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Evidence Guide: CUADTM601 - Teach high level classical ballet dance 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!

From the Wiki University

 

CUADTM601 - Teach high level classical ballet dance technique

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

Prepare for dance classes

  1. Ensure dance elements or movements for classes are safely sequenced
  2. Identify and minimise risk factors in the teaching of classical ballet classes
  3. Check that learners are wearing appropriate practice clothing and footwear
  4. Demonstrate appropriate warm-up techniques
Ensure dance elements or movements for classes are safely sequenced

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and minimise risk factors in the teaching of classical ballet classes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check that learners are wearing appropriate practice clothing and footwear

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate appropriate warm-up techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate high level classical ballet techniques

  1. Demonstrate to learners correct posture and body alignment appropriate to high level classical ballet technique and movement
  2. Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences
  3. Demonstrate a range of techniques that integrate balance, flexibility, coordination, stamina and control and articulation of individual body parts
  4. Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements
  5. Demonstrate the timing and phrasing relationship between classical ballet movement and the accompanying music
  6. Follow safe dance practice in teaching activities to minimise risk of injuries
  7. Demonstrate appropriate warm-down techniques
  8. Manage class dynamics to ensure that all learners have equal opportunity to participate and provide input
  9. Resolve problems that arise, knowing when it is appropriate to seek assistance from others
Demonstrate to learners correct posture and body alignment appropriate to high level classical ballet technique and movement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate a range of techniques that integrate balance, flexibility, coordination, stamina and control and articulation of individual body parts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate the timing and phrasing relationship between classical ballet movement and the accompanying music

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow safe dance practice in teaching activities to minimise risk of injuries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate appropriate warm-down techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage class dynamics to ensure that all learners have equal opportunity to participate and provide input

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resolve problems that arise, knowing when it is appropriate to seek assistance from others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain expertise in teaching high level classical ballet technique

  1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved
  2. Use a range of sources to keep up-to-date with current industry issues, trends and codes of practice
  3. Participate in professional development activities as required
Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of sources to keep up-to-date with current industry issues, trends and codes of practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in professional development activities as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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 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.

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.

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.