Application
This unit describes the performance outcomes, skills and knowledge required to incorporate safe dance practice into the teaching of high level classical ballet dance technique in dance studios, professional companies or venues where flooring is appropriate for the safe teaching of dance.
At this level, dance teachers are working with students who already have well-developed technique and performance skills. Teaching methodologies therefore tend to be more tailored to individual needs. Students could also be involved in determining the structure of training programs, which could be based on a specific syllabus or set of teaching resources which the teacher has developed.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
Elements Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare for dance classes | 1.1 Ensure dance elements or movements for classes are safely sequenced 1.2 Identify and minimise risk factors in the teaching of classical ballet classes 1.3 Check that learners are wearing appropriate practice clothing and footwear 1.4 Demonstrate appropriate warm-up techniques |
2. Demonstrate high level classical ballet techniques | 2.1 Demonstrate to learners correct posture and body alignment appropriate to high level classical ballet technique and movement 2.2 Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences 2.3 Demonstrate a range of techniques that integrate balance, flexibility, coordination, stamina and control and articulation of individual body parts 2.4 Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements 2.5 Demonstrate the timing and phrasing relationship between classical ballet movement and the accompanying music 2.6 Follow safe dance practice in teaching activities to minimise risk of injuries 2.7 Demonstrate appropriate warm-down techniques 2.8 Manage class dynamics to ensure that all learners have equal opportunity to participate and provide input 2.9 Resolve problems that arise, knowing when it is appropriate to seek assistance from others |
3. Maintain expertise in teaching high level classical ballet technique | 3.1 Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2 Use a range of sources to keep up-to-date with current industry issues, trends and codes of practice 3.3 Participate in professional development activities as required |
Evidence of Performance
Evidence of the ability to:
demonstrate high level classical ballet technique
demonstrate correct warm-up and warm-down techniques and follow safe dance practices in teaching activities
demonstrate highly complex enchaînements
demonstrate musicality, expression, phrasing and correct timing, and sensitivity in movement sequences
interact effectively and constructively with learners
evaluate own teaching practice and identify ways to improve it.
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 dance technique, 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
classical ballet principles and techniques
features of commonly performed classical ballet repertoire
graded progress requirements according to dance society levels
issues and challenges that arise when teaching classical ballet
key aspects of safe dance practice
protocols associated with teaching dance.
Assessment Conditions
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:
teaching resources and equipment
opportunities for teaching high level classical ballet in either a real or simulated situation
a venue with adequate space, ballet barres and a sprung or tarkett floor.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Learning | 3.1, 3.3 | Seeks feedback and accepts guidance from others Accepts opportunities to participate in formal professional development activities |
Reading | 3.2 | Obtains information from written sources |
Oral communication | 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 3.1, 3.2 | Seeks the views and opinions of others 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, 2.6, 3.2, 3.3 | Identifies and follows procedures and expectations associated with own role Takes responsibility for following accepted industry practices in relation to safe dance practices and injury-prevention strategies Maintains an appropriate standard of personal presentation Takes responsibility for own professional development |
Interact with others | 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 3.1 | Builds rapport with students in order to establish an effective learning environment Pays attention to the behaviour of others, interpreting a broad range of verbal and non-verbal signals Interprets and addresses learner behaviour that puts others at risk Demonstrates sensitivity to diversity, disability, culture, gender and ethnic backgrounds Respects expertise and background of learners |
Get the work done | 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 3.2 | 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 Addresses some unfamiliar problems of increasing complexity within scope of own role, and seeks the expertise of others when appropriate Uses the internet as a source of information |
Range Statement
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.
Techniques must relate to teaching the highly competent execution of: | allegro: pas assemblé with ½ turns assemblé battu with ½ turns double assemblé battu jeté battu with ½ turns brisé volé 2 in a series (1 = volé front and back) pas ballonné en tournant ballotté at 90 degrees rond de jambe saute en tournant double rond de jambe saute sissonne collée grand pas de chat six de volé grande sissonne ouverte en tournant fouetté saute from de côté to de côté grand fouetté effacé saute grand jeté passé développé grand jeté renversé grand jeté en tournant to croisé or effacé grande cabriole fermée and ouverte in directions at 90 degrees temps levé à la seconde with a ½ turn en dedans barre: battement tendu jeté in all directions with and without plié in ¼ counts battement tendu jeté in all directions with ⅛ and ¼ turns in ½ counts (3 in a series) battement tendu pour batterie in 1 count battement piqué en rond in ½ counts rond de jambe par terre with ½ turns in 1 count rond de jambe par terre combined with soutenu en tournant in 1 count battement fondu in all directions to 90 degrees in 1 count battement fondu with tombé en tournant in 2 counts battement fondu with fouetté in 1 count double battement fondu in all directions at 45 degrees in 1 countrenversé saute pas ciseaux en avant and en arrière jeté élancé en diagonale and en manège révérence temps de poisson brisé volé 4 in a series (1 = volé front and back) double sissonne en tournant also finished in open poses (male students only) double sissonne tombée en tournant (male students only) fouetté saute battu grand fouetté saute with ½ and ¾ turns grand fouetté saute battu (male students only) grand jeté entrelacé with fouetté grand jeté entrelacé battu double tours en l’air to the knee (male students only) double grand assemblé en tournant (male students only) double saute de basque (male students only) double demi-caractère saute de basque (male students only) saute de biche grand rond de jambe sauté ½ tours in all open positions at 45 and 90 degrees in 1 count single and double battement frappé in all directions in ½ counts single and double battement frappé in all directions with ¼ and ½ turns in 1 count petit battement serré sur le cou-de-pied en fondu battement battu serré devant and derrière grand temps relevé en tournant to the grand poses flic flac en tournant to the grand poses développé in all directions preceded by a single pirouette développé passé in all directions in 1 count développé passé en tournant in all directions développé ballotté in all directions in 2 counts développé balancé in all directions in 2 counts grand fouetté in 1 count grand rond de jambe in 2 counts passé par terre en tournant at 90 degrees grand battement jeté balançoire in 1 count grand battement jeté développé and enveloppé in all directions in 1 count grand battement jeté piqué with demi-rond in 1 count grand battement jeté with grand fouetté in 1 count single pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré also finished in the small and grand poses single tours piqué en dehors and single tours jeté en dedans battement tendu jeté on the demi-pointe in all directions in ½ counts grand rond de jambe jeté with relevé in 1 count battement fondu in all directions to 45 or 90 degrees with ¼ turns and ½ turns battement frappé to à la seconde only in ¼ counts triple frappés in all forms as double frappé temps relevé en tournant with a double turn at the discretion of the teacher temps relevé en tournant in the grand poses arabesque penchée and en arrière on the demi-pointe développé in all directions preceded by a double pirouette développé d’ici-delà on the demi-pointe grand battement jeté with full rond en dehors and en dedans to 90 degrees in 2 counts double pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré from grand plié up to 32 in series centre practice: rond de jambe par terre with ½ turns in 1 count single and double battement frappé in all directions with ⅛ turns in 1 count flic flac en tournant finishing demi-pointe arabesque penchée in 4th arabesque développé passé in 1 count développé en tournant to effacé devant grand fouetté with ½ and ¾ turns in 1 count grand fouetté écarté in 2 counts grand rond de jambe in 2 counts double pirouettes into double tour passé double grandes pirouettes single and double grandes pirouettes finished with a fouetté consecutive grandes pirouettes with plié-relevé up to 16 in a series grande pirouette sautillée in all the grand poses up to 16 counts fouetté rond de jambe en dehors up to 16 in series grand battement jeté in all forms as at the barre for this level, excluding grand battement jeté balançoire temps lié en tournant en l’air from grand plié in 8 counts grand plié with double pirouettes also finished in the grand poses grand plié with single grandes pirouettes grand fouetté écarté in 2 counts 16 in a series demi rond de jambe on the demi-pointe battements divisés en quatre in all directions and alignments with a ½ turn triple pirouettes en dehors and en dedans pirouettes en dehors and en dedans finished in all open positions on the demi-pointe fouetté rond de jambe en dehors. |
Sectors
Performing arts – dance teaching and management