Assessor Resource

CUADAN204A
Perform basic Aboriginal and Torres Strait Islander dance technique

Assessment tool

Version 1.0
Issue Date: May 2024


Aboriginal and Torres Strait Islander people with little or no practical experience in traditional dance apply the skills and knowledge outlined in this unit. They could be performing as members of a group in events in the local community or in public performances for visitors to their region or community.

Performances highlight the unique nature of Indigenous community culture, language, story-telling and traditional dress. At this level basic Aboriginal and Torres Strait Islander dance techniques are applied under the close supervision of experienced Aboriginal and Torres Strait Islander dancers and cultural mentors.

This unit describes the performance outcomes, skills and knowledge required to appreciate Aboriginal and Torres Strait Islander dance as an art form and to perform basic Aboriginal and Torres Strait Islander dance forms and techniques. It is intended that this unit be delivered by and to Aboriginal and Torres Strait Islander people.

The knowledge required to achieve competency in this unit may only be accessible to Aboriginal and Torres Strait Islander people and may be the cultural and intellectual property of specific communities. Respect and maintenance of community protocols would need to be adhered to.

Organisations delivering this unit would be expected to work closely with the local Aboriginal and Torres Strait Islander community or Community Advisory Board (CAB). Information on the composition and role of CABs is provided in the Assessment Guidelines in CUA11 Live Performance Training Package.

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:

reproduce Aboriginal and Torres Strait Islander dance exercises and sequences, within personal capabilities

convey the basic spirituality of Aboriginal and Torres Strait Islander dance steps and movements

display fluency of movement

apply the basic concepts of Aboriginal and Torres Strait islander dance to own performances.

Context of and specific resources for assessment

Assessment may take place on the job, off the job (for example in communities and training organisations) or a combination of on and off the job.

This unit requires access to:

Aboriginal and Torres Strait Islander elders, custodians and other culturally knowledgeable people authorised by their communities to act as mentors in performance disciplines

appropriate dance performance areas or spaces, including outdoor locations.

Trainers and assessors in this unit should be Aboriginal and Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training. They must ensure that the cultural and intellectual property rights of Aboriginal and Torres Strait Islander peoples are protected.

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

evaluation of performance of dance skills

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

review of candidate’s dance performances by peers and colleagues

analysis of dancer’s ability to convey dance’s cultural meaning

direct observation of dance performance.

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:

CUADAN201A Develop basic dance techniques

CUADAN202A Incorporate artistic expression into basic dance performances

CUAPRF201A Prepare self for performances.

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 skills to:

discuss dance issues with colleagues in a culturally appropriate way

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to apply techniques of music to movement in dance forms

learning skills to develop and practise basic Aboriginal and Torres Strait Islander dance techniques

planning and organising skills to:

prepare for performances

plan practice time

self-management skills to:

observe cultural protocols

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes and performances.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, including:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

body and face painting techniques

language and terminology associated with the dance, movement and song being performed

ways to assemble appropriate costuming

overview knowledge of:

community language

language of dance

language of body markings

history and roles of dance in Aboriginal and Torres Strait Islander cultures

traditional roles, especially as they relate to dance performance, including cross-cultural, cross-gender or gender-specific roles.

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.

Aspectsmay include:

audience characteristics

costume requirements

length of performances

make-up

number of performances.

Relevant personnelmay include:

choreographers

community members

elders

manager

mentors

performers

supervisors.

Protocols may include:

rules of behaviour governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal and Torres Strait Islander societies

full set of protocols of a particular community or cultural grouping, which is likely to be unique, such as:

activities open only to initiated persons

gender-specific activities

how to approach certain persons

obtaining information and materials

permission for activities

prohibitions on activities or communication

who to approach for a particular reason.

Costumes may include:

headbands

mukmuk

waistbands

zazi.

Basic dance skillsmay include:

body alignment for Aboriginal and Torres Strait Islander dance

exercises and sequences incorporating air work, such as rolls

exterior dance spaces

floor work, such as:

stretches

abdominal strengthening

improvisation

locomotor movements, such as:

walking

leaping

sliding

non-locomotor movements, such as:

twisting

turning

stretching

swaying

bending

maintaining rhythm and tempo

working at differing tempos

focusing eyes and mind while performing

working on centre and off centre.

Safe dance practicesrelate to:

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 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.

Aboriginal and Torres Strait Islander instrumentsmay include

body design and ornamentation

clap sticks

didgeridoo

kangaroo skin pillows

possum drums, if available

pumpil

traditional dress wear.

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 significance of dance performances from an Aboriginal and Torres Strait Islander perspective 
Discuss the intention and key aspects of performances with relevant personnel 
Follow relevant cultural protocols 
Recognise that Aboriginal and Torres Strait Islander dance is composed of a variety and number of influences 
Apply basic body design and traditional costumes for performance 
Under the guidance of mentors or teachers, develop a range of basic dance skills 
Apply safe dance practices at all times to prevent injury to self and others 
Explore natural body response to varying Indigenous styles, including movement and percussion 
Follow advice from others about ways to improve own dance technique 
Use Aboriginal and Torres Strait Islander instruments with sensitivity and expression 
Enact simple sequences combining a variety of discrete movements in ensemble or individually 
Observe direction from relevant personnel 
Observe and follow dictates of music or rhythm 
Synchronise movements with ensemble where required 

Forms

Assessment Cover Sheet

CUADAN204A - Perform basic Aboriginal and Torres Strait Islander dance technique
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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Assessment Record Sheet

CUADAN204A - Perform basic Aboriginal and Torres Strait Islander dance technique

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: