Assessor Resource

CUACHR402A
Create short dance pieces

Assessment tool

Version 1.0
Issue Date: May 2024


Dance teachers and choreographers who are required to plan, compose and stage, but not perform in, short dance pieces apply the skills and knowledge outlined in this unit. Dance pieces could be for dance school productions or other non-professional contexts.

Work is usually undertaken under some supervision, though autonomy and judgement can be expected given the nature of the creative process.

This unit describes the performance outcomes, skills and knowledge required to create short dance pieces in dance styles, such as tap, jazz, contemporary, street and cultural forms of dance.

The context of performing and creating dance pieces, are covered in CUACHR401A Create and perform dance pieces.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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:

plan, develop and evaluate two short dance pieces using two different dance or creative movement styles

demonstrate the two short dance pieces to performers

produce performances of the two dance pieces to demonstrate elements of staging and intention

effectively document the evaluation of the dance-creation process

work effectively with others.

Context of and specific resources for assessment

Assessment must ensure access to a large dance studio or space, including:

sprung or tarkett floor

mirrors and curtains

audio requirements

lighting and vision system requirements

costuming, make-up and hair requirements

set and props requirements

video recording and playback 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:

observation of demonstrating choreographic intent of the performance

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

video recordings of performances or rehearsals

case studies and scenarios as a basis for discussing components of the creative process

portfolios, journals or other documentation and notation that demonstrate the reflective processes used in creating dance pieces.

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:

CUACHR403A Develop skills in the craft of choreography

CUADAN402A Improvise an advanced dance sequence

CUADLT401A Document dance.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication and teamwork skills to:

work collaboratively and in integrated ways with others involved in performances

receive constructive feedback and apply it to future work

clarify an expressive intention

communicate intention to other dancers and technicians

initiative and creativity skills to:

develop new choreography

work creatively with others

translate a choreographic plan into a well-crafted and executed performance

follow through with own individual style or idea

learning skills to:

improve choreographic skills through experimentation and practice

evaluate and revise all aspects of a creative process

evaluate and revise own performance as well as that of others

literacy skills to:

document a choreographic plan for reflection and analysis

document self-evaluation and assessment appropriately

planning skills to:

develop a choreographic plan

reflect on and analyse choreographic structures and processes

technical skills to:

experiment with, improvise and refine choreographic plan

incorporate a number of staging elements, such as:

audio

lighting and vision systems

costuming, make-up and hair

set and prop design

stage markings.

Required knowledge

creative process as it relates to choreography

elements of dance

choreographic devices and structures

dance as a form of communication

issues and challenges that arise in the context of composing dance

relevant musical styles

relevant dance vocabulary

history of choreography in relation to chosen dance styles

safe dance practices.

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.

Intention may include:

dance piece as a form of expressive, collaborative or interactive communication

message to be conveyed through movements and effects

mood to be conveyed

creative experience intended for audience

expressive effect on audience

creative and expressive outcome for dancers.

Dance piecesmay be:

solo

ensemble.

Relevant personnelmay include:

teacher

performer

ensemble member

designer:

sound

lighting

costumes

make-up and hair

special effects

client

agent

conductor

tutor

mentor.

Movement elements may refer to:

dynamics

forms, including:

binary

ternary

rondo

theme and variation

narrative

free-form

structures, including:

space

shape

group structures

group formations

dancer combinations

time.

Choreographic planmay include:

dance style

dance form

movement elements of shape, space, dynamics and time

dance phrases and sequences

dance structures

choreographic devices, such as:

canon

motif

repetition

mirroring

addition

retrograde

inversion

accumulation.

Aspects of staging and performance may relate to:

audience interaction

creating atmosphere and mood

costumes

accessories

hair

make-up

body paint

props

staging and venue size

performance space

lighting design

vision and sound systems

stage markings.

Safe dance practicesmay include:

understanding the body’s capabilities and limitations, including:

alignment

flexibility (mobility)

strength (stability)

cardiorespiratory endurance

muscular endurance

warm-up and cool-down activities, such as:

gentle stretches

aerobic exercises

anaerobic exercises

breathing exercises

doing exercises and performing routines on flooring appropriate to the genre and style of dance, such as:

sprung softwood

tarkett

sprung parquet

tongue and groove hardwood

resined for ballroom and Latin dance

non-slip for ballet

wood for tap and Spanish

correct execution of dance steps

appropriate clothing and footwear

nutrition and diet.

Dance-creation processmay include:

creativity

effectiveness

inspiration

audience response.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Clarify intention of dance pieces with relevant personnel 
Consider movement elements and how they relate to dance styles when translating intention into a choreographic plan 
Agree on aspects of staging and performance and notate these on plan 
Ensure safe dance practices are incorporated into the plan and followed at all times 
Ensure intentions in the dance plan are brought into 3-D reality 
Demonstrate and express appropriate movement ideas and movement styles from the plan 
Review and modify ideas and movement elements to produce well-crafted dance pieces 
Ensure content, phrasing and flow maintain interest throughout dance pieces 
Select appropriate music, costumes and props to enhance movement intention 
Prepare performance space allowing for well-defined entrance, exit and audience orientation 
Ensure the dancers, dancing and aspects of staging combine to create a mood, a creative experience and audience affect 
Review dance-creation process through self-evaluation and in consultation with relevant personnel to improve and modify 
Document the review process appropriately 
Discuss strengths and weaknesses of dance pieces with relevant personnel and identify strategies for improving own techniques 

Forms

Assessment Cover Sheet

CUACHR402A - Create short dance pieces
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUACHR402A - Create short dance pieces

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: