Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUADAN306A Mapping and Delivery Guide
Increase depth of ballet dance technique

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUADAN306A - Increase depth of ballet dance technique
Description This unit describes the performance outcomes, skills and knowledge required to consolidate basic ballet dance technique to achieve a greater depth of expression in performances.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to dancers who are pursuing a career in contexts where ballet dancing skills are required. They could be preparing for performances in commercial or community settings where they would usually be performing as members of an ensemble.At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Maintain a physical conditioning program
  • In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility
  • Set realistic physical conditioning goals aimed at improving own dance technique
  • Identify risk factors that may inhibit the achievement of goals and seek professional advice as required
  • Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program
  • Always perform warm-up and cool-down activities in conjunction with dance activities
  • Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
       
Element: Build on basic ballet dance technique
  • Employ appropriate balance, posture and breathing techniques to develop a repertoire of fluid ballet positions and movements at the barre
  • In centre space perform patterns and movement sequences in time with differing rhythmic beats
  • Practise facial expressions and other techniques required to perform simple mimes
  • Perform a range of exercises to strengthen capacity for pointe work as required
  • Apply a sense of spatial awareness to all dance movements
  • Perform ballet dance techniques with increasing confidence and expertise, in a learning environment
  • Incorporate musicality, rhythm and correct timing into performances
  • Coordinate position and movement between other dancers
       
Element: Maintain expertise in ballet dance technique
  • Continuously practise executing movements with precision and speed
  • Maintain and update knowledge of ballet dance terminology
  • Use feedback from teachers and mentors to identify and develop ways to improve own ballet dance performance skills
  • Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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:

improve ballet dance technique over a 6 to12 month period

perform a range of basic ballet dance techniques in a learning environment

respond appropriately to constructive feedback on own dance technique

follow safe dance practices.

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 live or recorded performances

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of maintaining a personal physical conditioning program

direct observation of candidate in classes, rehearsals and performances.

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:

CUADAN301A Explore rhythm in the context of dance or movement technique

CUADAN303A Develop dance partnering techniques

CUAPRF307A Develop performance techniques.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

aural and visual skills to:

recognise patterns and sequences

develop a movement memory

recognise music systems

develop aural and visual imagination

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance

dance with confidence and projection

communicate the mood or style of dances to audiences

learning skills to:

improve own ballet techniques through practice and a positive attitude to dancing

develop and implement a personal physical conditioning program

planning and organising skills to plan practice time

problem-solving skills to:

interpret and respond to complex instructions

make appropriate judgements with respect to use of space and time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

Required knowledge

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

ballet dance terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

main periods in the history of ballet, including prominent dancers.

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.

Relevant personnel may include:

teachers

mentors

coaches

medical practitioners

nutrition experts

colleagues

family members

performers

representatives of dance societies.

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 activities may include:

stretching

joint-mobility exercises

flexibility exercises

aerobic activities

anaerobic exercises

coordinated breathing activities

floor work.

Ballet positions and movementsmay relate to barre exercises, such as:

developpé

steps, including à la seconde

positions: 1st, 2nd, 3rd and 5th

arabesque, such as demi hauteur and arabesque

grand battement in 1st, 2nd and 3rd, incorporating tendu and arms count, and crossed

elevés and relevés

ronds de jambe

bends, such as:

plié

1st and 2nd positions

demi and grand

demi only in 3rd position

stretches and balance degage

battement tendu en croix

developpé en croix at 45 degree angle

piqué

rotation

stretch and throw: grand battement en croix

coupé:

front

behind

retiré in 1st and 3rd, incorporating coupé and arms

attitude, incorporating arms and fondu

relevé 1st, 2nd and 3rd positions.

Patterns and movement sequencesmay relate to centre work, such as:

execution of a range of proficient movements during body posture, poses, directions and movement while still or in action

adage: stationary and locomotive

port de bras épaulement positions

attitude en l’air at different degrees pivots and turns

arabesque en l’air at different degrees pivots and turns

allegro

pirouettes at different degrees, such as:

quarter

half

full vertical body rotation

chasse

locomotive exercises, such as changes in directions, and arm and leg alignment

visual and body coordination, such as:

eye, hand

eye, foot

parallel placement of feet

appropriate weight transference in motion leading from differing leg placement

maintenance of balance and correct body alignment related to:

direction and change of direction

arm, leg, body position or movement, and locomotion

propulsion of body in jumps, runs and turns

interpretation of time of beats.

Spatial awarenessrelates to:

floor patterns

aerial pathways

body shapes in space

movement through space

personal relationship to dance space.

Ballet dance techniquesmay include:

demonstrating an awareness of personal and general space when travelling and stationary

using arm lines appropriately and extensively

multi-turning exercises

clean, sharp isocentric and polycentric isolations

correct posture and alignment when in motion

demonstrating safe dance practices in jumping and faster travelling steps

footwork, arm lines and head movements in combination to express rhythm

performing complex turns while maintaining good technique

moving against gravity with confidence and knowledge.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 
Set realistic physical conditioning goals aimed at improving own dance technique 
Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 
Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 
Always perform warm-up and cool-down activities in conjunction with dance activities 
Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique 
Employ appropriate balance, posture and breathing techniques to develop a repertoire of fluid ballet positions and movements at the barre 
In centre space perform patterns and movement sequences in time with differing rhythmic beats 
Practise facial expressions and other techniques required to perform simple mimes 
Perform a range of exercises to strengthen capacity for pointe work as required 
Apply a sense of spatial awareness to all dance movements 
Perform ballet dance techniques with increasing confidence and expertise, in a learning environment 
Incorporate musicality, rhythm and correct timing into performances 
Coordinate position and movement between other dancers 
Continuously practise executing movements with precision and speed 
Maintain and update knowledge of ballet dance terminology 
Use feedback from teachers and mentors to identify and develop ways to improve own ballet dance performance skills 
Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation 

Forms

Assessment Cover Sheet

CUADAN306A - Increase depth of ballet dance technique
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUADAN306A - Increase depth of ballet dance technique

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: