OCR LeveL 3 CAMBRIDGe TeCHNICALCeRTIFICATe/DIPLOMA IN

PeRFORMING ARTs

DeveLOPING CLAssICAL BALLeT TeCHNIque R/502/4905

LeveL 3 uNIT 31

GuIDeD LeARNING HOuRs: 60

uNIT CReDIT vALue: 10

TECHNICALSCambridge

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Developing classical ballet techniqueR/502/4905

unit 31

aim of unit The basic positions and techniques of ballet were developed centuries ago and whilst choreographers have revised the classical techniques, the basic positions and movements have remained the same. Ballet technique is essential for any dancer as it forms the basis of many dance styles including musical theatre and jazz dance. Ballet requires dancers to be highly trained and disciplined, with hard work and dedication in order to produce the dancer’s ability to move effortlessly across a stage. This unit introduces learners to this beautiful and graceful dance style and enables learners to acquire the basic principles of classical ballet technique. They will develop strength, flexibility and co-ordination in order to acquire the technique and experience the commitment and hard work needed in order to fully realise the benefits of the technique.

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Developing classical ballet technique Level 3 Unit 31

assessment anD gRaDing cRiteRia

learning outcome (lo)

The learner will:

pass

The assessment criteria are the pass requirements for

this unit.

The learner can:

merit

To achieve a merit the evidence must show that, in addition to the pass criteria,

the learner is able to:

Distinction

To achieve a distinction the evidence must show that,

in addition to the pass and merit criteria, the learner is

able to:

1 Be able to use classical ballet technique in practical work

P1 demonstrate an awareness of classical ballet technique in practical work

M1 participate in classes demonstrating improvement in skills and techniques

D1 review own progress in class and performance, setting targets and goals as appropriate

2 Know the main elements of classical ballet terminology

P2 use classical ballet terminology in practical sessions

3 Be able to create combinations of movement using classical ballet technique

P3 select and use classical ballet technique to create and refine movement combinations with structure and progression

4 Be able to perform combinations and sequences using classical ballet techniques

P4 perform combinations with control, expression and emotion, with an awareness of the audience and other performers

M2 perform combinations with a developing sense of personal style

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teaching contentThe unit content describes what has to be taught to ensure that learners are able to access the highest grade.

Anything which follows an i.e. details what must be taught as part of that area of content.

Anything which follows an e.g. is illustrative. It should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content.

be able to use classical ballet technique in practical work

• Learners should be familiar with the practice of: - regular classes and practice sessions - skills and techniques, specifically:

1. Barre work – pliés, tendus, relevés, rond de jambe, frappés, développé, Retiré, grand battement

2. Centre work – port de bras, arabesque, attitude, pirouettes, glissades, pas de bourrée, pas de chat, changements, échappé sauté, sissonne

3. Combinations and sequences – Adagio consisting of pliés, développés, grand fouetté en tournant, dégagés, grand rond de jambe, rond de jambe en l’air, coupés, battements tendus, attitudes, arabesques and all types of pirouettes.

- Allegro consisting of steps of elevation such as entrechat, cabriole, assemblé, and all types of jeté

- Travelling work from corner to corner (e.g. pirouettes, travelling turns like piques, chaines, soutenus),

• Exercises should be adapted for the skill level of the learners and can be edited or added to as appropriate.

• Learners should be made aware of the benefits to their technical development of participating in combinations and sequences:

1. to increase the range of movement

2. to improve co-ordination and performance skills

3. to increase and develop movement vocabulary

4. to develop movement and muscle memory

5. to increase and develop understanding of physical capabilities

6. to develop an awareness of anatomical principles

• Personal health and safety: importance of warm up and cool down, posture, alignment

Know the main elements of classical ballet terminology

• Learners should be familiar with the correct French terminology, English translation and relevance to the steps as listed above.

be able to create combinations of movement using classical ballet techniques

• Learners should experience creating their own sequences of movements using both adagio and allegro combinations once they are familiar with the movements.

be able to perform combination and sequences using classical ballet techniques

• Learners should sustain: - technical skills – turn out, balance, co-ordination, core

stability, posture, flexibility - performance skills - expression, focus, musicality,

communication, emphasis, timing.

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Developing classical ballet technique Level 3 Unit 31

DeliveRy guiDance

This unit is best delivered in practical, workshop sessions. The unit provides a framework for learners’ development and gives teaching staff the flexibility to decide on the most appropriate delivery methods for their centres. Where possible, contact time with skilled practitioners should be available. Learners will benefit from studying the practice of those currently working in the industry by attending live performance and associated educational workshop sessions.

Constant awareness of, and adherence to, health and safety practices is essential when delivering this unit.

be able to use classical ballet technique in practical work

Learners should regularly participate in class activities that embrace the main ballet techniques. Classes should follow the conventional structure of a ballet class and include barre work, centre work and sequences.

Where possible, technique ‘experts’ or practitioners could be brought in to workshops to deliver classes.

Know the main elements of classical ballet terminology

Teachers should ensure the correct terminology is used during class and could set homework or research activities where learners familiarise themselves with the terminology in terms of history, translation and spelling.

be able to create combinations of movement using classical ballet techniques

Time should be allocated for learners to co ordinate their own sequences and combinations. This could be done as solo work, duets or in small groups and developed into performance work.

be able to perform combination and sequences using classical ballet techniques

Developing class work into small performance pieces will allow learners to refine and shape material, analysing the quality of their work in the process. It is good practice to observe and feed back to peers and work could be recorded to aid reflection and evaluation on self and others.

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suggesteD assessment scenaRios anD guiDance on assessment

assessment and grading criteria p1, m1, D1, p2

The assessment criterion should be evidenced during participation in practical class sessions. The assessment should be ongoing and teachers or an appropriately-skilled observer should keep observation records at no less than two points during the course of the unit. It is helpful if observation reports are produced in a standard format and these are used consistently by all staff. The development of a ‘house style’ for these observations is recommended as the advantage of a common format is that all involved become used to creating and using the same document. Centres are advised to develop formats which record times, places, description of activity/event and details of level of attainment. The observation report is the centre’s opportunity to provide significant and additional evidence and can make explicit reference to the grade descriptors in the assessment evidence grid.

To support the reports, recorded evidence (DVD) should also be made available for moderation purposes. All DVDs should be correctly formatted and clearly labelled. The DVD should be supported by a witness statement by the teacher indicating the criteria achieved by the learner.

M1 should be awarded when a learner has shown a significant development in their technical ability.

D1 should be awarded when the learner has produced a reflective log book of their development and their assessment performance, with appropriate goals and aims for progress. Alternatively, the learner could make a presentation where they describe their progress and reflected on their aims for progress.

assessment and grading criteria p3, p4, m2

Learners should develop a short workshop performance that showcases work that has been derived from their class work. This should be developed from a given stimulus to provide coherence and a clear benchmark. The choice of stimulus is to be determined by the teacher and learners could work alone or in small groups. Learners should demonstrate they can refine and shape material in a suitable format to produce performance material whilst maintaining the relevant level of performance skills. It is recommended that learners experience this process several times before assessment takes place. Performance should take place in workshop sessions with feedback and questions from peers and this should be recorded on DVD and formatted and labelled appropriately. The DVD should be supported by a witness statement by the teacher indicating the criteria achieved by the learner.

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Developing classical ballet technique Level 3 Unit 31

ResouRcesStudio with Sprung floor

Mirrors and barres (fixed or moveable)

Recording equipment

Audio/visual equipment

www.dancebooks.co.uk Main source of dance books, DVDs, music for ballet

www.roh.org Has an excellent educational department with workshops and educational performances. There is also a shop with a wide range of ballet DVDs

www.ballet.org.uk Website of the English National Ballet

www.istd.org Largest organisation of dance teachers with access to ballet syllabi

www.rad.uk The website for the Royal Academy of Dancing

Youtube Has a wide range of ballet resources useful for teaching and for research

linKs to nos (Developing classical ballet technique)

Suite Ref National Occupational Standards

Dance Leadership CCSDL3 P1 identify and communicate to others your primary dance style, its features, cultural context and how you deliver it

Dance Leadership CCSDL22 P2 develop your portfolio detailing your professional skills and development

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