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
analytical and literacy skills to:
analyse varied information sources dealing with potentially complex ideas
observe and interpret physical skills from an informed viewpoint
audiovisual literacy skills to:
define movement characteristics
identify specific choreographic, historical or ethnic styles
interpret meanings or intentions behind movements
identify concepts or ideas embedded in works
communication skills to:
participate in debate and discussion about concepts of dance
present research findings to peers and colleagues
initiative and enterprise skills to challenge assumptions and think laterally about issues
planning and organisational skills to set up and undertake a research process
learning skills to improve own understanding of dance concepts
self-management skills to conduct research and present research findings in a timely fashion
technology skills to access information from the internet.
Required knowledge
ways of selecting a meaningful research focus
well-developed understanding of copyright, moral rights, intellectual property issues and legislation in relation to research
fundamental knowledge of different perceptions of dance for differing communities
forms and purposes of popular dance, such as:
musicals
vaudeville
movies
television
concepts of entertainment
role of gender in dance performances and history
popular genres of western dance and their relation to formal dance repertoires.
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 personnelmay include: | manager supervisor mentor teacher choreographer dance critic performer peer. |
Individual needs and perspectivesmay be influenced by: | current debate among peers and critics current performing repertoire ensemble concerns and interests ethnicity and cultural concerns visiting performers project brief projected new works techniques used in own practice. |
Assumptions and preconceptionsmay relate to: | different cultural responses to research how information is presented level of formality required in the research process own preconceptions preconceptions of others what types of research are acceptable where to find information. |
Historical and contemporary sourcesmay include: | accounts and perceptions of dancers and choreographers audiovisual recordings books, journals, newspapers, magazines, catalogues and posters contemporary accounts contemporary and historical critical reviews internet performances presentations professional journals dance notation writings of dance critics, anthropologists, sociologists and cultural commentators. |
Cultural contextsmay relate to: | gender ethnicity social and cultural attitudes to the human body concepts of space and how it can be used historical period social class. |
New and potentially unintended directionsmay be those which: | challenge preconceptions about work process and outcomes lead the individual to work in a different style generate completely new ideas take the individual back to earlier ideas. |
Substantiated opinions and ideasare those which are: | grounded in appropriate research subjected to the analysis of others (e.g. peer review) supported by relevant information the result of rational and logical thought based on aspects of dance sequences, such as: choreography technique of performers set design costumes music. |
Formatsmay include: | written presentation incorporating elements, such as: verbal presentation still images video clips dance performance. |
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