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Elements and Performance Criteria

Required Skills

Required skills

communication and teamwork skills to

work collaboratively with others in an improvisational environment

communicate mood and emotion of various stimuli through dance

receive constructive feedback and apply it to future work

initiative creativity and problemsolving skills to

create improvisation using various stimuli

interpret and respond to stimuli such as music words text or silent space

apply appropriate styles or interpretations

work creatively with others

follow through with own individual style or idea

planning and organising skills to collect information about various styles of dance and improvisation

selfmanagement and learning skills to

plan own practice time

evaluate and seek feedback for improvisations

provide feedback to others

improve performance through experimentation and practice

apply health and safety techniques to dance

respond appropriately to pressures of performance

technical skills to

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

display varying responses to movement boundaries

use a range of improvisational techniques using complex stimuli

display appropriate emotions through movement facial expressions and dance

Required knowledge

characteristics of chosen dance styles and techniques for improvisation within those styles

techniques for expression through dance

vocabulary relevant to chosen dance styles

issues and challenges that arise in the context of developing improvisational skills

own individual interpretation in response to movement boundaries

OHS practices procedures and standards as they apply to working with recorded music lighting and staging

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

perform an improvised sequence within a complex dance sequence

adhere to movement boundaries established for the improvisation

incorporate movement dynamics and partner work into performances

Context of and specific resources for assessment

Assessment must ensure access to

relevant stimuli

equipment to ensure safety

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 issues in performance of improvisation

portfolios or other documentation that demonstrate the reflective processes used in improvisation

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 dance partnering techniques

CUADAN303A Develop dance partnering techniques

CUADANA Develop expertise in dance performance skills

CUADAN407A Develop expertise in dance performance skills

CUAPRFA Refine movement skills for performance

CUAPRF404A Refine movement skills for performance.

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.

Conceptsmay include:	using imagination interpreting and responding to stimuli, such as music, words or text following through with own individual style or idea allowing one’s own movement to flow uninterrupted recreating certain style, genre or era listening effectively to identify and incorporate various rhythms interpreting stimuli appropriately for improvisation using aural and other stimuli to develop themes in movement and performance.
Dance styles may include:	ballet jazz tap street modern contemporary cultural social.
Requirements may include:	dance style equipment, such as: mirrors sprung floors music facilities barre stimuli music silence length of piece.
Warm-up activitiesmay include:	deepening stretches joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities.
Cool-down activitiesmay include:	floor work stretching.
Injury-prevention techniquesmay include:	warming up and cooling down before and after class and performance wearing appropriate clothing, such as form fitting clothing that allows full range of movement footwear appropriate to the style applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher.
Common health concernsmay include:	lack of rest poor diet lack of understanding of basic anatomy and physiology of dance lack of warming up and cooling down properly overstraining the muscles dehydration.
Stimulimay include:	music, such as: any type of musical style, 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 boxes flowers footwear hat lipstick silent space various texts, such as: poetry newspaper articles lyrics advertisements.
Motifmay include:	a rhythm an expression a body part a statue a movement patter.
Movement boundariesmay include:	limited or extended space incorporating props movement limited to specific body parts musical restrictions with added vocal improvisation limited timeframe addition of other improvising bodies (vary number) addition of other improvising bodies incorporating contact use of multiple props.
Movement dynamicsmay include:	speed of movement rhythm variations tension quality.
Performance environmentmay include:	internal, such as: dance studio theatre house pavilion sports stadium external, such as: beach bush cemetery gardens church.
Ways toevaluatemay include:	looking at the: emotional response composition balance appropriate level of dance technique other movement boundaries limitations working with other improvising dancers in the performance space choreography and its potential for further development.
Relevant personnelmay include:	teacher director producer choreographer agent.