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Evidence Guide: CUADAN206A - Perform basic ballet technique

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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CUADAN206A - Perform basic ballet technique

What evidence can you provide to prove your understanding of each of the following citeria?

Develop an understanding of ballet as an art form

  1. Become familiar with the main historical periods of classical and contemporary ballet
  2. Apply knowledge of the French vocabulary used to describe ballet movements and exercises in classes and discussions
  3. Discuss with relevant personnel the elements that define ballet as a genre
Become familiar with the main historical periods of classical and contemporary ballet

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of the French vocabulary used to describe ballet movements and exercises in classes and discussions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with relevant personnel the elements that define ballet as a genre

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop basic ballet performance skills

  1. Under the guidance of mentors or teachers, practise a range of basic exercises at the barre
  2. Under the guidance of mentors or teachers, practise a range of basic centre exercises
  3. Reproduce simple sequences combining a variety of discrete movements
  4. Practise techniques for performing port de bras
  5. Practise techniques for performing controlled pirouettes
  6. Apply safe dance practicesat all times to prevent injury to self and others
  7. Follow advice from others about ways to improve own ballet technique
Under the guidance of mentors or teachers, practise a range of basic exercises at the barre

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Under the guidance of mentors or teachers, practise a range of basic centre exercises

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reproduce simple sequences combining a variety of discrete movements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise techniques for performing port de bras

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise techniques for performing controlled pirouettes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply safe dance practicesat all times to prevent injury to self and others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow advice from others about ways to improve own ballet technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform short dance sequences

  1. Discuss the intention and key aspects of sequences with relevant personnel
  2. Apply basic make-up and wear appropriate costumes for performances
  3. Perform simple sequences combining a variety of discrete movements in ensemble or individually
  4. Use props effectively and confidently as required
  5. Observe direction from relevant personnel
  6. Observe and follow dictates of music or rhythm
  7. Synchronise movements with ensemble where required
Discuss the intention and key aspects of sequences with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply basic make-up and wear appropriate costumes for performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform simple sequences combining a variety of discrete movements in ensemble or individually

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use props effectively and confidently as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe direction from relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and follow dictates of music or rhythm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Synchronise movements with ensemble where required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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.

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.

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.