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Elements and Performance Criteria

Required Skills

Required skills

communication and teamwork skills to

work collaboratively with others including providing direction

receive constructive feedback and apply it to future work

initiative and creativity skills to

compose dance within a specified form

work creatively with others

solve problems in a simple dance sequence

follow through with own individual style or idea

learning skills to

improve performance and skills through experimentation and practice

research a topic to inform basic dance composition tasks

planning and organising skills to collect information about various dance works for analysis

technical skills to

perform appropriate stretches exercises and breathing techniques to warm up and cool down

demonstrate the use of starting points intent and form when composing dance

Required knowledge

dance as a form of communication

form intent and starting points in dance composition

appropriate vocabulary used in dance

issues and challenges that arise in the context of composing dance

OHS practices procedures and standards as they apply to dancing in a range of physical environments

difference between abstraction and stylisation

Evidence Required

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

use form and intent to compose a simple dance sequence that communicates an idea

communicate effectively with others using appropriate vocabulary and demonstration skills

Context of and specific resources for assessment

Assessment must ensure access to a dance studio or space including

mirrors and curtains

video recording and playback equipment

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

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 the composition process

portfolios or other documentation that demonstrate the reflective processes used in dance composition

Assessment methods should closely reflect workplace demands eg literacy and the needs of particular groups eg 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

CUADLTA Develop basic dance analysis skills

CUADLT301A Develop basic dance analysis skills.

Range Statement

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.

Warm-up activities may include:	minor stretches joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities.
Cool-down activities may include:	floor work stretching.
Injury-prevention techniques may 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 use of appropriate equipment, such as: barre mirror sprung floors attention to teacher.
Common health concerns may include:	lack of rest poor diet lack of understanding of basic anatomy and physiology of dance lack of warming up and cooling down adequately overstraining the muscles dehydration.
Relevant personnel may include:	teacher peer director producer agent.
Elements of dance may include:	space time dynamics.
Components may include:	starting points working with intention working with motifs: identifying a motif developing motifs by manipulating components of time, space and dynamics choreographic forms phrasing: shaping creating variety in length structuring a work: unity and variety contrast climax and resolution repetition sequencing transitions abstraction and stylisation.
Intent may include:	reading movement expressing an idea through movement using known movements with intention versus creating new vocabularies working intuitively and cognitively.
Form may include:	choreographic forms: binary ternary rondo theme and variations narrative organic.
Dance may be documented through:	notation video recording.
Concepts of music may include:	duration pitch dynamics tone colour texture structure.
Starting points may include:	beginning with: an idea a movement phrase a piece of music waiting for inspiration other beginnings.
Stimuli may include:	music, such as: musical styles, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair silent space various texts.
Composing a dance sequence may include:	starting points solving problems researching a topic improvisation reflection and analysis refinement and rehearsal.
Working with other dancers may include:	introduction to rehearsing and directing skills recognising the skill level and strengths of available dancers.