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

CUAPRF404A Mapping and Delivery Guide
Refine movement skills for performance

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUAPRF404A - Refine movement skills for performance
Description This unit describes the performance outcomes, skills and knowledge required to develop and refine complex movement skills required in a range of live performance contexts. At this level, performers are constantly refining their technique and expression to produce performances that convey the mood and style of music through movement routines.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to performers who are consolidating their career in contexts where high level movement skills are required. They could be involved in dance, musical theatre and circus performances. They would usually be performing as members of an ensemble, though some solo work could be expected.While supervision and guidance are provided in practice sessions and rehearsals, performers are expected to display a high level of motivation and sense of responsibility for themselves and others during live 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 movement principles
  • Explore the range of movement patterns and their associated skills
  • Become familiar with basic performance cues associated with movement patterns and skills
  • Discuss ways of developing own movement skills with relevant personnel
       
Element: Prepare the body for movement
  • Perform basic warm-up and cool-down activities
  • Adhere to injury-prevention techniques
  • Take common health concerns for performers into account when devising own physical conditioning program
       
Element: Practise a range of movements
  • Use a range of sources to generate ideas for movement routines
  • Apply knowledge of performance cues to practise full range of movement patterns
  • Apply knowledge of anatomical alignment principles in movement exercises
  • Practise controlling balance in a range of positions
  • Use feedback from teachers and mentors to identify and develop ways to improve own movement skills
       
Element: Develop performance attributes
  • Incorporate movement patterns into routines in ways that convey their dramatic intent
  • Incorporate basic rhythmic structures and musicality into movement routines
  • Ensure that flow and interaction with other performers are smooth and well-timed
  • Work on developing a strong sense of individuality and presence in the execution of sequences
  • Develop techniques for incorporating unseen combinations with speed and verve
       


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:

perform a range of movement routines that demonstrate:

understanding of human movement principles and their application in performance

well-developed movement techniques appropriate to specific performance contexts

incorporate rhythmic structures and musicality into movement routines

cooperate with others in a learning and performance environment.

Context of and specific resources for assessment

Assessment must ensure access to appropriate performance areas or spaces.

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

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 developing movement skills

direct observation of the candidate in practice sessions and performances.

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:

CUADAN402A Improvise an advanced dance sequence

CUADAN409A Develop expertise in contemporary dance technique.

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 movement concepts and techniques with relevant personnel

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

work creatively with music and dance

dance with style and strong stage presence

observe and accurately interpret physical skills

learning skills to:

develop strong movement techniques through:

practising complex movements and routines

a positive attitude to learning and a willingness to experiment

develop a movement memory

planning and organising skills to plan and execute own warm-up and cool-down routines

self-management skills to:

achieve movement responses within personal capabilities

follow direction

apply safe performance practices

teamwork skills to work collaboratively with others involved in classes and performances.

Required knowledge

well-developed knowledge of:

principles underlying physical movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

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 joint motion

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

movement philosophies, such as:

Alexander technique

Bartenieff fundamentals

Feldenkrais method

Ideokinesis

Pilates

yoga

Thera-Band.

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.

Movement patternsinclude:

sending

receiving

accompanying

evading

locomotor movements

landings

statics

swings

rotations

springs.

Associated skills may include:

sending:

throwing

striking

receiving:

catching

collecting

accompanying:

dribbling

carrying

evading:

dodging

faking

screening

locomotor movements:

displacement of the body from one place to another

landings:

on feet

on hands

while rotating

statics:

balances

supports

hangs

swings:

from supports

from hangs

rotations:

around axis of the body

longitudinal

media

lateral

springs:

from the arms

from the legs.

Basic performance cues associated with movement patternsmay include:

sending

receiving

accompanying

evading

locomotor movements

landings

statics

swings

rotations

springs.

Relevant personnel may include:

teachers

mentors

coaches

medical practitioners

nutrition experts

colleagues

family members

performers.

Warm-up activitiesmay include:

minor stretches

joint-mobility exercises

flexibility exercises

aerobic activities

coordinated breathing activities.

Cool-down activitiesmay 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 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.

Sources may include:

inspiration

imagination

life experience

actual events or facts

internet

other media

educational texts and resources

travel

observation

different experiences

memoirs or diaries.

Generating ideas may include:

brainstorming

researching

exercises

asking questions

role-playing

making analogies

interviewing

looking at the subject from different viewpoints.

Anatomical alignment principlesrelate to:

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.

Dramatic intent may relate to conveying a sense of:

comedy

character

tragedy

romance

wistfulness

yearning

fun

happiness.

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
Explore the range of movement patterns and their associated skills 
Become familiar with basic performance cues associated with movement patterns and skills 
Discuss ways of developing own movement skills with relevant personnel 
Perform basic warm-up and cool-down activities 
Adhere to injury-prevention techniques 
Take common health concerns for performers into account when devising own physical conditioning program 
Use a range of sources to generate ideas for movement routines 
Apply knowledge of performance cues to practise full range of movement patterns 
Apply knowledge of anatomical alignment principles in movement exercises 
Practise controlling balance in a range of positions 
Use feedback from teachers and mentors to identify and develop ways to improve own movement skills 
Incorporate movement patterns into routines in ways that convey their dramatic intent 
Incorporate basic rhythmic structures and musicality into movement routines 
Ensure that flow and interaction with other performers are smooth and well-timed 
Work on developing a strong sense of individuality and presence in the execution of sequences 
Develop techniques for incorporating unseen combinations with speed and verve 

Forms

Assessment Cover Sheet

CUAPRF404A - Refine movement skills for performance
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

CUAPRF404A - Refine movement skills for performance

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: