Google Links

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 aspects of music theory such as

respond appropriately to feedback on own skill development

initiative and enterprise skills to

make connections between music and movement

apply critical listening skills

engage in a creative thinking process

learning skills to increase aural recognition of variety of musical forms

teamwork skills to work collaboratively with others involved in dance activities

Required knowledge

welldeveloped knowledge of

music and dance terminology

choreographic devices

working knowledge of music from a range of cultural contexts such as

classical music

Indigenous music

theatrical music

social contexts of musical and dance performances

basic composition forms including variations in the format of notation used

theories on rhythmic and structural composition

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

recognise the source and style of a range of musical pieces

apply a 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

Context of and specific resources for assessment

Assessment must ensure

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

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 a journal kept to analyse dance 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 exploring the relationship between music and dance

analysis of reviews of dance performances prepared

direct observation of candidates contribution to discussion concerning the relationship of music to dance

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

CUAWRTA Write about dance

CUAWRT501A Write about dance

CUSMLTA Develop and apply aural perception skills

CUSMLT302A Develop and apply aural perception 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.

Signs used to interpret:	rhythm of musical pieces, including: bar lines dots note durations rests ties time signatures pitch of musical pieces, including: accidentals clefs key signatures ledger lines lines and spaces of the stave melodic motifs and phrases melody lines position of notes on the staves.
Directions and markings may include:	ornamentation phrasing and expression special effects speed volume.
Musical stylesmay include:	traditional music of any culture European classical all contemporary musical styles, including: country folk jazz popular world all other musical styles, genres or traditions.
Relevant personnel may include:	choreographers community members critics directors elders manager mentors performers musicians reviewers supervisor.
Cultural contextsmay include:	classical music folk music Indigenous music popular music theatrical music world music.
Aspectsmay include:	dynamics or volume instrumental or vocal styles of playing instruments or voices used structure and form of the music texture and tone or colours.
Aspects of musical forms may include:	accent metre rhythm tempo.
Accompanying sound sourcesmay include:	Indigenous rhythmic devices, such as clap sticks instrumental accompaniment live performances orchestral accompaniment prepared music recorded music vocal accompaniment.
Performancesmay be:	live recorded.
Choreographic devicesmay include:	canon fugue inversion repetition retrograde rondo theme and variation.