Application
This unit applies to dancers moving towards professional careers in contexts where advanced ballet technique is required for performing as members of a dance company as a soloist and in other professional contexts.
At this level, dancers are constantly expanding and perfecting their artistry, technique and repertoire across a number of ballet styles and genres. 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.
Prerequisites
Not applicable.
Elements and Performance Criteria
1. Excel at a physical conditioning program | 1.1. Continuously meet physical conditioning requirements of professional dance work 1.2. Demonstrate athleticism, stamina, strength, cardiovascular endurance and flexibility 1.3. Minimise risk factors that inhibit the achievement of goals and seek professional assistance when required 1.4. Always perform warm-up and cool-down activities in conjunction with dance activities |
2. Practise advanced technique | 2.1. Practise advanced ballet technique across each section of class work 2.2. Demonstrate complex performance attributes 2.3. Show strength, precision and complexity in all aspects of footwork, including pointe work as required 2.4. Execute complex variations of ballet repertoire with accuracy 2.5. Exhibit a professional level of physical learning and adaptability 2.6. Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback 2.7. Demonstrate athleticism, muscularity, strength and stamina in male-specific vocabulary |
3. Perform advanced solo variations | 3.1. Research and analyse a chosen solo from a defined classical or neoclassical ballet repertoire 3.2. Execute repertoire with high level technical accuracy, interpreting music and rhythm 3.3. Convey a high level of spatial awareness, including floor and aerial pattern 3.4. Execute solo work with a professional sense of musical individuality 3.5. Perform solo variations with a high level of individual artistry, interpretation, expression and physical control |
4. Develop professional practice | 4.1. Develop and refine professional work ethic 4.2. Develop realistic parameters as a basis for extending scope of performance practice 4.3. Identify regimes and artistic strategies that will refine own performance technique |
Required Skills
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:
prepare for performances, auditions and competitions
plan practice time
self-management skills to demonstrate professional work ethic
technical dance skills to:
execute high level of competency in each section of class work, including technical requirements, such as:
transference of weight
placement and coordination of body parts
strength and stability
posture
balance
rotation
employ physical control throughout solo performances
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, 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
show a consistent level of commitment.
Required knowledge
advanced technique as it applies to each section of dance work, including:
stretching
barre
centre practice
adage
pirouettes
allegro
batterie
grand allegro
cool down
principles underlying dance movements and advanced techniques, including:
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
risk factors in ballet for the physical body
ballet terminology
musical rhythms, including:
time signatures
beat
tempo
syncopation
history of ballet
principles of advanced classical ballet.
Evidence Required
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: advanced ballet techniques with precision and artistry advanced enchaînements with accuracy, speed and clarity at a professional standard personal presentation and artistry through the refinement of individual artistic qualities and expressive interpretation of ballet sequences effective solo performances from selected repertoire at a professional level. |
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 advanced classical ballet technique. 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: CUADAN603A Extend ballet technique to a professional level CUADAN604A Extend ballet performance skills to a professional level CUADAN606A Extend pointe work techniques to a professional level CUAIND601A Work professionally in the creative arts industry. |
Range Statement
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. |
Section of class work may include: | stretching barre: passé par terre en tournant in demi-plié to the grand poses battement tendu jeté in all directions with ⅛ and ¼ turns in ½ counts (5 in a series) double battement fondu in all directions to 45 degrees in 1 count battement soutenu in all directions to 90 degrees in 1 count rond de jambe en l’air single in ¼ counts battement fondu in all directions with ½ turns in 1 count battement frappé in all directions to pointe tendu and 25 degrees in ¼ counts battement développé passé in all directions at 90 degrees with a full turn développé d’ici-delà en dehors and en dedans with a grand rond grand battement jeté piqué to 90 degrees with a full rond grandes pirouettes from grand plié tours passé with a double turn centre practice: temps lié en l’air to 90 degrees in the grand poses temps lié en l’air to 90 degrees proceeded by a single pirouette and with tours in the grand poses 2nd, 3rd and 4th Russian ports de bras executed in the grand poses grand plié with double grandes pirouettes rond de jambe en l’air with ⅛ turns rond de jambe en l’air with ¼ turns tours passé with a double turn grand fouetté relevé en dehors and en dedans grand rond de jambe on the demi-pointe grand fouetté effacé en face, en dehors and en dedans triple pirouettes from 5th position consecutive grandes pirouettes with plié-relevé with double turns tours piqué and tours jeté with double turns in a series fouetté rond de jambe en dehors (up to 32 in series, including double turns) allegro and batterie: bournonville brisé gargouillade grande sissonne relevée grand jeté fouetté six de volé temps levé saute à la seconde with a full turn en dedans brisé télémaque double rond de jambe saute envelope (male students only) grand fouetté saute with a full turn landing in attitude or arabesque double grand jeté passé en avant (male students only) grand jeté en tournant in a series en manège (male students only) double saute de basque to arabesque (male students only) cool down. |
Performance attributes | 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. |
Footwork | 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. |
Male-specific vocabulary may include: | pirouettes batterie grand allegro. |
Chosen solo may include: | Sleeping Beauty Act 3 Don Quixote Act 3 (Nureyev) La Fille Mal Gardée (combination of Act 2 and 3 pas de deux) Flower Festival of Genzano Sylvia Le Corsaire Flames of Paris Nutcracker Act 2 Coppelia Act 3 (Van Praagh) Blue Bird pas de deux: Sleeping Beauty Act 3 Peasant pas de deux: Giselle Act 1 new choreography. |
Professional work ethic | 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. |
Sectors
Performing arts - dance
Employability Skills
This unit contains employability skills.
Licensing Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.