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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

Required Skills

Required skills

communication skills to

discuss dance issues with colleagues in a culturally appropriate way

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to apply techniques of music to movement in dance forms

learning skills to develop and practise basic Aboriginal and Torres Strait Islander dance techniques

planning and organising skills to

prepare for performances

plan practice time

selfmanagement skills to

observe cultural protocols

observe dance discipline and follow direction

apply safe dance practices

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

Required knowledge

welldeveloped knowledge of

principles underlying dance movements and techniques including

relationship with gravity

spatial awareness

successional movement

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

importance of healthy food choices in relation to wellbeing and injury prevention including five food groups and recommended daily amounts

body and face painting techniques

language and terminology associated with the dance movement and song being performed

ways to assemble appropriate costuming

overview knowledge of

community language

language of dance

language of body markings

history and roles of dance in Aboriginal and Torres Strait Islander cultures

traditional roles especially as they relate to dance performance including crosscultural crossgender or genderspecific roles

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

reproduce Aboriginal and Torres Strait Islander dance exercises and sequences within personal capabilities

convey the basic spirituality of Aboriginal and Torres Strait Islander dance steps and movements

display fluency of movement

apply the basic concepts of Aboriginal and Torres Strait islander dance to own performances

Context of and specific resources for assessment

Assessment may take place on the job off the job for example in communities and training organisations or a combination of on and off the job

This unit requires access to

Aboriginal and Torres Strait Islander elders custodians and other culturally knowledgeable people authorised by their communities to act as mentors in performance disciplines

appropriate dance performance areas or spaces including outdoor locations

Trainers and assessors in this unit should be Aboriginal and Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training They must ensure that the cultural and intellectual property rights of Aboriginal and Torres Strait Islander peoples are protected

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

direct questioning combined with review of portfolios of evidence

thirdparty workplace reports of onthejob performance

evaluation of performance of dance skills

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

review of candidates dance performances by peers and colleagues

analysis of dancers ability to convey dances cultural meaning

direct observation of dance performance

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

CUADANA Develop basic dance techniques

CUADAN201A Develop basic dance techniques

CUADANA Incorporate artistic expression into basic dance performances

CUADAN202A Incorporate artistic expression into basic dance performances

CUAPRFA Prepare self for performances

CUAPRF201A Prepare self for performances.

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.

Aspectsmay include:	audience characteristics costume requirements length of performances make-up number of performances.
Relevant personnelmay include:	choreographers community members elders manager mentors performers supervisors.
Protocols may include:	rules of behaviour governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal and Torres Strait Islander societies full set of protocols of a particular community or cultural grouping, which is likely to be unique, such as: activities open only to initiated persons gender-specific activities how to approach certain persons obtaining information and materials permission for activities prohibitions on activities or communication who to approach for a particular reason.
Costumes may include:	headbands mukmuk waistbands zazi.
Basic dance skillsmay include:	body alignment for Aboriginal and Torres Strait Islander dance exercises and sequences incorporating air work, such as rolls exterior dance spaces floor work, such as: stretches abdominal strengthening improvisation locomotor movements, such as: walking leaping sliding non-locomotor movements, such as: twisting turning stretching swaying bending maintaining rhythm and tempo working at differing tempos focusing eyes and mind while performing working on centre and off centre.
Safe dance practicesrelate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Aboriginal and Torres Strait Islander instrumentsmay include	body design and ornamentation clap sticks didgeridoo kangaroo skin pillows possum drums, if available pumpil traditional dress wear.