Assessor Resource

CUADAN601
Perform dance repertoire at a professional level

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the performance outcomes, skills and knowledge required to perform complex dance technique demonstrating range, depth, precision and artistry in traditional ballet and contemporary works at a professional level.

This unit applies to dancers who are moving towards professional careers in contexts where complex dance technique and versatility are required. Employment is with professional companies where dancers perform advanced repertoire from traditional ballets and contemporary works as part of ensemble, duo or soloist roles. They could also be performing in rehearsals and productions of established or original works by staff and guest choreographers.

While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and responsibility for themselves and others during practice sessions, rehearsals and live performances.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

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


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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Contribute to the rehearsal process

1.1 Demonstrate an ability to prepare unsupervised for rehearsals

1.2 Display professional work ethic with respect to concentration, focus and physical alertness

1.3 Contribute to the creative process with a high level of initiative, confidence and understanding of the historical and stylistic background to repertoire

1.4 Respond promptly to direction

1.5 Practise and rehearse sequences until performance standard is reached

1.6 Observe safe dance practice by performing warm-up and warm-down activities in conjunction with dance activities

2 Execute a professional level of artistry and presentation

2.1 Refine professional skills by using feedback and choreographer’s or director’s notes to enhance personal and group performance

2.2 Demonstrate a professional level of performance presence and partnering techniques

2.3 Show detailed interpretation of dance sequences as required by the choreographer

2.4 Execute complex variations of repertoire with accuracy and precision

2.5 Exhibit professionalism and adaptability by transferring class work into professional performances

3. Perform specified roles in chosen dance works

3.1 Execute complex variations and repertoire with a high level of technical accuracy

3.2 Convey a high level of spatial awareness appropriate to solo, group and partnering work

3.3 Execute group and partnering work, demonstrating strong cohesion, and solo work demonstrating strong musical individuality

3.4 Present variations and repertoire with a high level of stage presence and confidence across ballet styles and genres

4. Incorporate performance techniques into professional level performances

4.1 Undertake preparations appropriate to performance contexts

4.2 Ensure that personal presentation is appropriate to performance contexts

4.3 Apply performance psychology techniques to preparations

4.4 Maintain focus to produce performances that show artistry, rhythm and musicality and convey the story and mood of dances

4.5 Convey choreographic intent of dances through confident and precise execution of performance techniques

4.6 Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual and ensemble technique

5. Develop professional practice

5.1 Refine professional work ethic and knowledge of dance and staging terminology

5.2 In consultation with teachers and mentors, develop realistic parameters for extending scope of performance practice

5.3 Identify regimes and artistic strategies to refine own performance technique

Evidence of the ability to:

perform a wide range of repertoire at a professional level with individual artistic quality, interpretation and expression

show professional level of consistency from one performance to the next

participate as an integral part of a rehearsal process

display a professional work ethic

transfer classroom skills to performance contexts

develop professional practice

use dance and staging terminology correctly.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

explain how the following principles relate to performing dance repertoire:

extending

folding

relationship with gravity

rotating

shifting weight

spatial awareness

successional movement

use of breath

explain how the following apply in the context of safe dance practice and injury prevention:

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

explain and demonstrate how the musical elements of time signatures, beat, tempo and syncopation apply to dance technique

describe the philosophical nature and history of chosen dance styles and allied disciplines.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

fully equipped dance studios with suitable flooring

appropriate music or accompanists.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Contribute to the rehearsal process

1.1 Demonstrate an ability to prepare unsupervised for rehearsals

1.2 Display professional work ethic with respect to concentration, focus and physical alertness

1.3 Contribute to the creative process with a high level of initiative, confidence and understanding of the historical and stylistic background to repertoire

1.4 Respond promptly to direction

1.5 Practise and rehearse sequences until performance standard is reached

1.6 Observe safe dance practice by performing warm-up and warm-down activities in conjunction with dance activities

2 Execute a professional level of artistry and presentation

2.1 Refine professional skills by using feedback and choreographer’s or director’s notes to enhance personal and group performance

2.2 Demonstrate a professional level of performance presence and partnering techniques

2.3 Show detailed interpretation of dance sequences as required by the choreographer

2.4 Execute complex variations of repertoire with accuracy and precision

2.5 Exhibit professionalism and adaptability by transferring class work into professional performances

3. Perform specified roles in chosen dance works

3.1 Execute complex variations and repertoire with a high level of technical accuracy

3.2 Convey a high level of spatial awareness appropriate to solo, group and partnering work

3.3 Execute group and partnering work, demonstrating strong cohesion, and solo work demonstrating strong musical individuality

3.4 Present variations and repertoire with a high level of stage presence and confidence across ballet styles and genres

4. Incorporate performance techniques into professional level performances

4.1 Undertake preparations appropriate to performance contexts

4.2 Ensure that personal presentation is appropriate to performance contexts

4.3 Apply performance psychology techniques to preparations

4.4 Maintain focus to produce performances that show artistry, rhythm and musicality and convey the story and mood of dances

4.5 Convey choreographic intent of dances through confident and precise execution of performance techniques

4.6 Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual and ensemble technique

5. Develop professional practice

5.1 Refine professional work ethic and knowledge of dance and staging terminology

5.2 In consultation with teachers and mentors, develop realistic parameters for extending scope of performance practice

5.3 Identify regimes and artistic strategies to refine own performance technique

Evidence of the ability to:

perform a wide range of repertoire at a professional level with individual artistic quality, interpretation and expression

show professional level of consistency from one performance to the next

participate as an integral part of a rehearsal process

display a professional work ethic

transfer classroom skills to performance contexts

develop professional practice

use dance and staging terminology correctly.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

explain how the following principles relate to performing dance repertoire:

extending

folding

relationship with gravity

rotating

shifting weight

spatial awareness

successional movement

use of breath

explain how the following apply in the context of safe dance practice and injury prevention:

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

explain and demonstrate how the musical elements of time signatures, beat, tempo and syncopation apply to dance technique

describe the philosophical nature and history of chosen dance styles and allied disciplines.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

fully equipped dance studios with suitable flooring

appropriate music or accompanists.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
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
Demonstrate an ability to prepare unsupervised for rehearsals 
Display professional work ethic with respect to concentration, focus and physical alertness 
Contribute to the creative process with a high level of initiative, confidence and understanding of the historical and stylistic background to repertoire 
Respond promptly to direction 
Practise and rehearse sequences until performance standard is reached 
Observe safe dance practice by performing warm-up and warm-down activities in conjunction with dance activities 
Refine professional skills by using feedback and choreographer’s or director’s notes to enhance personal and group performance 
Demonstrate a professional level of performance presence and partnering techniques 
Show detailed interpretation of dance sequences as required by the choreographer 
Execute complex variations of repertoire with accuracy and precision 
Exhibit professionalism and adaptability by transferring class work into professional performances 
Execute complex variations and repertoire with a high level of technical accuracy 
Convey a high level of spatial awareness appropriate to solo, group and partnering work 
Execute group and partnering work, demonstrating strong cohesion, and solo work demonstrating strong musical individuality 
Present variations and repertoire with a high level of stage presence and confidence across ballet styles and genres 
Undertake preparations appropriate to performance contexts 
Ensure that personal presentation is appropriate to performance contexts 
Apply performance psychology techniques to preparations 
Maintain focus to produce performances that show artistry, rhythm and musicality and convey the story and mood of dances 
Convey choreographic intent of dances through confident and precise execution of performance techniques 
Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual and ensemble technique 
Refine professional work ethic and knowledge of dance and staging terminology 
In consultation with teachers and mentors, develop realistic parameters for extending scope of performance practice 
Identify regimes and artistic strategies to refine own performance technique 

Forms

Assessment Cover Sheet

CUADAN601 - Perform dance repertoire at a professional level
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

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Assessor name:

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Assessment Record Sheet

CUADAN601 - Perform dance repertoire at a professional level

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:

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