Modification History
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CUADTM601A |
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 apply safe dance practice to the teaching of high level classical ballet dance techniques.
Application of the Unit
Private dance teachers who specialise in teaching classical ballet apply the skills and knowledge in this unit.
Typically these teachers are working in private dance studios, professional companies or venues where flooring is appropriate for the safe teaching of dance.
At this level, private dance teachers are working with students who already have well-developed technique and performance skills. Teaching methodologies, therefore, tend to be more tailored to individual needs. Students could also be involved in determining the structure of training programs, which could be based on a specific syllabus or set of teaching resources which the teacher has developed.
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
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Element |
Performance Criteria |
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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
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1. Prepare for dance classes |
1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to 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 |
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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. Demontrate isolation and coordination of the upper and lower body in highly complex movement sequences 2.3. Demonstrate balance, flexibility, coordination, stamina and control and articulation of individual body parts in an integrated manner in a range of techniques 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 through dance that displays, musicality, phrasing, sensitivity and a convincing interpretation at a high level 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques |
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3. Maintain expertise |
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 stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication, teamwork and organisational skills to:
- respond appropriately to constructive feedback on own performance as a dance teacher
- present confidently in teaching situation
- generate and communicate ideas
- formulate responses to complex problems that may arise in a teaching context
- 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
- learning skills to:
- provide feedback to learners by identifying areas of weakness
- assist learners to plan their practice time
- maintain own expertise by taking advantage of ongoing professional development opportunities
- listening skills to:
- monitor and adjust teaching as required
- maintain correct tempo and phrasing in movement sequences
- literacy skills to:
- write and interpret instructions or feedback for the learners
- identify, synthesise and evaluate information and concepts from a range of sources
- problem-solving skills to:
- memorise highly complex exercises and routines
- respond appropriately to the unexpected in a teaching situation
- self-management and planning skills to:
- plan teaching sessions
- maintain an appropriate standard of personal presentation in a teaching context
- technical skills to demonstrate high level classical ballet techniques, such as:
- at the barre
- in the centre
- highly complex slow balancing, turning, and low, medium and high-elevation movements
- highly complex enchaînements of ballet movements.
Required knowledge
- 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
- Australian Guidelines for Dance Teachers
- classical ballet repertoire
- classical ballet principles and techniques
- dance teaching terminology
- graded progress requirements according to dance society levels
- issues and challenges that arise in the context of teaching classical ballet
- OHS principles relevant to a teaching context
- safe dance practice relevant to a teaching context
- teaching and performance protocols.
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.
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure access to:
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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). |
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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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.
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Risk factors may include: |
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Warm-up techniques may include: |
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Body alignment refers to: |
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Techniques must relate to teaching the precise and highly competent execution of: |
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Accompanying music may include: |
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Safe dance practice may include: |
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Cool-down techniques may include: |
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Relevant personnel may include: |
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Sources may include: |
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Industry issues and trends may relate to: |
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Professional development activities may include: |
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Unit Sector(s)
Performing arts - dance teaching and management
Custom Content Section
Not applicable.
