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

CUADTM410A Mapping and Delivery Guide
Teach Cecchetti Ballet method at intermediate level

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUADTM410A - Teach Cecchetti Ballet method at intermediate level
Description This unit describes the performance outcomes, skills and knowledge required to teach Cecchetti Ballet classes at intermediate levels and the progression through to this level. This level has been separated due to the commencement of pointe work, ages of the students and their physical and mental development levels.This unit 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 Live Performance Training Package. Registered training organisations wishing to deliver this unit must be licensed to do so by Cecchetti Ballet Australia Inc.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Persons wishing to gain a full qualification within Cecchetti Ballet Australia Inc. apply the skills and knowledge in this unit.This unit develops an awareness of the principles of Enrico Cecchetti’s method of teaching classical ballet. It is developed over time to reflect the physical and mental development through early childhood, specifically ages 13 to 16 years.The unit involves identifying developmental stages and designing classes and exercises to meet individual client needs. While classes are still mixed gender, exercises specific to the needs of male students will need to be designed.This unit requires the encouragement of a sense of enjoyment and the development of confidence in movement while fostering a sense of performance, musicality and artistry.
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: Analyse and interpret the intermediate syllabus
  • Demonstrate understanding of the syllabus at the intermediate grade level
  • Identify and interpret syllabus requirements for barre work
  • Identify and interpret syllabus requirements for port de bras
  • Identify and interpret syllabus requirements for centre practice
  • Analyse syllabus requirements for adage
  • Identify and interpret syllabus requirements for pirouettes
  • Analyse syllabus requirements for allegro
  • Contrast syllabus requirements for males
  • Identify and interpret syllabus requirements for pointe work
  • Analyse syllabus requirements for the intermediate dances
       
Element: Demonstrate and deliver intermediate-specific exercises
  • Identify faults and suggest corrective exercises
  • Create exercises to introduce and complement the set work
  • Detect and correct quality of allegro and footwork
  • Analyse line and quality of position
  • Monitor control through body and legs
       
Element: Ensure a sound knowledge of the theory work, up to and including the intermediate level
  • Identify and demonstrate the five positions of the feet, arms and head
  • Identify and demonstrate the seven movements in dance
  • Identify and demonstrate the correct movements of the foot
  • Discuss the theory of port de bras
  • Discuss the use of the eight fixed points
  • Identify and demonstrate the five arabesques
  • Identify and demonstrate the eight directions of the body
  • Define the meanings of the French terminology
       
Element: Teach the students to perform intermediate-specific enchaînements
  • Demonstrate the ability to break down intermediate exercises into individual steps
  • Demonstrate a combination of exercises to create a series of steps, or enchaînements, specific to the intermediate level
  • Perform enchaînements to music as specified in the intermediate syllabus
  • Encourage a sense of performance, musicality and artistry
  • Give positive feedback on rhythm, quality and coordination of movement
       
Element: Prepare students for intermediate examination
  • Explain the requirements of the examination to students
  • Break down the class into sections that reflect the methods used in the examination
  • Practise a range of positions and movements consistent with the syllabus
  • Incorporate unseen enchaînements in classes
       


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:

demonstrate effective and appropriate posture, placement and control through the body and legs relevant to the intermediate syllabus level

facilitate a positive response from students in terms of their presentation and musicality

engender in students a sense of enjoyment, confidence and pleasure in movement

demonstrate understanding of the Cecchetti Ballet intermediate syllabus.

Context of and specific resources for assessment

Assessment must ensure access to:

a simulated or real class situation with a group of appropriate level students who have a working knowledge of the relevant syllabus

relevant resources and equipment.

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 third-party workplace reports of on-the-job performance

evaluation of the candidate at an examination where the candidate is required to apply experience to a group of unknown students

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 demonstration and discussion with a panel of assessors on aspects of the intermediate syllabus

review of candidate’s portfolio of evidence gained during training period, including self-assessments, candidate's students examination results, pre-examination checklists and end of course assessments for childhood development and anatomy

direct observation of a practical demonstration of two classes before a panel of assessors.

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:

CUADTM401A Plan and organise dance classes

CUADTM403A Apply safe dance teaching methods

TAEASS401A Plan assessment activities and processes

TAEASS402A Assess competence

TAEDES401A Design and develop learning programs.

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

communication, teamwork and organisational skills to:

instruct students according to individual physical and emotional needs

encourage class participants to perform as a group

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

initiative and enterprise skills to encourage a sense of enjoyment and the development of confidence in movement

learning skills to:

apply knowledge of intermediate Cecchetti Ballet to the teaching of a specific class

apply knowledge of basic anatomy to the teaching of an intermediate class

apply knowledge of childhood development to the teaching of an intermediate class

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to:

complete pre-examination checklists and lesson plans

write or interpret instructions and feedback for the learners

problem-solving skills to:

design classes to suit individual needs

memorise exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan and organise teaching sessions in line with syllabus requirements

maintain an appropriate standard of personal presentation in a teaching context

technical skills to:

demonstrate intermediate level Cecchetti Ballet syllabus

demonstrate and apply knowledge of rhythm, timing and geometric shapes and floor plans

understand and reproduce unseen enchaînements expressively

technology skills to use audiovisual equipment as appropriate, such as:

iPods and playlists

music stereos

video, DVD players and recorders.

Required knowledge

general knowledge of:

professional development opportunities for dance teachers

well-developed knowledge of:

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

history and background of the Cecchetti Ballet method

dance teaching terminology

issues and challenges that arise in the context of teaching the Cecchetti Ballet syllabus

OHS principles relevant to a teaching context

physical and mental development in the early childhood years

safe dance practice relevant to a teaching context

teaching and performance protocols

requirements and application of intermediate Cecchetti Ballet syllabus to the teaching of a specific class

requirements of the intermediate Cecchetti Ballet examination

theory of port de bras

French ballet terminology and its translations.

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.

Barre must include:

establishing and maintaining ballet posture

maintaining turnout and body placement throughout with poise and demonstrating control

sustaining stretched legs and feet

centring the body to be sustained

showing transfer of weight with ease

coordinating head and arm movements throughout.

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 shown

smooth transfer of weight as required

well-articulated feet.

Adage must include:

establishment and placement of body parts

ability to demonstrate line

maintenance of stability and rotation

strength and control shown

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 shown

correctly placed arms.

Allegro must include:

well-articulated feet

correct use of demi-plié

turnout maintained with well-stretched legs and feet

precision of footwork evident

well-defined beats shown

understanding demonstrated of the petite allegro concept

use of ballon shown

ability to demonstrate spatial awareness

ability to demonstrate diverse movement qualities as appropriate

upper body coordination, including use of head and arms shown

elevation shown

joy of movement shown.

Pointe work must include:

well-placed body and legs on pointe established and maintained throughout

correct alignment of foot demonstrated on pointe and the ability to correctly rise and lower through the foot shown

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.

Line and quality refer to:

position and shapes shown

extension of extremities to create line

flow

breadth

poise.

Five positions of the feet, arms and head refer to:

five positions of the feet 1st, 2nd, 3rd, 4th and 5th

five positions of the arms and variations of 1st, demi 2nd, 3rd, 4th en avant, 4th en haut, 5th en bas, 5th en avant and 5th en haut

five positions of the head: erect, turned, inclined, raised and lowered.

Seven movements in dance are:

pliér - to bend

étendre - to stretch

relevér- to rise

glissader - to glide

sauter - to jump

élancer - to dart

tourner - to turn.

Eight fixed points refers to:

ability to use the eight fixed points of the room, i.e. for assistance in choreography.

Arabesquesrefer to:

accurate demonstration of the five individual arabesques.

Eight directions of the body refer to:

three basic positions:

á la seconde

á la quatrième devant

á la quatrième derrière

derivatives of á la quatrième devant:

croisé devant

effacé

derivative of á la seconde:

écarté

derivatives of á la quatrième derrière:

croisé derrière

épaulé.

Musicality and artistry must include:

demonstration of:

focus: use of head and eye-lines

sense of occasion

confidence in presentation

sensitive interpretation of the dynamic qualities in the music and movement

harmonious use of body parts in movement

sustained demonstration of the basic movements in dance

showing an awareness of:

meter

tempo

phrasing

accent

dynamic qualities in the accompanying music.

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
Demonstrate understanding of the syllabus at the intermediate grade level 
Identify and interpret syllabus requirements for barre work 
Identify and interpret syllabus requirements for port de bras 
Identify and interpret syllabus requirements for centre practice 
Analyse syllabus requirements for adage 
Identify and interpret syllabus requirements for pirouettes 
Analyse syllabus requirements for allegro 
Contrast syllabus requirements for males 
Identify and interpret syllabus requirements for pointe work 
Analyse syllabus requirements for the intermediate dances 
Identify faults and suggest corrective exercises 
Create exercises to introduce and complement the set work 
Detect and correct quality of allegro and footwork 
Analyse line and quality of position 
Monitor control through body and legs 
Identify and demonstrate the five positions of the feet, arms and head 
Identify and demonstrate the seven movements in dance 
Identify and demonstrate the correct movements of the foot 
Discuss the theory of port de bras 
Discuss the use of the eight fixed points 
Identify and demonstrate the five arabesques 
Identify and demonstrate the eight directions of the body 
Define the meanings of the French terminology 
Demonstrate the ability to break down intermediate exercises into individual steps 
Demonstrate a combination of exercises to create a series of steps, or enchaînements, specific to the intermediate level 
Perform enchaînements to music as specified in the intermediate syllabus 
Encourage a sense of performance, musicality and artistry 
Give positive feedback on rhythm, quality and coordination of movement 
Explain the requirements of the examination to students 
Break down the class into sections that reflect the methods used in the examination 
Practise a range of positions and movements consistent with the syllabus 
Incorporate unseen enchaînements in classes 

Forms

Assessment Cover Sheet

CUADTM410A - Teach Cecchetti Ballet method at intermediate level
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

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Assessor name:

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Assessment Record Sheet

CUADTM410A - Teach Cecchetti Ballet method at intermediate level

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:

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