Assessor Resource

CUADLT402
Explore the relationship between music and dance

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the performance outcomes, skills and knowledge required to analyse dance movements and to apply the concepts and terminology of music to dance performances.

Dancers, choreographers and dance teachers apply the skills and knowledge outlined in this unit. They could be exploring the relationship between music and dance in the context of dance teaching, improving their own dance technique, devising dance sequences, or reviewing dance performances.

Work is usually undertaken under some supervision, though autonomy and judgement can be expected given the nature of the process of reflecting and analysing 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. Analyse standard music notation

1.1 Identify signs used to interpret the rhythm and pitch of musical pieces

1.2 Identify directions and markings for expression, volume and phrasing

1.3 Distinguish the major characteristics of music from various musical styles with reference to their notation

1.4 Discuss issues of music notation and how they inform the process of analysing dance with relevant personnel

2. Make connections between movement and music in a cultural context

2.1 Distinguish between music from different cultural contexts

2.2 Contrast aspects of different styles of music

2.3 Analyse musical forms, characteristically used to structure music in dance works, from different cultural contexts

2.4 Analyse the relationship between movement and music in dance works from different cultural contexts

2.5 Define the relationship between the expressive qualities of movement and accompanying sound

3. Apply skills of musical analysis to dance performances

3.1 Evaluate the effectiveness of music scores in enhancing the narrative of dance works

3.2 Evaluate the effectiveness of the relationship between music and dance in a range of performances

3.3 Interpret rhythm from written notation and observe accented beats in responding to works

3.4 Identify choreographic devices that have been used to structure dance works and evaluate their effectiveness in meeting the demands of the music

3.5 Compile an assessment in an appropriate format of the relationship between the use of music and a dance work narrative

3.6 Seek feedback from relevant personnel on own ability to detail the relationship between music and dance and note areas for future improvement

Evidence of the ability to:

recognise the source and style of a range of musical pieces

use knowledge of standard musical notation to interpret music

relate choreography to musical accompaniment

analyse the effectiveness of dance performances in terms of their relationship to music

use dance and music 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:

demonstrate basic knowledge of music from the following cultural contexts:

classical music

folk music

Indigenous music

popular music

social contexts of musical and dance performances

theatrical music

world music

in the context of analysing the relationship between music and dance, explain key aspects of the following:

choreographic devices

notation used for basic composition forms

theories on rhythmic and structural composition.

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 opportunities to work with others to explore the relationship between music and dance.

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. Analyse standard music notation

1.1 Identify signs used to interpret the rhythm and pitch of musical pieces

1.2 Identify directions and markings for expression, volume and phrasing

1.3 Distinguish the major characteristics of music from various musical styles with reference to their notation

1.4 Discuss issues of music notation and how they inform the process of analysing dance with relevant personnel

2. Make connections between movement and music in a cultural context

2.1 Distinguish between music from different cultural contexts

2.2 Contrast aspects of different styles of music

2.3 Analyse musical forms, characteristically used to structure music in dance works, from different cultural contexts

2.4 Analyse the relationship between movement and music in dance works from different cultural contexts

2.5 Define the relationship between the expressive qualities of movement and accompanying sound

3. Apply skills of musical analysis to dance performances

3.1 Evaluate the effectiveness of music scores in enhancing the narrative of dance works

3.2 Evaluate the effectiveness of the relationship between music and dance in a range of performances

3.3 Interpret rhythm from written notation and observe accented beats in responding to works

3.4 Identify choreographic devices that have been used to structure dance works and evaluate their effectiveness in meeting the demands of the music

3.5 Compile an assessment in an appropriate format of the relationship between the use of music and a dance work narrative

3.6 Seek feedback from relevant personnel on own ability to detail the relationship between music and dance and note areas for future improvement

Evidence of the ability to:

recognise the source and style of a range of musical pieces

use knowledge of standard musical notation to interpret music

relate choreography to musical accompaniment

analyse the effectiveness of dance performances in terms of their relationship to music

use dance and music 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:

demonstrate basic knowledge of music from the following cultural contexts:

classical music

folk music

Indigenous music

popular music

social contexts of musical and dance performances

theatrical music

world music

in the context of analysing the relationship between music and dance, explain key aspects of the following:

choreographic devices

notation used for basic composition forms

theories on rhythmic and structural composition.

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 opportunities to work with others to explore the relationship between music and dance.

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
Identify signs used to interpret the rhythm and pitch of musical pieces 
Identify directions and markings for expression, volume and phrasing 
Distinguish the major characteristics of music from various musical styles with reference to their notation 
Discuss issues of music notation and how they inform the process of analysing dance with relevant personnel 
Distinguish between music from different cultural contexts 
Contrast aspects of different styles of music 
Analyse musical forms, characteristically used to structure music in dance works, from different cultural contexts 
Analyse the relationship between movement and music in dance works from different cultural contexts 
Define the relationship between the expressive qualities of movement and accompanying sound 
Evaluate the effectiveness of music scores in enhancing the narrative of dance works 
Evaluate the effectiveness of the relationship between music and dance in a range of performances 
Interpret rhythm from written notation and observe accented beats in responding to works 
Identify choreographic devices that have been used to structure dance works and evaluate their effectiveness in meeting the demands of the music 
Compile an assessment in an appropriate format of the relationship between the use of music and a dance work narrative 
Seek feedback from relevant personnel on own ability to detail the relationship between music and dance and note areas for future improvement 

Forms

Assessment Cover Sheet

CUADLT402 - Explore the relationship between music and dance
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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Date:

Assessment Record Sheet

CUADLT402 - Explore the relationship between music and dance

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: