Assessor Resource

CUADAN507A
Refine dance partnering techniques

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to those who are consolidating their career in contexts where a high level of partner work is required for performances. These skills are applied in different ways depending on the dance style.

At this level, dancers are challenging themselves with dance sequences of increasing technical and physical complexity. While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to be self-directed and display a high level of motivation and sense of responsibility for themselves and others.

This unit describes the performance outcomes, skills and knowledge required to practise and execute complex dance sequences with a partner.

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:

perform a complex dance sequence with a partner on at least two occasions, demonstrating:

competent execution of advanced techniques:

overhead lifts

counterbalances

smooth transitions between movement elements

harmony of movement

rapport with partner

respond appropriately to constructive feedback on own performance.

Context of and specific resources for assessment

Assessment must ensure access to appropriate dance performance areas or spaces.

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 (live or recorded)

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 refining partnering techniques

direct observation of candidate in classes.

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:

CUADAN501A Refine ballet technique

CUADAN505A Refine contemporary dance technique

CUADAN508A Develop expertise in allied contemporary dance techniques

CUAOHS501A Maintain a high level of fitness for performance

CUAOHS601A Apply advanced gym and weight training to ballet.

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 physical conditioning issues and dance partnering techniques with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance movements

communicate the mood or style of dance sequences

respond creatively and flexibly to partner while dancing together

learning skills to:

develop strong dance partnering techniques through:

practising complex movements and routines

a positive attitude to performing

developing a high level of rapport with partner

implement a personal physical conditioning program

develop a movement memory

planning and organising skills to plan practice time

problem-solving skills to:

break complex dance sequences down into their component parts

anticipate and find solutions to problems that could arise while performing complex partnered sequences

self-management skills to:

maintain a professional work ethic

apply safe performance practices

teamwork skills to:

work closely with a partner

work collaboratively with others involved in practice sessions and 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

terminology associated with chosen dance style

stage geography and directions

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.

Risk factors may relate to:

consistency of a physical fitness regime

own ambition

expectations of others

injury-prevention strategies

gender issues

body image and eating disorders

insufficient hydration

poor nutrition

incorrectly fitting footwear

gender-appropriate performance techniques.

Warm-up and cool-down activities may include:

stretching

joint-mobility exercises

flexibility exercises

aerobic activities

anaerobic exercises

coordinated breathing activities

floor work.

Elements may include:

arabesque

promenade

jumps

pirouettes

turns

footwork

transitions

adage

lifts.

Multiple partneringrelates to:

lifting a number of dancers simultaneously

one dancer being lifted by several other dancers.

Rapport may relate to:

harmony of movement

eye contact

dramatic nuance

anticipating signals

responding with ease and assurance to spontaneous movements

trust

cooperation

mutual consideration

touching and body contact

contact improvisation.

Professional work ethicmay refer to:

attentive behaviour in creative practice

awareness of:

substance abuse

addictive behaviours

expectations of others

eating disorders

effective management of personal finances

balanced diet

energy levels and personal limitations

stage and theatre etiquette

developing strategies to:

cope with performance anxiety

maintain motivation

effective personal hygiene habits, such as:

clean and short nails

clean and tied-up hair

clean hands

ongoing dedication to a physical conditioning exercise program

maintaining concentration, focus and physical alertness in all performance activities

maintaining costumes and other apparel

maintaining a work-life balance

punctuality and reliability

working creatively with individual differences.

Injury-prevention techniquesmay include:

warming up and cooling down before and after class and performance

wearing appropriate clothing and footwear

applying intent and focus while dancing

not overstretching

wearing appropriate bandaging and bracing where appropriate to support body

appropriate diet and rest

using appropriate equipment, such as barre, mirror and sprung floors

attention to teacher.

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
Set realistic physical conditioning goals aimed at improving own dance technique 
Apply a range of techniques to improve stamina, strength and flexibility 
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 
Dissect complex partnering routines into discrete elements and work through each element separately 
Practise combining elements until the required level of precision and technique is achieved 
Practise executing lifts and counterbalances with surety and understanding 
Practise going into and out of movements safely and gracefully 
Experiment as required with timing, body position and other techniques associated with multiple partnering 
Develop a high level of rapport with partner 
Apply professional work ethic to all practice and performance activities 
Incorporate injury-prevention techniques into all dance and movement activities 
Maintain and update knowledge of dance terminology 
Use feedback from teachers and mentors to identify and develop ways to improve own dance partnering technique 
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

CUADAN507A - Refine dance partnering techniques
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

CUADAN507A - Refine dance partnering techniques

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: