CUACHR501A - Create and perform complex dance pieces
Assessor Resource
CUACHR501A Create and perform complex dance pieces
Assessment tool
Version 1.0 Issue Date: May 2024
Dancers and dance teachers required to create, perform, or teach others to perform complex dance pieces for formal presentation apply the skills and knowledge outlined in this unit. At this level skills and knowledge could be applied to class work, rehearsal, audition, or performance situations.
Work would usually involve some collaboration and direction from others, though personal responsibility and autonomy are required to create dance pieces that reflect a choreographer’s individual style.
This unit describes the performance outcomes, skills and knowledge required to create, coordinate and perform complex dance pieces. It includes composing, staging, performing and evaluating complex solo or ensemble 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 document a complex solo or group dance piece of a high compositional standard that:
combines one dance style with creative movements
incorporates other artists or dance forms
organise the performance of a complex group dance piece
evaluate the dance-creation process, including documenting the evaluation
collaborate with others involved in the choreographic and performance process.
Context of and specific resources for assessment
Assessment must ensure access to a dance studio or space, including:
sprung floor
tarkett
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 practice and 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 practice sessions
case studies and scenarios as a basis for discussing components of the composition process
portfolios, journals or other documentation and notation that demonstrate the reflective processes used in dance composition.
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
CUADLT402A Explore the relationship between music and 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 interpersonal skills to:
work collaboratively and in integrated ways with relevant personnel
provide direction and feedback to others
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 that expresses one’s distinctive approach
translate a choreographic plan into a well-crafted and executed performance
follow through with own individual style or idea
learning and self-management skills to:
improve dance choreography skills through experimentation and practice
notate choreography in order to document, analyse and reproduce it
monitor, evaluate and revise own performance as well as that of others
planning skills to develop a choreographic plan
technical skills to:
translate intention into a choreographic plan that includes a variety of dance forms and structures
apply choreographic devices when arranging movement
apply elements of movement to dance creation
manipulate elements of movement
develop a distinctive approach to and treatment of movement materials
collaborate with other art forms to create original work
manipulate structural material, such as:
theme
variation
AB
ABA
rondo
incorporate a number of staging elements into dance pieces, such as:
audio
lighting
costuming, make-up and hair
set and prop design.
Required knowledge
fundamental elements of composition and choreographic tasks and analysis
choreographic devices and structures
dance as a form of communication
choreographic concepts, such as:
collage
cycles
sequencing
narrative themes
transitions
issues and challenges that arise in the context of composing dance
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
representation of a particular dance style or theme.
Movement elements may include:
shape
space
dynamics
time.
Choreographic ideas may include:
musical score
costumes
props
staging
performance space
lighting.
Safe dance practices may 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.
High compositional standard may include:
mixture of the various components of choreography, such as:
movement
form
phrasing
structuring
stylisation
abstraction combined with one’s own style and expressive affect.
Notation may include:
shorthand
pictures
diagrams
graphics
using computer notation software specific to dance.
Presentation may include:
feedback discussion
video replays
journal entries
choreographic showings
drawings or diagrams
visual and audiovisual stimuli and reference
performance venues
projections or a screen dance format.
Dance-creation processmay include:
creativity
effectiveness
inspiration
audience response.
Relevant personnel may include:
teacher
performer
ensemble member
designer:
sound
lighting
costumes
make-up and hair
special effects
client
agent
conductor
tutor
mentor.
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 the intention of dance pieces
Develop a plan that outlines how the intention will be expressed though movement elements
Relate movement elements to dance style and include in dance plan
Incorporate intentions in the dance plan that use 3-D movement reality to combine a dance style with creative movements
Record choreographic ideas
Include and initiate safe dance practices in the plan and throughout conception, rehearsal and performance
Create choreography incorporating other artists or art forms
Manipulate own ideas and movement elements to produce a well-crafted dance piece of high compositional standard
Demonstrate own appropriate movement ideas and movement styles to express ideas and intentions
Apply dance notation skills to document, analyse and reconstruct choreography
Reveal an emerging distinctive approach to and treatment of movement materials
Devise, rehearse and edit dance piece for formal presentation
Select appropriate music, costumes and props to enhance movement intention
Prepare performance space to allow for well-defined entrance, exit and audience orientation
Ensure that dancers, dancing, costumes, props and effects combine to create a mood, a creative experience and audience affect
Contribute to the presentation of finished works in the role of choreographer or dancer
Provide clear direction, feedback and encouragement to other dancers and technicians
Maintain content, phrasing and flow throughout dance pieces
Explore the potential integration of projections in choreography or the use of video as the presentation format for choreography
Articulate choreographic processes in journal or essay formats
Review the dance-creation process against criteria in consultation with relevant personnel to improve and modify pieces
Document and record dance reviews
Use reflection skills to review, self-evaluate and apply information to future work
Forms
Assessment Cover Sheet
CUACHR501A - Create and perform complex 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:
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Date:
Assessment Record Sheet
CUACHR501A - Create and perform complex 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