syllabus levels and progression through to this level. This level has been separated due to males and females being segregated during the examination and to reflect the physical and mental development of people aged 15 to 20.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 CUA Creative Arts and Culture Training Package. Registered training organisations wishing to deliver this unit must be licensed to do so by Cecchetti Ballet Australia Inc.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

a simulated or real class situation with a group of appropriate level students who have a basic knowledge of the male and female syllabus

relevant resources and equipment.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Prerequisites/co-requisites
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 Advanced 1 syllabus
  • Discuss aspects of the Advanced 1 syllabus
  • Analyse anatomical limitations that may affect students’ technique
  • Support the qualities and principles of Cecchetti Ballet work as laid out in the Cecchetti Ballet manual
       
Element: Teach Advanced1 exercises for both genders
  • Distinguish male-specific exercises in the Advanced1 syllabus and explain why they are gender-specific
  • Design and apply exercises that maximise injury prevention specific to males
  • Define male dancer’s virtuosity
  • Distinguish female-specific exercises in the Advanced 1 syllabus and explain why they are gender-specific
  • Design and apply exercises that maximise injury prevention specific to females
  • Design exercises to strengthen and complement pointe work in the Advanced 1 syllabus
  • Instruct students according to individual physical and emotional needs
  • Encourage class participants to perform as a group
       


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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Analyse and interpret the Advanced 1 syllabus

1.1 Discuss aspects of the Advanced 1 syllabus

1.2 Analyse anatomical limitations that may affect students’ technique

1.3 Support the qualities and principles of Cecchetti Ballet work as laid out in the Cecchetti Ballet manual

2. Teach Advanced1 exercises for both genders

2.1 Distinguish male-specific exercises in the Advanced1 syllabus and explain why they are gender-specific

2.2 Design and apply exercises that maximise injury prevention specific to males

2.3 Define male dancer’s virtuosity

2.4 Distinguish female-specific exercises in the Advanced 1 syllabus and explain why they are gender-specific

2.5 Design and apply exercises that maximise injury prevention specific to females

2.6 Design exercises to strengthen and complement pointe work in the Advanced 1 syllabus

2.7 Instruct students according to individual physical and emotional needs

2.8 Encourage class participants to perform as a group

Evidence of the ability to:

demonstrate effective and appropriate posture, placement and control through the body and legs to the best of their ability, relevant to the Cecchetti Ballet Advanced 1 level

demonstrate an ability to analyse and interpret the Cecchetti Ballet Advanced 1 syllabus

design exercises that maximise injury prevention in both genders.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

in the context of demonstrating the Cecchetti Ballet method, explain the significance of the following anatomical foundations:

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

describe:

key principles in the Australian Guidelines for Dance Teachers and Dance Industry Code of Ethics

history and background of the Cecchetti Ballet method

issues and challenges that arise when teaching the Cecchetti Ballet syllabus

key aspects of safe dance practice relevant to a teaching context

key stages in physical and mental development in people aged 15 to 20

protocols associated with teaching dance

requirements and application of Advanced 1 Cecchetti Ballet syllabus to the teaching of a class

requirements of Advanced 1 Cecchetti Ballet examination.

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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Analyse and interpret the Advanced 1 syllabus

1.1 Discuss aspects of the Advanced 1 syllabus

1.2 Analyse anatomical limitations that may affect students’ technique

1.3 Support the qualities and principles of Cecchetti Ballet work as laid out in the Cecchetti Ballet manual

2. Teach Advanced1 exercises for both genders

2.1 Distinguish male-specific exercises in the Advanced1 syllabus and explain why they are gender-specific

2.2 Design and apply exercises that maximise injury prevention specific to males

2.3 Define male dancer’s virtuosity

2.4 Distinguish female-specific exercises in the Advanced 1 syllabus and explain why they are gender-specific

2.5 Design and apply exercises that maximise injury prevention specific to females

2.6 Design exercises to strengthen and complement pointe work in the Advanced 1 syllabus

2.7 Instruct students according to individual physical and emotional needs

2.8 Encourage class participants to perform as a group

This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Aspects must include:

Advanced 1 syllabus barre:

establishing and maintaining ballet posture

maintaining turnout and body placement throughout with poise and control

sustaining stretched legs and feet

centring the body to be sustained

showing transfer of weight with ease

coordinating head and arm movements at all times

demonstrating correct height of limb as appropriate to the syllabus

Advanced 1 syllabus port de bras and centre practice:

position and shapes shown musically and expressively with flow, breadth, line and continuity

eye focus and head used appropriately

movement transitions shown with ease

posture, turnout and placement maintained with upper body quality and poise

stability, strength and control maintained

well-articulated feet

Advanced 1 syllabus adage:

placement of body parts maintained

accurate interpretation of Cecchetti Ballet qualities as appropriate to each adage

ability to demonstrate and sustain line

maintenance of stability and rotation

strength and control

transfer of weight shown with ease

maintenance of turnout on working and supporting sides

maintenance of height of leg

Advanced 1 syllabus pirouettes:

correct use of the head and eyes

centring of the body

accuracy in demonstration

well-pulled up body and legs

correctly placed arms

correct force of impetus

rhythm established so that musicality is maintained for multiple pirouettes

Advanced 1 syllabus allegro:

petit allegro:

well-articulated feet

use of demi-plié

turnout maintained with well-stretched legs and feet

precision of footwork

well-defined beats

demonstrated understanding of the petit allegro concept

use of ballon

grand allegro:

well-articulated feet

correct use of demi-plié

turnout maintained with well-stretched legs and feet

spatial awareness

diverse movement and dynamic qualities as appropriate

upper body coordination, including the use of head and arms

elevation

joy of movement

maintenance of balanced line throughout every phrase of every movement transition

Advanced 1 syllabus pointe work:

well-placed body and legs en pointe established and maintained throughout

correct alignment of foot demonstrated en pointe and correct rising and lowering through the foot

freedom of movement en pointe with appropriate dynamic qualities

maintenance of energy.

Male-specific exercises must include:

exercises au milieu:

rond de jambe with single tour en l’air ending

adage:

trois relevés

grand rond de jambe en dehors et en dedans

study for promenades en arabesque and á la seconde

deux grands ronds de jambe avec arabesque

coupé et fouetté

temps lié saute

pirouettes 1 to 7 as detailed in the male syllabus

allegro:

grands jetés en attitude and á la seconde

entrechat cinq

entrechat six

entrechat six de cote

double tour en l’air

sissonne battue dessus, dessous, en avant and en arrière

pas de basque en avant et en arrière

set enchaînements 1 to 18 as detailed in the male syllabus.

Female-specific exercises must include:

adage:

cinq relevés

pas de Chaconne

temps de courante Cecchetti

pirouettes:

fouetté rond de jambe

allegro:

basic steps:

coupé fouetté raccourci

brisé dessous

cabriole derrière

jeté battu á la seconde

temps de cuisse dessus and dessous

set enchaînements:

assembles soutenu and de suite

glissade assemblé, temp levé en arabesque, pas de bourrée dessous, pas de bourrée en tournant, rond de jambe saute, pas de bourrée en tournant, grand changement

ballonné a trois temps and pas de basque en avant

pas de bourrée en avant, en arrière, devant, derrière, dessous, dessus, en tournant, en dehors et en dedans

chassé, temps levé, pas de bourrée, grand jeté en tournant

glissade derrière, cabriole devant éffacé, glissade en arrière, cabriole derrière; temps levé chassé, pas de bourrée dessous, using first port de bras

temps levé with rond de jambe movement into chassé, pas de bourrée dessous, deux pas de chats

chassé, temps levé in first arabesque, balance en tournant, two posé tours, taken across three sides of a square and across the diagonal

temps de pointe:

entire section as detailed in the female syllabus.

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
Discuss aspects of the Advanced 1 syllabus 
Analyse anatomical limitations that may affect students’ technique 
Support the qualities and principles of Cecchetti Ballet work as laid out in the Cecchetti Ballet manual 
Distinguish male-specific exercises in the Advanced1 syllabus and explain why they are gender-specific 
Design and apply exercises that maximise injury prevention specific to males 
Define male dancer’s virtuosity 
Distinguish female-specific exercises in the Advanced 1 syllabus and explain why they are gender-specific 
Design and apply exercises that maximise injury prevention specific to females 
Design exercises to strengthen and complement pointe work in the Advanced 1 syllabus 
Instruct students according to individual physical and emotional needs 
Encourage class participants to perform as a group 

Forms

Assessment Cover Sheet

CUADTM510 - Develop teaching programs for the Advanced 1 level of the Cecchetti Ballet method
Assessment task 1: [title]

Student name:

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

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Result: Competent Not yet competent

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Assessment Record Sheet

CUADTM510 - Develop teaching programs for the Advanced 1 level of the Cecchetti Ballet method

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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