Application
Dancers who are required to compose short and simple dance sequences apply the skills and knowledge outlined in this unit. At this level dance composition is simple in nature, for example using one prop or taking a theme, such as meeting and parting, and could be applied to a variety of dance styles, such as tap, jazz, contemporary, street and cultural forms of dance. Pieces could be developed as part of dance studies or for informal presentation.
Work is usually undertaken under supervision, though some autonomy and judgement can be expected.
Prerequisites
Not applicable.
Elements and Performance Criteria
1. Prepare the body for dance | 1.1. Perform basic warm-up and cool-down activities 1.2. Adhere to injury-prevention techniques 1.3. Identify common health concerns for dancers |
2. Develop an understanding of dance composition | 2.1. Discuss with relevant personnel the elements of dance and how they are used and manipulated to craft movement 2.2. Identify components of the composition process by analysing original professional dance compositions 2.3. Through discussion and observation, explore how intent and form are used in dance composition and how they might be documented 2.4. Discuss with relevant personnel how concepts of music assist in providing a range of ways to manipulate form and movement |
3. Practise dance composition technique | 3.1. Explore the use of a range of starting points when composing dance 3.2. Practise the use of intent and form when composing dance 3.3. Manipulate elements of dance to craft movement using various stimuli 3.4. Generate and organise movement for dance using play and exploration |
4. Compose a simple dance sequence | 4.1. Compose a dance sequence with a specified intent and form 4.2. Communicate composition ideas and concepts in discussions using appropriate vocabulary 4.3. Demonstrate effective verbal and physical demonstration skills while working with dancers 4.4. Organise to have the sequence recorded for evaluation purposes 4.5. Use the recording to evaluate work and gain feedback from relevant personnel in order to edit and refine the dance sequence |
Required Skills
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.
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: use form and intent to compose a simple dance sequence that communicates an idea communicate effectively with others using appropriate vocabulary and demonstration skills. |
Context of and specific resources for assessment | Assessment must ensure access to a dance studio or space, including: sprung floor tarkett mirrors and curtains sound system video recording and playback equipment. |
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: observation of practice and performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of the composition process portfolios or other documentation that demonstrate the reflective processes used in dance composition. 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. |
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.
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. |
Sectors
Performing arts - choreography
Employability Skills
This unit contains employability skills.
Licensing Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.