This unit describes the performance outcomes, skills and knowledge required to teach Cecchetti Ballet classes at intermediate levels and progression through to this level. This level has been separated due to the start of pointe work, and to reflect the physical and mental development of young people aged 13 to 16.
Persons wishing to gain a full qualification within Cecchetti Ballet Australia Inc. apply the skills and knowledge in this unit, which 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.
Elements and Performance Criteria
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Analyse and interpret the intermediate syllabus
1.1 Demonstrate understanding of the syllabus at the intermediate grade level
1.2 Identify and interpret syllabus requirements for barre work, port de bras and centre practice
1.3 Analyse syllabus requirements for adage
1.4 Identify and interpret syllabus requirements for pirouettes, allegro and pointe work
1.5 Identify specific syllabus requirements for males
1.6 Analyse syllabus requirements for the intermediate dances
2. Demonstrate and deliver intermediate-specific exercises
2.1 Identify faults and suggest corrective exercises
2.2 Create exercises to introduce and complement the set work
2.3 Design exercises specific to the needs of male students as required
2.4 Detect and correct quality of allegro and footwork
2.5 Analyse line and quality of position
2.6 Monitor studentsâ€™ control through body and legs
3. Ensure a sound knowledge of theory work, up to and including the intermediate level
3.1 Identify and demonstrate the five positions of the feet, arms and head
3.2 Identify and demonstrate the seven movements in dance
3.3 Identify and demonstrate the correct movements of the foot
3.4 Discuss the theory of port de bras and the use of the eight fixed points
3.5 Identify and demonstrate the five arabesques
3.6 Identify and demonstrate the eight directions of the body
3.7 Ensure student understanding of the meanings of French ballet terms
4. Teach students to perform intermediate-specific enchaÃ®nements
4.1 Demonstrate the ability to break down intermediate exercises into individual steps
4.2 Demonstrate a combination of exercises to create a series of steps, or enchaÃ®nements, specific to the intermediate level
4.3 Perform enchaÃ®nements to music as specified in the intermediate syllabus
4.4 Encourage a sense of performance, musicality and artistry
4.5 Give positive feedback on rhythm, quality and coordination of movement
4.6 Encourage in students a sense of enjoyment and confidence in movement
5. Prepare students for intermediate examination
5.1 Explain examination requirements to students
5.2 Break down the class into sections that reflect the methods used in the examination
5.3 Practise a range of positions and movements consistent with the syllabus
5.4 Incorporate unseen enchaÃ®nements in classes
Evidence of Performance
Evidence of the ability to:
demonstrate effective and appropriate posture, placement and control through the body and legs, relevant to the intermediate level of the Cecchetti Ballet syllabus
facilitate a positive response from students towards their presentation and musicality
engender in students a sense of enjoyment, confidence and pleasure in movement
demonstrate understanding of the Cecchetti Ballet intermediate syllabus.
Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.
Evidence of Knowledge
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
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 young people aged 13 to 16
protocols associated with teaching dance
requirements and application of intermediate Cecchetti Ballet syllabus to the teaching of a class
requirements of intermediate Cecchetti Ballet examination
provide examples of French ballet terms and their translations.
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 with a basic knowledge of the relevant 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.
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
1.1, 1.2, 1.3, 1.4, 1.5, 1.6
Obtains information from written sources
2.1, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.4, 4.5, 4.6, 5.1
Obtains information by listening and questioning
Uses clear language and correct industry terminology to contribute information and express requirements
Navigate the world of work
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 5.1, 5.2, 5.3, 5.4
Applies organisational procedures when teaching the Cecchetti Ballet method and meets expectations associated with own role
Interact with others
2.1, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.4, 4.5, 4.6, 5.1
Builds rapport with and motivates students
Shows respect for the values and aspirations of students when providing feedback on skill development
Get the work done
2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4
Adopts a methodical and logical approach to the process of preparing for and conducting dance classes
Facilitates the learning of others through competent delivery of dance classes
Monitors and adjusts teaching to meet group or individual requirements
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.
Barre must include:
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.
Port de bras and centre practice must include:
position and shapes shown musically and expressively with flow and breadth
posture, turnout and placement maintained with upper body quality and poise
smooth transfer of weight as required
Adage must include:
establishment and placement of body parts
ability to demonstrate 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 established leg height.
Pirouette must include:
correct use of head and eyes
centring of the body
accuracy in demonstration
well-pulled up body and legs
correctly placed arms.
Allegro must include:
correct use of demi-pliÃ©
turnout maintained with well-stretched legs and feet
precision of footwork
understanding demonstrated of the petite allegro concept
use of ballon
ability to demonstrate spatial awareness
ability to demonstrate diverse movement qualities as appropriate
upper body coordination, including use of head and arms
joy of movement shown.
Pointe work must include:
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
maintenance of energy.
Intermediate dances must include:
accurate reproduction of the selected variation and ability to choreograph dances appropriate to the student
appropriate expressive qualities
Musicality and artistry must include:
focus: use of head and eye-lines
sense of occasion
confidence in presentation
effective use of body parts in movement
interpretation of the dynamic qualities in the music and movement
sustained demonstration of the basic movements in dance
showing an awareness of:
dynamic qualities in the accompanying music.
Performing arts â€“ dance teaching and management