Assessor Resource

CUADAN601A
Perform dance repertoire at a professional level

Assessment tool

Version 1.0
Issue Date: May 2024


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.

At this level, dancers are constantly refining their technique and perfecting their artistry across complex dance sequences and repertoire. While some 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 during practice sessions, rehearsals and live performances.

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

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

participate as an integral part of a rehearsal process

display a professional work ethic

transfer classroom skills to performance contexts

develop professional practice.

Context of and specific resources for assessment

Assessment must ensure access to:

fully equipped dance studios

appropriate music or accompanists.

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 through full practical demonstration

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 dance technique, repertoire and performance skills.

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:

CUADAN603A Extend ballet technique to a professional level

CUADAN604A Extend ballet performance skills to a professional level

CUADAN611A Perform virtuoso contemporary dance technique

CUAIND601A Work professionally in the creative arts industry

CUAOHS602A Develop techniques for maintaining resilience 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:

work collaboratively as part of an ensemble, duo and with independence as a soloist

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

communicate to the audience though movement

initiative and enterprise skills to:

be an integral and committed member of a rehearsal process

dance with artistry and assurance

communicate mood, style and grace through dance

learning skills to:

perfect classical and contemporary ballet repertoire and performance skills through:

practising complex movements and sequences

a positive attitude and commitment to the rehearsal and performance process

observe and interpret physical skills

commit to developing performance quality and artistry in the given style

planning and organising skills to:

prepare for performances, auditions and competitions

plan practice time

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

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

technical dance skills to:

execute high level of competency in dance repertoire

demonstrate a high level of spatial awareness in group movements, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

demonstrate a professional level of physical accuracy in performance

show professional level of consistency from one performance to the next.

Required knowledge

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

risk factors in ballet for the physical body

rehearsal process

terminology associated with the chosen dance styles

staging considerations

musical rhythms, including:

time signatures

beat

tempo

syncopation

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

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.

Rehearsals may include:

processes that are unique to the choreographer

different types of contribution required of the dancer dependent on whether the choreographer requires movement replication or the construction or improvisation of solo or group sequences on designated themes or tasks

guest artists, staff or students as the choreographers

learning roles from video reproductions

expectations of students to understudy different roles that may or may not be performed.

Professional work ethicmay refer to:

consistent attendance at all rehearsals

punctuality and preparedness for rehearsal in maintaining movement material presented in previous rehearsals

concentration, cooperation, focus and physical alertness in relationships with:

choreographers

rehearsal directors

fellow dancers

contribution to the creative process confidently and skilfully where appropriate

responsiveness to and incorporation of feedback (choreographer’s or director’s notes) into the performance and rehearsal process

ability to become an integral part of a performance ensemble

responsibility for solo or extra group work if required

capacity to allow the choreographic work and process to inform technique and attitude

attendance at all associated production meetings, wardrobe fittings, technical rehearsals, spacing and plotting previews

respectful and responsive manner with crew members

professional level of physical accuracy in performance and consistency from one performance to the next

attendance at all scheduled warm-up sessions before performances.

Repertoire may include:

contemporary dance

romantic

classical

modern ballet

original choreography.

Physical learning and adaptability may include:

allied contemporary dance techniques, such as:

improvisation

duo

dance tumbling

high velocity acrobatic moves

set exercises or sequences

unseen exercises or sequences

sequences from a range of ballet techniques, such as:

Royal Academy of Dance (RAD)

Cecchetti

Vaganova

French

Balanchine

execution of extended sequences to right and left sides without prompting

self-correction.

Dance styles and genres may include:

ballet, including:

contemporary

modern

neoclassical

ballet-masquerade

ballet-melodramatique

romantic

imperial

contemporary dance

modern dance.

Preparationsmay include:

familiarisation with performance environment, including:

space

location

size

audience

preparation of space to ensure safety of self and others

mental preparation

immediate physical preparation

rehearsal appropriate to audience

awareness of time lines leading up to and immediately before performance

props

costumes or clothing

make-up

equipment

appropriate footwear

scores

sheet music

tapes

competitions and auditions:

rules

judging criteria, including:

general appearance

costumes

technique

execution

showmanship

entertainment value (the ‘x’ factor)

level of difficulty

originality and creativity

choreography

synchronisation

versatility.

Performance contexts may include:

professional production

solo

ensemble

corps de ballet

audition

competition.

Personal presentation may include:

costumes

accessories

make-up

hair

posture

way of moving.

Performance psychology techniquesmay include:

visualisations

affirmations

relaxation techniques

mental rehearsal

maintaining a work-life balance.

Extending scope of performance practice may include:

working effectively with tutor or coach

participating in professional development and other learning opportunities

undertaking training courses

practising systemically

participating in relevant groups or associations

experimenting with own performance

communicating with peers

being involved in a range of relevant performance activities

viewing and reviewing relevant performance events and activities.

Regimes and artistic strategies may include:

lectures

seminars

conferences

symposiums

master classes

professional organisations

practical workshops

performance rehearsals

individual training.

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 with choreographers, rehearsal directors and fellow dancers 
Contribute to the creative process with a high level of initiative, confidence and skill 
Respond promptly to direction as required 
Practise and rehearse sequences until an optimum performance standard is reached 
Refine professional facility in using feedback and choreographer or director's notes to enhance personal and group performance 
Demonstrate a professional level of performance presence and partnering techniques 
Show detailed interpretation as is required by the choreographer 
Execute complex variations ofrepertoire with accuracy and precision 
Exhibit a professional level of physical learning and adaptability to transfer class work into professional performances 
Execute variations and repertoire of complexity 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 with a professional sense of cohesion and solo work with a professional sense of musical individuality 
Present variations and repertoire with a high level of artistry and assurance across chosendance styles and genres 
Undertake preparations appropriate to performance contexts 
Ensure that personal presentation is appropriate to performance contexts 
Apply performance psychology techniques to preparations 
Sustain focus and concentration to produce performances that show artistry, rhythm and musicality and convey the story and mood of the dance 
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 or ensemble technique 
Develop and refine professional work ethic 
Develop realistic parameters as a basis for extending scope of performance practice 
Identify regimes and artistic strategies that will refine own performance technique 

Forms

Assessment Cover Sheet

CUADAN601A - Perform dance repertoire at a professional level
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Assessment Record Sheet

CUADAN601A - Perform dance repertoire at a professional level

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Assessment task 1: [title] Result: Competent Not yet competent

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