CUADTM409A Teach Cecchetti Ballet method at junior level

Release: 1

CUADTM409A Teach Cecchetti Ballet method at junior level

Modification History

Version	Comments
CUADTM409A	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 teach Cecchetti Ballet classes at grades 2 to 6 and the progression through the levels. These levels have been clustered due to the 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.

Application of the Unit

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 7 to 12 years.

The unit involves identifying developmental stages and designing classes and exercises to meet individual client needs.

This unit requires the encouragement of a sense of enjoyment and the development of confidence in movement.

Licensing/Regulatory Information

Not applicable.

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. Analyse and interpret the grade syllabus	1.1. Demonstrate understanding of the syllabus at the individual grade levels 1.2. Identify and interpret the syllabus requirements for barre work for each grade level 1.3. Identify and interpret the syllabus requirements for port de bras for each grade level 1.4. Identify and interpret syllabus requirements for centre practice for each grade level 1.5. Distinguish syllabus requirements for adage for each grade level 1.6. Identify and interpret syllabus requirements for pirouettes for each grade level 1.7. Distinguish syllabus requirements for allegro for each grade level 1.8. Analyse the syllabus requirements for studies for each grade level
2. Design warm-up exercises	2.1. Design aerobic warm-up exercises 2.2. Demonstrate range of stretches appropriate for the specific grade level 2.3. Design exercises for strengthening the feet
3. Demonstrate and deliver grade-specific exercises	3.1. Demonstrate range of travelling movements appropriate for the individual grade level 3.2. Identify faults and suggest corrective exercises 3.3. Identify and define French terminology for individual exercises 3.4. Demonstrate an ability to break down grade-specific exercises into individual steps 3.5. Monitor quality of ballon and footwork 3.6. Analyse line and quality of position 3.7. Monitor control through body and legs
4. Teach the students to perform grade-specific enchaînements	4.1. Demonstrate a combination of exercises to create a series of steps, or enchaînements, specific to the grade level 4.2. Perform enchaînements to music as specified in the grade syllabus 4.3. Encourage a sense of performance, musicality and artistry 4.4. Give positive feedback on rhythm, quality and coordination of movement
5. Prepare students for grade examination	5.1. Explain the requirements of the examination to students 5.2. Practise a range of positions and movements consistent with the syllabus 5.3. Identify the syllabus requirements and artistry for studies at the individual levels 5.4. Conduct and document a pre-examination checklist

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

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 grades 2 to 6 Cecchetti Ballet to the teaching of a specific class

apply knowledge of basic anatomy to the teaching of grades 2 to 6 classes

apply knowledge of childhood development to the teaching of grades 2 to 6 classes

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 junior level 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 junior level Cecchetti Ballet syllabus

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

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 grades 2 to 6 Cecchetti Ballet syllabus to the teaching of a specific class

requirements of the grades 2 to 6 Cecchetti Ballet examination

French ballet terminology and its translations.

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: demonstrate effective and appropriate posture, placement and control through the body and legs relevant to the specific grade 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 grades 2 to 6 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 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 discussion of issues and challenges that arise in the context of teaching Cecchetti Ballet syllabus at junior level 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.

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.

Individual grades refer to:	grades 2 to 6 of the Cecchetti Ballet syllabus.
Barre must include:	establishing and maintaining appropriate posture establishing and sustaining appropriate degree of turnout sustaining stretched legs and feet sustaining centring of the body showing transfer of weight with ease.
Port de bras must include:	position and shapes shown extension of extremities to create line flow breadth poise and developing expressive qualities.
Centre practice must include:	establishing and maintaining appropriate posture establishing and sustaining appropriate degree of turnout sustaining stretched legs and feet centring the body to be sustained showing transfer of weight with ease.
Adage must include:	establishment and placement of body parts ability to demonstrate line maintenance of stability strength and control shown transfer of weight with ease shown.
Pirouette must include:	use of head and eyes centring of the body accuracy in demonstration.
Allegro must include:	articulated feet ability to take off and land with the correct use of demi plié maintenance of turnout with well-stretched legs and feet precision of footwork well-defined beats ability to demonstrate spatial awareness ability to demonstrate diverse movement qualities upper body coordination, including use of head and arms elevation shown joy of movement shown.
Studies must include:	Le Chat 4/4 Sailor’s Hornpipe 4/4 La Grand Classique 3/4 Tarantella 6/8 Classical Study for girls or boys 3/4 Polka 2/4 Ragtime 2/4 Spanish Waltz 3/4 Cinderella Pirate’s treasure hunt Lyrical 3/4 Mazurka 3/4.
Warm-up exercises may include:	jogging star jumps.
Exercises for strengthening the feet may include:	slow rises use of Thera-Band.
Travelling movements must include:	assemblés élancés autour de la salle balancés demi contretemps échappés sautes et soubresauts galops glissades glissades changé et pas de chat grand allegro en diagonale pas de bourrée pas de chats polkas posés coupés and galops posés en avant posés tours preparations for chainé sissones step pas de bourrée step temps levé.
Ballon refers to:	ability to take off and land with the correct use of demi plié and foot articulation.
Line and quality refer to:	position and shapes shown extension of extremities to create line flow breadth poise.
Musicality and artistry refer to:	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 grooming sustained vitality and energy levels.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.