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 analyses with colleagues in an appropriate way
respond appropriately to feedback on own skill development and performance
initiative and enterprise skills to:
apply musical concepts to movement in dance forms
apply critical thinking techniques to dance analysis
learning skills to:
improve own dance techniques through critical analysis of dance as an art form
develop a movement memory
teamwork skills to work collaboratively with others on analysing dance performances with a view to improving own and group technique.
Required knowledge
well-developed knowledge of:
principles underlying dance movements and techniques, such as:
relationship with gravity
spatial awareness
successional movement
folding
extending
rotating
shifting weight
effort theory, including time, weight, space and throw
dance terminology
overview knowledge of:
theories of dance analysis
dance styles and genres, and conventions relevant to analysis
choreographic process.
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: | teacher mentor experienced dancer peers choreographer. |
Purpose of dance analysis may include: | choreography greater knowledge of dance styles improvement of partner or ensemble performance improvement of personal performance personal research problem solving refinement of routines. |
Scope of dance analysis may include: | personal performance partner performance ensemble performance. |
Principal theories include the writings and teachings of: | Jean George Noverre Frederick W Taylor Rudolf Laban Isadora Duncan Ruth St Denis. |
Principal terms include: | effort theory spatial elements, such as: direction of movement in space level where movement or gestures occurs on high, medium or low level shape: symmetry, asymmetry dynamics, such as: rhythm: time and weight duration: length of time to perform a movement musical rhythms: association between musical notation and dance movements body and body actions, such as: body and body parts: the part of the body moving step or locomotor movement: complete transference of weight gesture, such as a movement that is not a step relationship to others, including audience. |
Forms may include: | round table discussions on performance assistance to partner choreographic direction teacher direction peer analysis. |
Movements may include: | body alignment acrobatic dance technique maintaining balance on supporting leg maintaining control in turning balances maintaining rhythm and tempo using arm lines appropriately and extensively fluid control of rolls working at differing tempos focusing eyes and mind while performing isocentric and polycentric isolations air work, including: adage rolls floor work, including: stretches abdominal strengthening locomotor exercises and sequences: pirouettes posés piqués pencil turns châinés kicks jumps and leaps non-locomotor exercises and sequences: pliés tendus working on centre and off centre. |
Dance styles may include: | ballet contemporary Latin American, such as: bossa nova cha cha mambo rumba salsa samba tango musical theatre and Broadway shows cultural, including: Aboriginal and Torres Strait Islander African Afro-American Caribbean Indian Russian Spanish tap traditional jazz, such as: jive rock and roll cakewalk black bottom charleston jitter bug boogie woogie swing. |
Musical rhythms include: | time signatures, such as: 3/4 2/4 6/8 meter beat tempo syncopation. |
Vocabularyto describe expression might include words, such as: | bold cautious inhibited overwhelming powerful tender timid undisciplined. |
Formatsmay include: | spoken comments contributions to round table discussion notes written reports. |
Areas for future improvement might include discussion of: | movement rhythmic ability gesture expression fluency. |
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