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.
Not applicable.
1. Maintain a physical conditioning program | 1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique |
2. Build on basic ballet dance technique | 2.1. Employ appropriate balance, posture and breathing techniques to develop a repertoire of fluid ballet positions and movements at the barre 2.2. In centre space perform patterns and movement sequences in time with differing rhythmic beats 2.3. Practise facial expressions and other techniques required to perform simple mimes 2.4. Perform a range of exercises to strengthen capacity for pointe work as required 2.5. Apply a sense of spatial awareness to all dance movements 2.6. Perform ballet dance techniques with increasing confidence and expertise, in a learning environment 2.7. Incorporate musicality, rhythm and correct timing into performances 2.8. Coordinate position and movement between other dancers |
3. Maintain expertise in ballet dance technique | 3.1. Continuously practise executing movements with precision and speed 3.2. Maintain and update knowledge of ballet dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own ballet dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation |
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 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. |
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 movements | 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 sequences | 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 awareness | floor patterns aerial pathways body shapes in space movement through space personal relationship to dance space. |
Ballet dance techniques | 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. |
Performing arts - dance
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.