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Elements and Performance Criteria

Required Skills

Required skills

communication skills to

discuss interpretive requirements with others

discuss ideas with others to inform own performance

respond appropriately to feedback on own skill development and performance

work creatively with individual differences

initiative and enterprise skills to

apply imagination spontaneity and confidence appropriate to the performance

develop own critical analysis skills

perform with precision style and strong stage presence

communicate the mood or style of dance sequences to audiences

respond to other performers and adjust own performance accordingly

transfer and apply physical information from one area of physical expertise to another understanding what is common and what is discrete to each style

learning skills to

develop and refine professional work ethic

integrate knowledge technique and creativity in chosen cultural dance styles at an advanced level in both group and solo work

receive and integrate constructive criticism of performance from peers or coaches

create own individual style attitude and stage presence

planning and organising skills to

effectively prepare for rehearsals and performances

plan practice time

design and implement appropriate warmup techniques

problemsolving skills to respond flexibly and effectively to contingencies

selfmanagement skills to

arrive punctually at rehearsals and performances

dress appropriately

follow direction

address own professional development needs

teamwork skills to work collaboratively with others involved in rehearsals and performances

Required knowledge

principles underlying dance movements and techniques such as

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

terminology history and cultural context of chosen dance styles

stage geography and directions

musical rhythms including

time signatures

OHS standards associated with performance

comprehensive knowledge of

alignment breath and techniques for the release of tension

kinaesthetic awareness

stylistic nuances and dramatic elements associated with various performance styles

performance environment

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

rehearse cultural dance sequences effectively to achieve required performance standard

integrate knowledge technique and creativity in the performance of cultural dance sequences on at least two occasions

seek and use constructive criticism to improve own cultural dance performance skills

Context of and specific resources for assessment

Assessment must ensure access to

rehearsal and performance opportunities with appropriate flooring

relevant resources and 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

direct questioning combined with review of portfolios of evidence

thirdparty workplace reports of onthejob performance

evaluation of live or recorded performances

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

case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of extending cultural dance performance skills to a professional level

direct observation of candidate rehearsing and performing complex cultural dance sequences

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

CUAOHSA Maintain a high level of fitness for performance

CUAOHS501A Maintain a high level of fitness for performance

CUAOHSA Develop techniques for maintaining resilience in a competitive environment

CUAOHS602A Develop techniques for maintaining resilience in a competitive environment

CUAPRFA Apply theatrical makeup

CUAPRF502A Apply theatrical make-up.

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.

Relevant personnel may include:	agents community members directors producers fellow performers mentors teachers coaches choreographers musical directors conductors.
Aspects of own role may include:	number of sequences to be performed cultural dance style solo requirements nature of interaction with other dancers in group sequences personal appearance requirements, including: costumes make-up hair props required in sequences.
Direction refers to:	advice and instruction from: directors musical directors choreographers stage managers.
Warm-up and cool-down activities may include:	aerobic activities anaerobic exercises coordinated breathing activities exercises to loosen mouth, including: tongue lips soft palate exercises to loosen face muscles, including: cheek eye jaw flexibility exercises floor work gentle open vowel singing joint-mobility exercises stretching vocalising exercises beginning in mid-range before extending to upper and lower registers.
Strategies to overcome performance anxiety may include:	adequate rehearsal focusing on a single element or action at a time relaxation techniques, such as: meditation imagery or conscious visualisation affirmations stretching deep breathing light aerobic exercises maintaining a work-life balance mental rehearsal warm-up routines.
Venuesmay include:	small and large theatres stadiums and arenas community halls urban and rural outdoor performance spaces.
Performance techniquesmay refer to:	control of stage energy and attack improvisation movement.
Contingenciesmay include:	forgetting steps failure of technical equipment provocation from the audience sudden injury of self or fellow performers.
Feedbackmay include:	director’s notes audience feedback discussion with other performers observations from peers.
Professional work ethicmay refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.