CUADAN406A - Develop expertise in social dance technique
Assessor Resource
CUADAN406A Develop expertise in social dance technique
Assessment tool
Version 1.0 Issue Date: May 2024
This unit applies to those who are consolidating their career in contexts where social dancing skills are required. They could be developing technique in preparation for performances in commercial or competition settings where they would usually be performing with a partner.
While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others when it comes to applying dance technique in a live performance context.
This unit describes the performance outcomes, skills and knowledge required to add range and depth to social dance technique. At this level, dancers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance movements.
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:
consistently execute well-developed social dance technique
execute dance sequences that demonstrate:
a creative response to music
partnering skills
an ability to communicate the mood or style of dances
respond appropriately to constructive feedback on own skills development
follow safe dance practices.
Context of and specific resources for assessment
Assessment must ensure access to:
appropriate dance performance areas or spaces
relevant resources and 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:
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
case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of performing social dance
evaluation of live or recorded performances
direct observation of candidate in rehearsals and performances.
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:
CUADAN407A Develop expertise in dance performance skills
CUAPRF503A Prepare for and perform in a competitive environment.
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 and physical conditioning issues with relevant personnel
respond appropriately to feedback on own skill development
initiative and enterprise skills to:
work creatively with music and dance
dance with style and professionalism
communicate the mood or style of dances
maintain and develop own expertise
learning skills to:
develop strong social dance techniques through:
practising complex movements and routines
a positive attitude to dancing
develop and implement a personal physical conditioning program
develop a movement memory
listening skills to maintain musical sensitivity, awareness and phrasing in movement sequences
planning and organising skills to plan practice time
self-management skills to:
arrive punctually at classes
dress appropriately
observe dance discipline and follow direction
apply safe dance practices
teamwork skills to:
work closely with a partner in dance performances
work collaboratively with others involved in dance classes.
Required knowledge
principles underlying dance movements and techniques, such as:
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
social dance terminology
characteristics and history of chosen social dance styles
musical rhythms, including:
time signatures
beat
tempo
syncopation.
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.
Relevant personnel may include:
coaches
colleagues
family members
medical practitioners
mentors
nutrition experts
performers
representatives of dance societies
teachers.
Risk factors may relate to:
body image and eating disorders
consistency of a physical fitness regime
expectations of others
gender-appropriate performance techniques
gender issues
poor nutrition
incorrectly fitting footwear
injury-prevention strategies
insufficient hydration
own ambition.
Warm-up and cool-down activitiesmay include:
aerobic activities
anaerobic exercises
body conditioning and strength development
breathing techniques
coordinated breathing activities
flexibility exercises
floor work
isolation and mobility of all body parts
joint-mobility exercises
stretching.
Safe dance practicesmay include:
adjusting performance to venue
breathing exercises
correct execution of dance steps
appropriate clothing and footwear
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
logical sequencing of dance movements
nutrition and diet
spatial awareness
understanding the body’s capabilities and limitations, including:
alignment
flexibility (mobility)
strength (stability)
cardiorespiratory endurance
muscular endurance
warm-up and cool-down activities.
Posture refers to:
correct alignment of the torso, limbs, spine and shoulders in movements and poses.
Body alignment refers to:
facing and backing
line of dance
position of foot in relation to the room.
Social dance styles mayinclude:
international standard, such as:
foxtrot
quickstep
tango
Viennese waltz
waltz
American standard
Arthur Murray
street Latin dance, such as:
Argentine tango
cha cha
jive
mambo
paso doble
rumba
salsa.
Complex techniques include:
body positions:
promenade
counter promenade
open promenade
open counter promenade
tandem
correct posture and alignment when in motion
dancing in time with the music
demonstrating an awareness of personal and general space when travelling and stationary
demonstrating safe dance practices in jumping, falling and faster travelling steps
execution of weight transfer techniques
holds, such as:
alternative holds for closed position
alternative holds for open position
improvisation
locomotor techniques:
chasse steps, including runaway, slip, twist and ronde
leading of partner, including physical, visual and shaping
precedes and follows
non-locomotor techniques, such as:
balance
stillness
turning techniques, including:
turning movements and steps that include further extension
different variants of turn, including ¾ turn.
Phrases refer to:
the joining and sequencing of steps in line with musical phrasing.
Musical elements may refer to:
beat
correct timing
musicality
phrasing
rhythm
sensitivity
tempo.
Accompanying music may include:
instrumental music
live or recorded music
traditional or folk music
vocal music.
Routinesinclude:
different formations of precedes and follows.
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
In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility
Set realistic physical conditioning goals aimed at improving own dance technique
Identify risk factors that may inhibit the achievement of goals and seek professional advice as required
Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program
Always perform warm-up and cool-down activities in conjunction with dance activities
Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
Follow safe dance practices at all times
Apply correct posture and body alignment appropriate to social dance styles being practised
Apply isolation and coordination of upper and lower body within complex movement sequences
Apply correct arm movement, positioning and transitioning flow in movement sequences
Apply correct hip action, leg and foot placement in movement sequences
Refine partnering skills to enable correct leading and following movements
Apply balance, flexibility, stamina, coordination and weight transfer skills, and control and articulation of individual body parts in an integrated manner in a range of complex techniques
Apply memory retention, control and attention to detail when performing complex phrases of dance movements
Incorporate well-developed understanding of musical elementsthrough dance to show the relationship between social dance and accompanying music
Continuously practise and refine combinations of complex movements
Develop and experiment with new routines involving different body movements and different combinations
Maintain and update knowledge of social dance terminology
Use feedback from teachers and mentors to identify and develop ways to improve own social dance performance skills
Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique
Forms
Assessment Cover Sheet
CUADAN406A - Develop expertise in social dance technique
Assessment task 1: [title]
Student name:
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I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
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Assessment Record Sheet
CUADAN406A - Develop expertise in social dance technique
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Assessment task 1: [title] Result: Competent Not yet competent
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Overall assessment result: Competent Not yet competent