Persons with some practical experience in ballet apply the skills and knowledge outlined in this unit. They would normally perform as members of a group or ensemble.
At this level basic ballet techniques are applied under the close supervision of experienced dancers and dance teachers. Performances would usually be within a learning environment for small audiences.
Not applicable.
1. Develop an understanding of ballet as an art form | 1.1. Become familiar with the main historical periods of classical and contemporary ballet 1.2. Apply knowledge of the French vocabulary used to describe ballet movements and exercises in classes and discussions 1.3. Discuss with relevant personnel the elements that define ballet as a genre |
2. Develop basic ballet performance skills | 2.1. Under the guidance of mentors or teachers, practise a range of basic exercises at the barre 2.2. Under the guidance of mentors or teachers, practise a range of basic centre exercises 2.3. Reproduce simple sequences combining a variety of discrete movements 2.4. Practise techniques for performing port de bras 2.5. Practise techniques for performing controlled pirouettes 2.6. Apply safe dance practices 2.7. Follow advice from others about ways to improve own ballet technique |
3. Perform short dance sequences | 3.1. Discuss the intention and key aspects of sequences with relevant personnel 3.2. Apply basic make-up and wear appropriate costumes for performances 3.3. Perform simple sequences combining a variety of discrete movements in ensemble or individually 3.4. Use props effectively and confidently as required 3.5. Observe direction from relevant personnel 3.6. Observe and follow dictates of music or rhythm 3.7. Synchronise movements with ensemble where required |
Required skills
communication skills to:
discuss dance issues with colleagues in an appropriate way
respond appropriately to feedback on own skill development and performance
initiative and enterprise skills to:
apply techniques of music to movement in dance forms
express rhythms in physical form
learning skills to:
improve own ballet techniques through practice and a positive attitude to dancing
develop a movement memory
planning and organising skills to:
prepare for performances
plan practice time
self-management skills to:
arrive punctually at classes
dress appropriately
observe studio protocol and follow direction
apply safe dance practices
teamwork skills to work collaboratively with others involved in dance classes and performances.
Required knowledge
well-developed knowledge of:
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
importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts
contemporary dance terminology
overview knowledge of:
stagecraft as it relates to dancers, including:
costumes
make-up
props
lighting.
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: reproduce ballet exercises and sequences, within personal capabilities perform at least two basic ballet sequences in a group or individually that demonstrate: neat technique with flow of movement coordinated use of arms and legs musicality, style and presentation spatial awareness respond appropriately to constructive feedback on own performance. |
Context of and specific resources for assessment | Assessment must ensure access to appropriate dance performance areas or spaces. |
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 review of portfolios of evidence third-party workplace reports of on-the-job performance evaluation of performance of dance skills verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers and colleagues direct observation or video recording of dance performance. 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: CUADAN201A Develop basic dance techniques CUADAN202A Incorporate artistic expression into basic dance performances CUAPRF201A Prepare self for performances. |
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.
Historical periods include: | Italian Renaissance courts of the 15th and 16th centuries French court of Catherine de Medici French court of Louis XIV in the 17th century Imperial Ballet of the Russian Empire Ballets Russes in the early 20th century formation of major ballet companies in the 20th century in: England Europe Australia Canada USA. |
Relevant personnel may include: | choreographers community members manager mentors performers representatives of dance societies supervisor teachers. |
Elements may include: | styles, such as: classical neoclassical contemporary ballet d’action romantic principles, such as: symmetry flexibility stability coordination angles and lines of the body and form gracefulness extension balance musicality. |
Exercises at the barre may include: | pliés battement tendus battement tendus with demi-pliés battement tendus jetés pas soutenus rond de jambe á terre battement fondu battement frappé petit battement sur le cou-de-pied rond de jambe en l’air développés demi-grands rond de jambe with rond de jambe en l’air fouetté of adage grands battements grands battements en cloche stretches demi pointe, such as: rises in 1st and 2nd positions relevés in 1st, 2nd and 5th positions échappés relevés in 2nd position temps lié in 2nd position. |
Centre exercises may include: | pliés battement fondu échappé relevé temps lié chassés grands battements simple balances, such as: arabesque attitude allegro, such as: changements changements en tournant échappés glissades pas de bourrées devant and derrière assembles dessus and dessous assembles en avant jetés ordinaires sissones fermèes en avant, en arrière, dessus and dessous. |
Techniques for performing port de bras involve: | correct posture and placing of the body correct placing of arm and arabesque lines showing poise and presentation with focus of eyes and head correct breathing flow of movement balanced and harmonious arm lines incorporating musicality. |
Techniques for performing controlled pirouettes involve: | correct placing and control in adage clear alignment and balanced arm lines applying an understanding of rotation correct preparations and finishes showing a spotting head incorporating musicality and presentation. |
Safe dance practices relate to: | understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet. |
Aspects may include: | audience characteristics costume requirements length of performances make-up props number of performances. |
Basic make-up may include: | face make-up body paint theatre make-up. |
Costumes may include: | designer streetwear sportswear. |
Performing arts - dance
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.