CUADTM502A Teach medium level classical ballet dance technique

Release: 1

CUADTM502A Teach medium level classical ballet dance technique

Modification History

Version	Comments
CUADTM502A	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 incorporate safe dance practice into the teaching of medium 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 or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers work without supervision. They are expected to apply initiative and judgement when planning lessons which could be based on a specific syllabus or teaching resources they may have helped to prepare. Alternatively, they may be devising and conducting classes which are not based on any particular syllabus.

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. 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
2. Demonstrate medium level classical ballet techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to medium level classical ballet technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in 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 complex series of steps or enchaînements 2.5. Demonstrate the timing and phrasing relationship between classical ballet movement and the accompanying music 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
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

design and communicate approaches to unpredictable problems that may arise in a teaching context

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

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 or interpret instructions and feedback for the learners

problem-solving skills to:

memorise medium level 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 medium-level classical ballet techniques, such as:

at the barre

in the centre

complex balancing, turning, and low, medium and high-elevation movements

complex enchaînements of medium level 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 joint motion

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.

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: demonstrate medium level classical ballet technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate complex enchaînements within specified exercises, e.g. allegro, elevation demonstrate musicality, expression, phrasing and correct timing, and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching medium level classical ballet in either a real or simulated situation a venue with adequate space, ballet barres, and appropriate flooring, such as a sprung or tarkett floor.
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 verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit direct observation, or video recordings, of candidate teaching a medium level classical ballet class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a medium level classical ballet class. 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: CUADTM508A Refine dance teaching methodologies.

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 include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	barre and floor exercises exercises for areas, such as: body conditioning and strength development flexibility isometric control coordination improvement and enhancement exercises muscle contraction and release isolation and mobility of body parts slow and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a medium level must relate to:	showing correct posture, rotation and turnout demonstrating correct placing and alignment of the body transferring weight correctly with balance, control and strength movement of legs and feet through the floor and in the air expressing a flow of movement with arms, head and eyes coordination of arms and legs proficient use of stretched legs and feet proficient use of demi pointe performing port de bras, including: correct placing of the arm and arabesque lines balanced and harmonious arm lines focused use of head and eyes competent execution of: battements tendus and grands battements temps lié adage pirouettes en dehors pirouettes en dedans pirouettes en diagonale petit allegro allegro enchaînement batterie enchaînement grand allegro grands jetés en avant grands jetés en tournant.
Accompanying music may include:	instrumental live or recorded vocal.
Safe dance practice may include:	correct execution of dance steps appropriate clothing and footwear doing exercises and performing routines on flooring appropriate to genre and style of dance, including: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish nutrition and diet understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down procedures, such as: gentle stretch aerobic exercises anaerobic exercises breathing exercises.
Cool-down techniques may include:	barre and floor exercises exercises for areas, such as: body conditioning and strength development flexibility isometric control coordination improvement and enhancement exercises muscle contraction and release isolation and mobility of body parts slow and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents people with different access requirements students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.