Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUADLT402A Mapping and Delivery Guide
Explore the relationship between music and dance

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUADLT402A - Explore the relationship between music and dance
Description This unit describes the performance outcomes, skills and knowledge required to apply the concepts and terminology of music to dance performances.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Dancers, choreographers and dance teachers apply the skills and knowledge outlined in this unit. They could be exploring the relationship between music and dance in the context of dance teaching, improving their own dance technique, devising dance sequences or reviewing dance performances.Work is usually undertaken under some supervision, though autonomy and judgement can be expected given the nature of the process of reflecting and analysing performances.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Develop an understanding of standard music notation
  • Become familiar with signs used to interpret the rhythmof musical pieces
  • Become familiar with signs used to interpret the pitch of musical pieces
  • Become familiar with directions and markingsfor expression, volume and phrasing
  • Distinguish the major characteristics of music from various musical styles with reference to their notation
  • Discuss issues of music notation and how they inform the process of analysing dance with relevant personnel
       
Element: Make connections between movement and music in a cultural context
  • Distinguish between music from different cultural contexts
  • Contrast aspects of different styles of music
  • Analyse musical forms characteristically used to structure music in dance works from different cultural contexts
  • Analyse the relationship between movement and music in dance works from different cultural contexts
  • Define the relationship between the expressive qualities of movement and accompanying sound sources
       
Element: Apply skills of musical analysis to dance performances
  • Evaluate the effectiveness of music scores in enhancing the narrative of dance works
  • Evaluate the effectiveness of the relationship between music and dance in a range ofperformances
  • Interpret rhythm from written notation and observe accented beats in responding to works
  • Identify the choreographic devices that have been used to structure the dance work and evaluate their effectiveness in meeting the music’s demands
  • Apply appropriate music and dance terminology in detailing the relationship between the use of music and the dance work narrative
  • Seek feedback from relevant personnel on own ability to detail the relationship between music and dance and note areas for future improvement
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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

third-party workplace reports of on-the-job 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 candidate’s contribution to discussion concerning the relationship of music to dance.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. 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:

CUADLT301A Develop basic dance analysis skills

CUAWRT501A Write about dance

CUSMLT302A Develop and apply aural perception skills.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

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 skills to:

discuss aspects of music theory, such as:

accent

metre

tempo

rhythm

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

well-developed knowledge of:

music and dance terminology

choreographic devices

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

classical music

folk music

Indigenous music

popular music

theatrical music

world 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.

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.

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

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Become familiar with signs used to interpret the rhythmof musical pieces 
Become familiar with signs used to interpret the pitch of musical pieces 
Become familiar with directions and markingsfor expression, volume and phrasing 
Distinguish the major characteristics of music from various musical styles with reference to their notation 
Discuss issues of music notation and how they inform the process of analysing dance with relevant personnel 
Distinguish between music from different cultural contexts 
Contrast aspects of different styles of music 
Analyse musical forms characteristically used to structure music in dance works from different cultural contexts 
Analyse the relationship between movement and music in dance works from different cultural contexts 
Define the relationship between the expressive qualities of movement and accompanying sound sources 
Evaluate the effectiveness of music scores in enhancing the narrative of dance works 
Evaluate the effectiveness of the relationship between music and dance in a range ofperformances 
Interpret rhythm from written notation and observe accented beats in responding to works 
Identify the choreographic devices that have been used to structure the dance work and evaluate their effectiveness in meeting the music’s demands 
Apply appropriate music and dance terminology in detailing the relationship between the use of music and the dance work narrative 
Seek feedback from relevant personnel on own ability to detail the relationship between music and dance and note areas for future improvement 

Forms

Assessment Cover Sheet

CUADLT402A - Explore the relationship between music and dance
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUADLT402A - Explore the relationship between music and dance

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: