Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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.
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. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist