Modification History
|
Version |
Comments |
|
CUADAN604A |
This version first released with CUA11 Live Performance Training Package version 1.0 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to perform complex ballet technique demonstrating range, depth, precision and artistry across classical and contemporary repertoire at the professional level.
Application of the Unit
This unit applies to dancers who are moving towards professional careers in contexts where complex ballet technique and versatility are required for performing as members of a professional dance company as an ensemble or soloist dancer.
At this level, dancers are constantly refining their technique and perfecting their artistry across complex dance sequences and repertoire, including pas de deux repertoire and solo and group performances to convey the story and mood of the dance.
While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during practice sessions, rehearsals and live performances.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
|
Element |
Performance Criteria |
|
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
|
1. Excel at a physical conditioning program |
1.1. Continuously meet physical conditioning requirements of professional dance work 1.2. Demonstrate ongoing stamina, strength, cardiovascular endurance and flexibility 1.3. Minimise risk factors that inhibit the achievement of goals and seek professional assistance when required 1.4. Always perform warm-up and cool-down activities in conjunction with dance activities |
|
2. Execute a professional level of artistry and presentation |
2.1. Refine extended ballet technique across each section of class work 2.2. Demonstrate complex performance attributes and quality of movement in sequences of extended difficulty 2.3. Show strength, precision and complexity in all aspects of footwork , including pointe work as required 2.4. Execute complex variations of ballet repertoire with accuracy and precision 2.5. Exhibit a professional level of physical learning and adaptability to incorporate unseen combinations across different teaching methods 2.6. Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback 2.7. Demonstrate muscularity, strength and stamina in male-specific vocabulary as required |
|
3. Demonstrate advanced partnering techniques |
3.1. Demonstrate advanced ability to cooperate and show consideration for partner 3.2. Consistently show timing and weight centring in accomplishing adage, pirouettes, promenades and lifts 3.3. Perform complex lifts and counterbalances with grace, balance and control 3.4. Apply the flexibility, sense of line and clear positions essential to the form 3.5. Emulate the style and intention of pas de deux repertoire through partnering techniques |
|
4. Execute complex ballet repertoire |
4.1. Execute variations and repertoire of complexity with a high level of technical accuracy 4.2. Convey a high level of spatial awareness appropriate to solo and group work 4.3. Execute group work with a professional sense of cohesion and solo work with a professional sense of musical individuality 4.4. Present variations and repertoire with a high level of artistry and assurance across ballet styles and genres |
|
5. Perform at a professional level |
5.1. Undertake preparations appropriate to performance contexts 5.2. Ensure that personal presentation is appropriate to performance contexts 5.3. Apply performance psychology techniques to preparations 5.4. Rehearse performances repeatedly until perfected 5.5. Sustain focus and concentration to produce performances that show artistry, rhythm and musicality and convey the story and mood of the dance 5.6. Convey choreographic intent of dances through confident and precise execution of ballet dance techniques 5.7. Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual or ensemble technique |
|
6. Develop professional practice |
6.1. Develop and refine professional work ethic 6.2. Develop realistic parameters as a basis for extending scope of performance practice 6.3. Identify regimes and artistic strategies that will refine own performance technique |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication skills to:
- work collaboratively as part of an ensemble and with independence as a soloist
- respond appropriately to feedback on own skill development and performance
- consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information
- initiative and enterprise skills to:
- work creatively with music and dance
- dance with artistry and assurance
- communicate mood, style and grace through dance
- learning skills to:
- perfect classical ballet techniques through:
- practising complex movements and sequences
- a positive attitude to dancing
- excel at a personal physical conditioning program
- planning and organising skills to:
- prepare for performances, auditions and competitions
- plan practice time
- self-management skills to:
- arrive punctually at classes, rehearsals and performances
- dress appropriately
- observe dance discipline and follow direction
- apply safe dance practices and identify risk factors
- demonstrate professional work ethic
- teamwork skills to work collaboratively with others involved in dance classes and performances
- technical dance skills to:
- execute high level of competency in each section of class work
- employ physical control throughout performances, including pas de deux
- respond to different time signatures
- maintain correct posture, weight placement and alignment in fully rotated turn-out position
- retain and reproduce complex movement sequences
- show alignment and extensions in combinations of a high level of difficulty
- reproduce complex movement sequences on both sides of the body
- show facility and speed in directional changes
- demonstrate a high level of spatial awareness in group movements, including floor patterns and aerial pathways
- exhibit a high level and range of coordination of limbs, torso and head
- exhibit confidence in creating movement sequences
- observe and interpret the physical body
- articulate a comprehensive knowledge of the philosophical nature of the discipline
- show a consistent level of commitment.
Required knowledge
- well-developed knowledge of each section of dance work, including:
- stretching
- barre
- centre practice
- adage
- pirouettes
- allegro
- batterie
- grand allegro
- cool down
- principles underlying dance movements and techniques, including:
- 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
- risk factors in ballet for the physical body
- ballet terminology
- stage geography and directions
- musical rhythms, including:
- time signatures
- beat
- tempo
- syncopation.
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:
|
|
Context of and specific resources for assessment |
Assessment must ensure access to:
|
|
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:
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:
|
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.
|
Risk factors may relate to: |
|
|
Warm-up and cool-down may include: |
|
|
Ballet technique may include: |
|
|
Section of class work may include: |
|
|
Performance attributes may include: |
|
|
Footwork may include: |
|
|
Repertoire may include: |
|
|
Physical learning and adaptability may include: |
|
|
Teaching methods may include: |
|
|
Male-specific vocabulary may include: |
|
|
Pas de deux may include: |
|
|
Ballet styles and genres may include: |
|
|
Preparations may include: |
|
|
Performance contexts may include: |
|
|
Personal presentation may include: |
|
|
Performance psychology techniques may include: |
|
|
Professional work ethic may refer to: |
|
|
Extending scope of performance practice may include: |
|
|
Regimes and artistic strategies may include: |
|
Unit Sector(s)
Performing arts - dance
Custom Content Section
Not applicable.
